Education
http://hdl.handle.net/10211.3/10211.4_30
2024-03-28T16:14:34ZTech better, teach better: a TPACK model unit designed to implement communication competency inside Chinese language classes offered through American universities
http://hdl.handle.net/10211.3/213492
Tech better, teach better: a TPACK model unit designed to implement communication competency inside Chinese language classes offered through American universities
Wang, Yan
Technology has always been at the forefront of human education. From the days of carving figures on rock walls to today, when most students are equipped with several portable technological devices at any given time, technology continues to push educational capabilities to new levels (Bush & Terry, 1997). The presented project is a product of embracing the advantages that technology has provided for language education in the age of web 2.0. The TPACK model unit is an innovative teaching approach that proposes to re-allocate classroom teaching between technology and human instructor. The main idea is to deliver direct instruction via technological methods such as video lessons, and allows instructors to utilize classroom time solely for interactive activities. Also, it is a practice of combining the technological knowledge with the knowledge of pedagogy and content to achieve educational efficacy. The preparatory unit for Chinese language learners is a sample to demonstrate the idea of effective technology integration within language education.
2019-10-02T00:00:00ZImplementing behavioral evidence-based practices to integrate autistic students in general education classrooms
http://hdl.handle.net/10211.3/213489
Implementing behavioral evidence-based practices to integrate autistic students in general education classrooms
Volmer, Catherine A.
Most professions have specific phrases used in order to prove the importance of the statement. In education, the phrase evidence-based practice is employed to show significance to a strategy. Although the term is used to prove a point, many educators don’t really know what it means. General education teachers are told to do something because it is considered evidence-based, but are not always given the tools or strategies to implement the evidence-based practice correctly. This is especially obvious when working with autistic students. This paper gives a history of special education, history of autism, defines evidence-based practices and has a guide for general education teachers. Appendix A gives general education teachers easy, practical, and quick ways to support autistic students using evidence-based practices.
2019-10-02T00:00:00ZClassroom volunteers for struggling readers
http://hdl.handle.net/10211.3/213469
Classroom volunteers for struggling readers
Starkey, Marjie
Research shows several effective strategies for helping students struggling with reading. The literature reviewed illustrated ways of using volunteers to help teachers who often do not have adequate time to meet the needs of all their students. This project came out of necessity as the author’s school did not have a volunteer handbook. The author of this project is a second-grade teacher who has 21 years of teaching experience, primarily in kindergarten through 3rd grades. Teachers were spending too much teaching time training volunteers, reducing time spent with students on core curriculum and volunteers were wasting waiting for the teachers and students. The first part of the project is a handbook for schools to train volunteers who help in the schools. The project was intended to provide a basic training structure for volunteers regarding the school’s comportment expectations, rules, and procedures and to make the volunteers feel they are a critical part of the school and its success. The second part of the handbook provides several effective strategies, based on the literature reviewed, to help 1st and 2nd grade students. There are various sight word games, reading phrases for fluency, comprehension questions, strategies for reading leveled books, sight word lists from pre-kindergarten through 3rd grade, and a volunteer tutor checklist for communication with the classroom teacher after each tutoring session. The goal of the handbook is to effectively retain volunteers on a long-term basis who can help students grow in their reading skills.
2019-09-26T00:00:00ZDeveloping a mainstreaming course for a teacher professional preparation program in Nigeria: a project centered on identification techniques and instructional strategies for the beginning educator
http://hdl.handle.net/10211.3/213395
Developing a mainstreaming course for a teacher professional preparation program in Nigeria: a project centered on identification techniques and instructional strategies for the beginning educator
Mgbam, Elizabeth
The focus of this research was to develop an evidence-based professional development training course on mainstreaming. This course will train general education teachers in Nigeria on techniques and skills needed to identify and instruct students with special needs. Many general education teachers in Nigeria are not equipped in their teacher training programs with rich curriculum content in procedures and practices for identification, reference, and placement of students for special education instruction. The number of students living with disabilities continues to increase but there are few teachers adequately trained to instruct them. The National Policy on Education (NPE) 2013 asserts that irrespective of the nature of disabilities, all student should be included in regular classrooms. This policy is largely not implemented by most states in Nigeria (Olukotun and Oke, 2005). With the increasing number of students with special needs making their way into classrooms, there is an urgent need to train teachers to educate these students. This course is a timely response to prepare, empower and equip general education teachers to identify, refer, place and instruct the students in their classroom especially those approved for special education instruction. It is recommended that first, priority be given to evaluating and restructuring the teacher preparation programs to ensure that the curriculum is rich and proficient to prepare beginning educators for the arduous task of teaching all students in their classrooms especially those with disabilities. Secondly, the incorporation of a mandatory special education instruction in the teacher preparation programs to give teachers the skills they need to effectively instruct their students. Thereby, have a positive attitude towards mainstreaming. Finally, to incorporate practical and mentorship programs (field experiences) in the educator preparation programs like student teaching and internship programs to mentor and guide beginning educators with the instructional insights and interventions they need to be confident and successful.
2019-09-19T00:00:00Z