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241.
Robert Q. Berry III 《Clearing house (Menasha, Wis.)》2013,86(5):244-249
The 2007 film Freedom Writers portrays the real-life experiences of Erin Gruwell, a teacher at an inner-city high school in Long Beach, California. This article discusses the educational theories underpinning Gruwell's pedagogical practice, as seen in Freedom Writers, and identifies four themes—rewriting curriculum, treating students as creators of knowledge, creating classroom community, and teaching as self-realization—that make Gruwell's teaching successful. 相似文献
242.
With the number of older Americans increasing, many colleges and universities are attempting to serve the needs of this population by offering tuition reductions, alternative scheduling, and special courses to older learners. Consequently, more and more older persons appear to be returning to colleges and universities on a part‐time or full‐time basis. However, many of these older students may not be receiving maximum benefit from their educational experiences, owing to hearing impairments. This article discusses obstacles and problems that confront the older hearing‐impaired student in the classroom and presents possible management solutions. 相似文献
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Hybrid and online courses and advances in assistive technologies make accommodating students with disabilities ever-changing, requiring innovation. This reality, coupled with students’ reluctance to disclose disabilities, points toward a need for replacing accommodations directed at those with disabilities with universal design whereby they become accessible to all—virtually eliminating the need for accommodations. In this paper, a master's of social work student (Chad) and his instructor (Regina) document their collaborations to revise a social work research course to meet his request for accommodations to make options more universally accessible. These revisions are done through reflections from both Chad and Regina from a phenomenological autoethnographic perspective—depicting their lived experiences. 相似文献
246.
Regina A. Rochford 《Community College Journal of Research & Practice》2013,37(5):345-355
In 2008, Queensborough Community College incorporated service learning into 15 remedial reading and writing courses. To determine its impact, statistical analyses were performed, and they demonstrated significantly (a) higher GPAs, (b) improved rates of retention, and (c) the completion of more college credits among service learning participants. In addition, an ANOVA revealed insights into the individual service-learning projects. It was determined that the most effective programs (a) directly connected the service-learning activity to the course curriculum, (b) provided multiple experiences performing tasks, and (c) placed students in community-based organizations appropriate for their level of literacy. 相似文献
247.
David S. Honeyman James Berry Christopher M. Mullin 《Community College Journal of Research & Practice》2013,37(6):449-452
At the Community College Futures Assembly, 3 critical discussion groups, each organized by an area of focus, conceptualized “New Rules” guiding the operation of community colleges. Utilizing 55 “New Rules for Business” provided by the keynote speaker Mark N. Vamos, each group identified 2–3 New Rules relevant to community college leadership in the future, suggested how they may be resolved, and then suggested areas for future research. Assembly participants were provided the opportunity to electronically vote as to which New Rules they felt were relevant to community college leaders in the coming years. Results were simultaneously displayed, allowing conference attendees to receive real-time feedback of the participant perceptions. 相似文献
248.
Nicola A. Conners‐Burrow Danya L. Johnson Leanne Whiteside‐Mansell Lorraine McKelvey Regina A. Gargus 《Psychology in the schools》2009,46(7):593-604
This study examines the degree to which support from parents and teachers buffers the level of depression for four groups of children involved in bullying (victim, bully, bully‐victims, or not involved children). Nine hundred and seventy‐seven 5th‐, 9th‐, and 11th‐grade students in the rural South completed questionnaires on bullying, social support, and depression. Children who were not involved in bullying reported less depression and more social support than children involved in bullying, and bully‐victims were the most at‐risk group. Furthermore, results indicate that in all four bully status groups, children reported fewer symptoms of depression when support from parents was high compared to when it was low. For all groups except victims, when parental support was low, support from teachers was associated with fewer symptoms of depression. When parental support was high, the impact of support from the teacher was not significant. © 2009 Wiley Periodicals, Inc. 相似文献
249.
Laura Berry Kuchle Rebecca Zumeta Edmonds Louis C. Danielson Amy Peterson T. Chris Riley‐Tillman 《Learning disabilities research & practice》2015,30(4):150-158
Despite advances in evidence‐based core instruction and intervention, many students with disabilities continue to achieve poor academic and behavioral outcomes. Many of these students are not sufficiently responsive to standardized programs and require more intensive, individualized supports. While many interventions and school problem‐solving teams focus primarily on either academic or behavioral concerns, students with the most intensive needs often have interrelated needs in both areas. The next big idea in special education should be to merge these efforts, building upon all that we have learned about problem solving at all levels of support, to improve outcomes for these students. Data‐based individualization provides a framework for integrating academic and behavioral problem solving and intervention. 相似文献
250.
Linda May Richard Suminski Andrew Berry Emily Linklater Sara Jahnke 《The Journal of perinatal education》2014,23(1):50-56
In this study, associations between health-care providers (HCPs) discussing diet with their pregnant patients and patient dietary behavior were assessed in addition to factors related to HCPs discussing diet with their patients. Questionnaires were completed by 237 pregnant women and 31 HCPs at 12 obstetrics–gynecology clinics across the United States. Patients provided versus those not provided dietary counseling by their HCP were more likely (OR = 2.17, 95%; CI = 0.75–6.25) to engage in healthy dietary practices. HCPs that discussed multiple health behaviors were nearly four times more likely to discuss diet with their pregnant patients compared with HCP who did not discuss other health behaviors (OR = 3.67, 95%; CI = 1.10–12.28). This study indicates that HCP education can positively impact dietary behaviors of their pregnant patients. 相似文献