ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Personal Brands with Digital Storytelling ePortfolios
Author: Jones, Beata
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Electronic Publishing,Technology Uses in Education,Story Telling,Portfolios (Background Materials),College Students,Individual Characteristics,Identification (Psychology),Visual Aids,Mentors,Reflection,Personal Narratives,Evaluation Methods,Social Media,Program Evaluation,Student Surveys,Student Attitudes,Pretests Posttests

Antoine de Saint-Exupery said, &quot;If you want to build a ship, don't drum up people to collect wood and don't assign them tasks and work, but rather teach them to long for the endless immensity of the sea.&quot; This article presents a pedagogical approach for framing a digital-identity-enhancing ePortfolio that maximizes student engagement and produces a high-quality ePortfolio artifact. Building on the work of Lambert (2002), Barrett (2005), Klein (2013), Ramirez (2011), Nguyen (2013), Kahn (2014), Khedher (2014) and others, the authors have developed a technology- and pedagogy-based digital storytelling ePortfolio framework that helps students craft a digital identity and communicate a personal brand. When ePortfolio assignments provide opportunities for self-exploration that include creating a personal brand, students engage with and appreciate the importance of their work, as evidenced in our pilot study of second- through fourth-year students in a university honors colloquium. Furthermore, this personal branding approach extends existing ePortfolio models by helping students develop key twenty-first century metaskills (Neumeier, 2013), while also enhancing their human and social capital.
Using Digital Portfolios to Develop Non-Traditional Domains in Special Education Settings
Author: Clancy, Mary
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Special Education,Portfolio Assessment,High School Students,Evaluation Methods,Technology Uses in Education,Educational Technology,Disabilities,Educational Legislation,Federal Legislation,Equal Education,Special Schools,Program Effectiveness

This article chronicles the development of a portfolio system used primarily to assess special education high school students on a variety of traditional and non-traditional standards and skills. Developing, capturing, sharing, and assessing student learning can be problematic when traditional testing or classroom assessment methods are not an option. Digital portfolios, when integrated correctly, provide meaningful opportunities to capture authentic student learning and assess students' growth. Additionally, digital portfolios can show evidence of student progress and allow students to participate in the assessment process, as well as facilitate opportunities for parents (and future teachers or organizations) to observe and support a child's work. We describe the development, implementation, and evaluation of a digital portfolio pilot program in a special education high school. The pilot was created in response to the need for opportunities to assess authentic student work through a variety of multimedia formats, intended to travel with students as they advance through the school system and beyond. As a result of the data and experiences, it is recommended that integrating digital portfolios into the teaching, reflection, and assessment processes when working with students with disabilities, is a way to increase opportunities for authentic assessment of traditional and non-traditional content areas, increase technology integration in classroom and community settings, and as a means to support and capture project-based learning.
Examining the Impact of the Creation of Digital Portfolios by High School Teachers and Their Students on Teaching and Learning
Author: Kilbane, Clare R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Electronic Publishing,Portfolios (Background Materials),High School Students,Secondary School Teachers,Grants,Program Effectiveness,Teaching Methods,Questionnaires,Reflection,Student Evaluation,Teacher Improvement

This mixed methods study examined the perceived impact of the creation and implementation of digital portfolios by 29 high school inservice teachers and their students representing 20 school districts within one state. However, most research on digital portfolios has focused on preservice and not inservice teachers. Findings demonstrated that digital portfolio creation resulted in increased teacher learning about technology, a reexamination of their pedagogy, better comprehension of their students' learning, reflective processes, and assessment, and reciprocal learning between teachers and students. Future digital portfolio research should focus on reciprocal learning processes on a longitudinal basis to learn of its outcomes, benefits, and challenges. Additionally, digital portfolios should be embedded in inservice teacher education as long-term professional development tools to reap similar benefits as those realized by preservice teachers who have engaged in digital portfolio development.
Reflections on Developing an Employment Mentoring Program for College Students Who Are Blind
Author: O'Mally, Jamie
Date: 2017-00-00
Type: Journal Articles
Subjects: Visual Impairments,Blindness,College Students,Mentors,Employment Qualifications,Barriers,National Surveys,Stakeholders,Attitude Measures,Student Attitudes,Program Development,Program Implementation,Program Evaluation,Job Applicants,Longitudinal Studies,Employment Level,Comparative Analysis,Experimental Groups,Control Groups

In a competitive employment climate, college graduates with visual impairments (that is, those who are blind or have low vision) face challenges securing work. Employment barriers among visually impaired individuals include: limited early work experience, negative employer attitudes, transportation issues, lack of exposure to successful role models, underdeveloped blindness skills, and low confidence in the ability to perform workrelated tasks (Coffey, Coufopoulos, &amp; Kinghom, 2014; Crudden &amp; McBroom, 1999; Mc- Donnall &amp; O'Mally, 2012; McDonnall, Zhou, &amp; Crudden, 2013). Students with visual impairments may also have unrealistic expectations for finding employment. The authors surveyed a nationally representative group of service providers and directors of state agencies (N = 87), and more than one-third of respondents (34%) believed that college students with vision loss are too optimistic about finding jobs after graduating (O'Mally, 2014). This article describes how the authors designed, implemented, and evaluated a mentoring program specifically for college students who are legally blind and are seeking employment after graduation. A national longitudinal study was conducted to evaluate the impact of mentoring on employment outcomes using standardized procedures (O'Mally &amp; Antonelli, 2016). Students were randomly assigned to either work with a mentor for one year or to receive traditional career resources. To standardize the study, they used specific eligibility criteria and a limited time frame, and provided suggestions for activities and discussion topics. The purpose of this article is to present reflections and resources used in designing a mentoring program for college students with visual impairments. It presents the demographics of participants; suggestions for recruitment and staffing; challenges in matching students with mentors, resources, and orientation materials; and practical applications.
The Research Priorities of People with Visual Impairments in the Netherlands
Author: Schölvinck, Anne-Floor M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Visual Impairments,Foreign Countries,Ophthalmology,Deaf Blind,Participatory Research,Mixed Methods Research,Focus Groups,Feedback (Response),Interviews,Research Needs,Medical Research,Quality of Life,Social Science Research

Introduction: Despite the relatively high prevalence and challenges of visual impairments, limited funding is available for ophthalmologic research in the Netherlands. The research needs of people with visual impairments could aid the ophthalmological research community to optimally distribute research resources. The objective of the study presented here was to identify daily life problems, concerns, and wishes for future research from people with ophthalmological disorders, visual impairments, or deaf-blindness in order to set a research agenda that provides directions for future ophthalmology research. Methods: A four-phase participatory research approach was carried out using mixed methods to stimulate needs-articulation. Eight focus group discussions, seven feedback meetings, and seven interviews were organized, in which 89 consumers were consulted. Surveys to prioritize the topics were developed for both the medical and socio-psychological topics, which were completed by 784 and 631 respondents, respectively. Results: For the medical research agenda, research directly aimed at the cause of the ophthalmological disorders was considered more important than research aimed at improving quality of life. The themes &quot;new and regenerative medicine,&quot; &quot;cause and disease mechanism,&quot; &quot;prevention and diagnosis,&quot; and &quot;improvement of current treatments&quot; were prioritized as high. For the socio-psychological agenda, needs concerning the &quot;improvement of technologies for people with visual impairments&quot; and &quot;navigation, orientation, and accessibility of public space&quot; were considered top priorities. Discussion: The identified research needs were relatively uniform across different consumer groups, providing opportunities for joint action. The research agenda included themes that can be taken up by &quot;traditional&quot; ophthalmological research, more broadly defined health care--related research, and more policy-influencing strategies. Implications for practitioners: The research needs could help researchers and policymakers in ophthalmology and visual impairment research to guide their research focus and legislation priorities.
Stress Associated with Transportation: A Survey of Persons with Visual Impairments
Author: Crudden, Adele
Date: 2017-00-00
Type: Journal Articles
Subjects: Anxiety,Visual Impairments,Predictor Variables,Stress Variables,Online Surveys,Visually Impaired Mobility,Multiple Regression Analysis,Physical Activities,Transportation,Adults

Introduction: This study evaluated transportation-related stress and factors predicting stress among persons with visual impairments. Methods: Participants with visual impairments completed electronic surveys rating their stress levels experienced when completing various walking and public transportation tasks. They also indicated activities they avoided due to transportation stress. Results: Higher stress was reported for navigating unfamiliar bus routes, walking in urban areas without sidewalks, and walking in unfamiliar places. Significant predictors of walking stress were age, years since vision loss, dog guide use, physical limitations, and frequency of public transportation use. Significant predictors of public transportation stress were age, orientation and mobility (O&amp;M) training, physical limitations, and frequency of public transportation use. Most-avoided activities due to transportation-related stress were entertainment or leisure activities and visiting family and friends. Discussion: Unfamiliar situations and unpredictable environments were associated with higher stress. Frequent public transportation use and longer time since vision loss predicted lower stress, which indicates that increased and varied experiences may affect transportation-related stress. Older persons and persons with physical limitations had more transportation-related stress. Social activities, which are important in managing stress, were most frequently avoided due to transportation stress. Implications for practitioners: O&amp;M instructors should keep in mind that providing varied experiences and longer training is indicated for persons with high stress, particularly for older persons, and those with recent vision loss or physical limitations. Everyone involved in the rehabilitation process should remember that building relationships with consumers, encouraging public transportation use, participating in support groups, and overcoming travel barriers for social activities may help reduce transportation stress.
Insights into the Feelings, Thoughts, and Behaviors of Children with Visual Impairments: A Focus Group Study Prior to Adapting a Cognitive Behavior Therapy-Based Anxiety Intervention
Author: Visagie, Lisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Child Behavior,Visual Impairments,Focus Groups,Anxiety,Intervention,Behavior Modification,Cognitive Restructuring,Qualitative Research,Children,Interviews,Foreign Countries,Coping,Special Schools,Psychological Patterns

Introduction: Anxiety is the most common psychological problem reported among children with visual impairments. Although cognitive behavior therapy interventions have proven successful in treating childhood anxiety, it is unclear whether they are suitable and accessible for children who have visual impairments. This study aimed to determine if and how traditional cognitive behavior therapy--based interventions could be adapted for use with this specific population by interviewing children with visual impairments themselves. Methods: A qualitative research design was used. Sixteen children with visual impairments (aged 9 to 13 years) participated in two focus group interviews. Participants attended two special schools in the Western Cape, South Africa. Interviews were audio-recorded and transcribed verbatim, and content analysis was undertaken. Results: Three primary themes emerged from the focus group data: (1) difficulties encountered by children with visual impairments; (2) existing coping strategies; and (3) insight into the concepts of feelings, thoughts and behaviors (central to cognitive behavior therapy). Discussion: The emergent themes and their implications for the adaptation of a cognitive behavior therapy--based anxiety intervention are discussed. Implications for practitioners: Results provide practitioners with guidelines to consider when using or adapting therapeutic techniques such as cognitive behavior therapy for children with visual impairments.
The Influence of Need-Supportive Teacher Behavior on the Motivation of Students with Congenital Deafblindness
Author: Haakma, Ineke
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Student Motivation,Congenital Impairments,Deaf Blind,Self Determination,Teacher Student Relationship,Foreign Countries,Video Technology,Case Studies,Educational Environment,Personal Autonomy,Learner Engagement

Introduction: Research has indicated that need-supportive learning environments positively influence students' motivation. According to self-determination theory, a need-supportive learning environment is one in which teachers provide structure, autonomy support, and involvement, and thereby support their students' psychological needs for competence, autonomy, and relatedness. In this study, we aimed to explore whether teachers of students with congenital deafblindness provide such an environment and how they adjust their need-supportive teaching to these students. Methods: We conducted an in-depth analysis of teacher-student interactions using a multiple-case-study design. We analyzed videos of teacher-student interactions from the perspective of self-determination theory. Results: We found that successful need support for this group requires careful adjustments for each individual student. Only if the provision of structure, autonomy support, and involvement is tailored to the student can a positive influence on motivation be noticed. Another important finding is that teachers provide more structure and involvement than autonomy support. Discussion: This study showed that need-supportive teaching is important in the education of students with congenital deafblindness. By using video analysis, we were able to point out teaching strategies that led to greater motivation for these students. Implications for practitioners: Motivation is a prerequisite for learning, and teachers' behavior might add to that motivation. This study showed that need support leads to enhanced motivation in students with congenital deafblindness. We provided practical insights that teachers can use to create need-supportive learning environments for these students.
Postural Control in Young People with Visual Impairments and Various Risks of Falls
Author: Sadowska, Dorota
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Impairments,Risk,Accidents,Human Posture,Risk Assessment,Comparative Analysis,At Risk Persons,Young Adults,Statistical Analysis,Visually Impaired Mobility

Introduction: Early diagnosis of postural control deficiencies facilitates implementation of an individual rehabilitation plan to prevent falls. The aim of the study was to assess the risk of falling in individuals with visual impairments, and to compare performance-based and theoretical limits of stability in subjects with various risks of falling. Methods: The study was comprised of 23 participants with severe visual impairments. The risk of fall was assessed with the Step Test. Performance-based limits of stability were measured with the Advanced Mechanical Technology, Inc. (AMTI) platform, and theoretical limits of stability were calculated based on the height of the center of mass (COM) and maximum body sway leaning angles. Results: COM displacement values, corresponding to performance-based limits of stability, in individuals with visual impairments whose risk of falling was classified as high were significantly lower than the theoretical values (p &lt; 0.05). Similar differences were not observed in participants with visual impairments whose risk of falling was assessed as low. Individuals from the low-risk group showed significantly higher values of performance-based limits of stability than the participants from the high-risk group (p &lt; 0.01 for medio-lateral direction and p &lt; 0.05 for forward-backward direction). Discussion: Nearly half of young people with visual impairments are at increased risk of falling. Such persons showed lower performance-based limits of stability than participants with visual impairments with a low risk of falling. Performance-based limits of stability in individuals with visual impairments with a high risk of falling are lower than their theoretical limits of stability. Implications for practitioners: The fact that nearly half of young people with visual impairments are at an increased risk of falling necessitates implementation of preventive measures in this group, as well as among individuals who are blind.
Efficacy of Using Vocabulary Flashcards in Braille
Author: Savaiano, Mackenzie E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Braille,Blindness,Intervention,Vocabulary,Instructional Materials,Spelling,Incidental Learning,Accuracy,Instructional Effectiveness,Definitions,Word Lists,Recall (Psychology),Academic Discourse,Elementary School Students

This article reports on a study that examined whether vocabulary flashcards facilitate spelling acquisition. The study was designed to evaluate whether students who are blind can learn to spell words accurately and incidentally when academic vocabulary instruction is used. Auditory information was provided prior to the introduction of a flashcard, simplifying the working memory load and making the adapted procedure more efficient. The study addressed the research questions: Are flashcards paired with auditory instruction effective for teaching the meanings of words to students who read braille? Can students who read braille learn to spell words accurately and incidentally when flashcard vocabulary instruction is used? The study showed that using flashcards to teach new word meanings can be effective.
Oral Braille Reading Decoding Strategies of Middle School Students Who Are Blind or Have Low Vision
Author: Nannemann, Allison C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Braille,Decoding (Reading),Oral Reading,Middle School Students,Blindness,Visual Impairments,Reading Rate,Reading Instruction,Literacy,Reading Strategies,Error Patterns,Grounded Theory

Students who are visually impaired may face unique literacy challenges as they learn to read and write braille. One such challenge relates to slower reading speeds for students who read braille as compared to those who read print. In addition to learning letters, sounds, grammar, and spelling, braille readers must learn contractions and composition signs and the rules for using such symbols. This extra hurdle influences the decoding skills of braille students. This study was conducted as collaborative action research, which involved two teachers of students with visual impairments and one university professor. The findings of this study yielded a number of implications for practice and further research that included: (1) Analysis of decoding errors and strategies utilized in designing individualized reading instruction, and (2) Focus more specifically on the types of errors that students make while reading. In addition, research should consider whether decoding and instructional strategies have a positive impact on reading.
Are the K-2 Common Core State Standards for Mathematics Developmentally Appropriate?
Author: Otálora, Yenny
Date: 2016-00-00
Type: Journal Articles
Subjects: Developmentally Appropriate Practices,Common Core State Standards,Elementary School Mathematics,Young Children,Kindergarten,Grade 1,Grade 2,Mathematics Skills,Teaching Methods,Evaluation Methods,Computation,Geometry,Educational Innovation,Student Centered Learning

In this article, I (a) illustrate how the K-2 CCSSM reflect the major findings from research studies carried out over the last 30 years on early mathematical abilities that indicate these standards are developmentally appropriate for young children, and (b) offer insights into some types of instructional strategies (e.g., student-centered approaches, assessment methods) that teachers can use to implement the standards to foster young children's mathematical abilities and dispositions without detriment to children's natural development. I conclude that the K-2 CCSSM can be used as a tool to understand children's natural ways of thinking and encourage innovative learning and teaching in school settings. The K-2 CCSSM also provide a common referent for early mathematics educators to discuss how to improve early mathematics education.
Public Conceptions of Algorithms and Representations in the Common Core State Standards for Mathematics
Author: Nanna, Robert J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics,Common Core State Standards,Mathematics Instruction,Mathematical Concepts,Mathematics Skills,Addition,Subtraction,Multiplication,Arithmetic,Grade 2,Grade 3,Grade 4,Elementary School Mathematics,Fractions,Misconceptions,Numbers,Public Opinion

Algorithms and representations have been an important aspect of the work of mathematics, especially for understanding concepts and communicating ideas about concepts and mathematical relationships. They have played a key role in various mathematics standards documents, including the Common Core State Standards for Mathematics. However, there have been some public misunderstandings about the standards and the role that algorithms and representations have in the teaching and learning of mathematics. In this article, I will first look at how algorithms and representations are discussed in the standards, and then examine and unpack some of the public conceptions around algorithms and representations.