Domain-specific accessibility literature - STEM accessibility

To the RQTF

Following up on my action item, I’ve compiled a list of references below that explore the accessibility issues particularly related to STEM.

The references are pretty wide and varied at present, I’m in the process of refining the list so should be able to provide a more concise list and an assessment of the literature in the coming weeks.

In the meantime, the list I’ve compiled and associated abstracts is below for your reference.

Scott.


[Scott Hollier logo]Dr Scott Hollier
Digital Access Specialist
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Reference Type:  Journal Article
Record Number: 95
Author: Ajello, Anna, Caponera, Elisa and Palmerio, Laura
Year: 2018
Title: Italian students’ results in the PISA mathematics test: does reading competence matter?
Journal: A Journal of Education and Development
Volume: 33
Issue: 3
Pages: 505-520
Short Title: Italian students’ results in the PISA mathematics test: does reading competence matter?
ISSN: 0256-2928
DOI: 10.1007/s10212-018-0385-x
Keywords: OECD PISA
Mathematics achievement
Reading
Gender differences
Abstract: In Italy, from the 2003 reports to the present, the National Institute for the Educational Evaluation of Instruction and Training (INVALSI) has conducted research on Programme for International Student Assessment (PISA) results in order to understand Italian students’ low achievement in mathematics. In the present paper, data from a representative sample of 15-year-old Italian students who participated in PISA 2012 were analysed. This study’s primary aim is to verify how students’ linguistic competences are associated with their performance in mathematics. For the evaluation of the impact of item reading demand on students’ performance, we selected 24 mathematics items with a high reading demand and 31 mathematics items with a low reading demand, as classified by Italian language and methodology experts. Repeated measure variance analyses were conducted. The results showed differences in function of gender: females are advantaged in mathematics items with a high reading demand, independent of their level of reading literacy. In contrast, males are advantaged in mathematics items with a low reading demand, independent of their level of reading literacy. Possible policy implications are discussed.


Reference Type:  Journal Article
Record Number: 10
Author: Akcil, Umut
Year: 2018
Title: The problems disabled people face in mobile and web based e-learning phases in a developing country
Journal: Quality and Quantity
Pages: 1-10
Short Title: The problems disabled people face in mobile and web based e-learning phases in a developing country
ISSN: 00335177
DOI: 10.1007/s11135-018-0683-z
Keywords: Special Education
Developing Countries
Technology
Online Instruction
Developing Countries–Ldcs
Equality
Distance Education
Human Rights
Disabled People
Qualitative Research
Physically Handicapped
Qualitative Methods
Access
Handicapped
Computer Assisted Instruction
Studies
Access to Education
Disability
Digital Age
Mobile Education
Web Based Education
E-Learning
Abstract: It has been much easier to access education in the recent digital age. As each individual person is trying to benefit from the advantages of the digital age, it is an unacceptable case for the disabled people being left behind these benefits. In the international human rights declaration, each individual of the society has the right to have the equality of education. When it is about disabled people, human rights and education rights, which are the basis of all rights, gain more importance. Since the importance given to e-learning education has been increasing recently, it is essential to research whether this situation is the same for the disabled people living in developing countries or internationally less recognized countries, or not. In this respect, the present study has been carried out in line with the opinions of the disabled foundation administrators, in order to reveal the problems disabled people face in mobile and web based e-learning education phases, in the digital age. The study has been conducted with 10 administrators from 5 disabled foundations. Moreover, phenomenology as one of the qualitative research approaches has been put into practise. The data has been collected through the voice records of face to face interviews. As a result of content analysis, 5 themes have been found out. According to these findings, it has been clear that there are problems at web design, access to adapted technology, the usage of mobile devices, the content of e-education and the access of the technological devices.


Reference Type:  Journal Article
Record Number: 180
Author: Alzu’bi, Ahmad, Amira, Abbes and Ramzan, Naeem
Year: 2015
Title: Semantic content-based image retrieval: A comprehensive study
Journal: Journal of Visual Communication and Image Representation
Volume: 32
Pages: 20-54
Short Title: Semantic content-based image retrieval: A comprehensive study
ISSN: 1047-3203
DOI: 10.1016/j.jvcir.2015.07.012
Keywords: Cbir
Image Features
Dimensionality Reduction
Deep Learning
Relevance Feedback
Image Annotation
Visualization
Semantic Gap
Abstract: •A comprehensive survey on content-based image retrieval (CBIR) is introduced.•Important challenges of CBIR are discussed, e.g. semantic gap and curse of dimensionality.•Recent achievements chiefly in the context of deep learning and automatic tagging are explained.•New research trends and future insights into the CBIR domain are highlighted. The complexity of multimedia contents is significantly increasing in the current digital world. This yields an exigent demand for developing highly effective retrieval systems to satisfy human needs. Recently, extensive research efforts have been presented and conducted in the field of content-based image retrieval (CBIR). The majority of these efforts have been concentrated on reducing the semantic gap that exists between low-level image features represented by digital machines and the profusion of high-level human perception used to perceive images. Based on the growing research in the recent years, this paper provides a comprehensive review on the state-of-the-art in the field of CBIR. Additionally, this study presents a detailed overview of the CBIR framework and improvements achieved
including image preprocessing, feature extraction and indexing, system learning, benchmarking datasets, similarity matching, relevance feedback, performance evaluation, and visualization. Finally, promising research trends, challenges, and our insights are provided to inspire further research efforts.


Reference Type:  Generic
Record Number: 116
Author: Anonymous
Year: 2015
Title: BIOGRAPHIES
Place Published: Boston
Publisher: Horn Book, Incorporated
Volume: 26
Pages: 206-213
Short Title: BIOGRAPHIES
ISBN/ISSN: 1044405X
Keywords: Andrews, Troy (Trombone Shorty)
Biographies
Photographs
Education
Libraries
Reading
Bullying
Illustrations
Web Sites
Childrens Picture Books
Women
E-Books
Singers
Abstract: Generously illustrated with stock photos, these serviceable biographies chronicle the personal and professional lives of the celebrity entertainers, including awards, hit songs and albums, and charitable work. Clever design choices, homey mixed-media art, and well-chosen quotes and sample poems offer a compelling representation of Cummings's experimentation with language, imagery, and style. National isbn 978-1-4263-1917-4 $14.99 le isbn 978-1-4263-1918-1 $23.99 (3) K-3 This colorful, oversize book features concise but engaging bios of some of the world's most well-known artists, inventors, scientists, explorers, and human-rights leaders.


Reference Type:  Journal Article
Record Number: 131
Author: Anonymous
Year: 2015
Title: MOTIVATION AND PSYCHOLOGY
Journal: Research Quarterly for Exercise and Sport
Volume: 86
Issue: S2
Pages: A22-A40
Short Title: MOTIVATION AND PSYCHOLOGY
ISSN: 02701367
Keywords: Switzerland
United States–Us
Motivation
Physical Fitness
Variance Analysis
Physical Education
College Students
Abstract: [...]there has been little research examining how using tangible reinforcement in PA settings impacts individuals' intrinsic motivation when reinforcement is systematically withdrawn or faded out appropriately. [...]the purpose of this study was to examine the effects of a systematically introduced and subsequently withdrawn extrinsic rewards system on individuals' exercise intensity as well as its impact on their intrinsic motivation for engaging in PA. According to implicit theories of ability (Dweck, 2002), there exist 2 dimensions: entity/fixed and malleable through effort.


Reference Type:  Journal Article
Record Number: 162
Author: Anonymous
Year: 2015
Title: ABSTRACTS OF PAPERS PRESENTED: Annual Meetings of the Michigan Academy Alma College, March 2, 2012
Journal: Michigan Academician
Volume: 42
Issue: 2/3
Pages: I-168
Short Title: ABSTRACTS OF PAPERS PRESENTED: Annual Meetings of the Michigan Academy Alma College, March 2, 2012
ISSN: 00262005
Keywords: Enterprise Resource Planning
Capital Assets
Annual Reports
Stockholders
Financial Reporting
Tax Courts
Hypotheses
Studies
Profits
Costs
Females
Charities
Tax Returns
Social Entrepreneurship
Kinases
Volunteers
Social Responsibility
Accounting
Abstract: The identification of events as extraordinary is covered in Accounting Principles Board Opinion No. 30, Reporting the Results of Operations-Reporting the Effects of Disposal of a Segment of Business, and Extraordinary, Unusual and Infrequently Occurring Events and Transactions, which was specifically adopted for the public sector by GASB Statement No. 34. William H. Volz and Maef Woods, Wayne State University As attention focused on corporate social responsibility, sustainability initiatives and reporting, social innovation, and social entrepreneurship increases, the longstanding debate surrounding whether corporations exist exclusively to serve their shareholders or to serve a broader social purpose continues. [...]this study empirically investigates and finds a positive relationship between conservatism and strong social responsibility. Sarah Gane, Andrews University How does the displacement of Palestinians and their immigration to Jordan impact Palestinian and Jordanian identity? Since the late 1940s the Jordanian population has become dominately Palestinian.


Reference Type:  Journal Article
Record Number: 152
Author: Anonymous
Year: 2016
Title: ABSTRACTS OF PAPERS PRESENTED: Annual Meetings of the Michigan Academy Oakland University, February 28, 2014
Journal: Michigan Academician
Volume: 43
Issue: 1/2
Pages: I-181
Short Title: ABSTRACTS OF PAPERS PRESENTED: Annual Meetings of the Michigan Academy Oakland University, February 28, 2014
ISSN: 00262005
Keywords: Eigen Values
Cancer
Calculus
Students
Stochastic Models
Mathematics
Mathematical Models
Experiments
Chemotherapy
Angiogenesis
Homework
Drug Dosages
Abstract: [...]there is a need to solve the problem computationally. Modeling of Migratory Cells: Diffusion, Proliferation, Cell-Cell Adhesion, and Chemotaxis. The model takes into account the effects of cell diffusion, cell proliferation, cell-cell adhesion, and chemotaxis caused by both chemoattractants and chemorepellants. A central problem of nonlinear elasticity is to be able to construct realistic assumptions on the stored energy function which, on the one hand, lead to the existence of solutions to the equilibrium equations associated with the total energy functional, and which, on the other hand, enable one to understand the nature of possible singularities of such solutions and their relationship with material defects.


Reference Type:  Generic
Record Number: 161
Author: Anonymous
Year: 2016
Title: Annotated Listing of New Books
Place Published: Nashville
Publisher: American Economic Association
Volume: 54
Pages: 605-759
Short Title: Annotated Listing of New Books
ISBN/ISSN: 00220515
DOI: 10.1257/jel.54.2.605
Keywords: Economics
Book Reviews
International
Publishing Industry
Economic Theory
Abstract: Editor's Note Our policy is to annotate all English-language books on economics and related subjects that are sent to us. A very small number of foreign-language books are called to our attention and annotated by our consulting editors or others. Our staff does not monitor and order books published
therefore, if an annotation of a book does not appear six months after the publication date, please write to us or the publisher concerning the book.


Reference Type:  Generic
Record Number: 174
Author: Anonymous
Year: 2017
Title: BIOGRAPHIES
Place Published: Boston
Publisher: Horn Book, Incorporated
Volume: 28
Pages: 227-236
Short Title: BIOGRAPHIES
ISBN/ISSN: 1044405X
Keywords: Hanna, Jack
Clothing
Females
Women
E-Books
Biographies
Childrens Picture Books
Personality
Reading
Abstract: There's some gentle moralizing ("keep believing and keep pretending"), but it's well delivered via this series' child-friendly design: a small trim size and cartoon art with occasional comics-style frames and speech-bubble text.Bouncing back and forth between his illness, his band, and the usual teen concerns (dating, drug use among his friends), this dramatic memoir of teen illness and angst writ large hits all the right notes. de * Sanchez, Anita Karl, Get Out of the Garden!: Carolus Linnaeus and the Naming of Everything 48 pp.Lively if wordy text recounts how First Lady Jackie Kennedy, who restored a then "dreary" White House "into a stately home," waged a long, tough campaign to preserve NYC's historic, iconic Grand Central Station.With some overlap, the books include both well-known figures (Amelia Earhart, Nelson Mandela) and more obscure ones, as well as personal role models (Meltzer's ninth-grade English teacher).


Reference Type:  Journal Article
Record Number: 170
Author: Arthi, Vellore
Year: 2018
Title: "The Dust Was Long in Settling": Human Capital and the Lasting Impact of the American Dust Bowl
Journal: The Journal of Economic History
Volume: 78
Issue: 1
Pages: 196-230
Short Title: "The Dust Was Long in Settling": Human Capital and the Lasting Impact of the American Dust Bowl
ISSN: 00220507
DOI: 10.1017/S0022050718000074
Keywords: United States–Us
Great Plains
American History
Agriculture
Children & Youth
Economic History
Human Capital
Childrens Health
Drought
Environmental Conditions
Abstract: I find that childhood exposure to the Dust Bowl, an environmental shock to health and income, adversely impacted later-life human capital--especially when exposure was in utero--increasing poverty and disability rates, and decreasing fertility and college completion rates. The event's devastation of agriculture, however, had the beneficial effect of increasing high school completion, likely by pushing children who otherwise might have worked on the farm into secondary schooling. Lastly, New Deal spending helped remediate Dust Bowl damage, suggesting that timely and substantial policy interventions can aid in human recovery from natural disasters.


Reference Type:  Journal Article
Record Number: 89
Author: Baker, Tom R., Battersby, Sarah, Bednarz, Sarah W., Bodzin, Alec M., Kolvoord, Bob, Moore, Steven, Sinton, Diana and Uttal, David
Year: 2014
Title: A Research Agenda for Geospatial Technologies and Learning
Journal: Journal of Geography
Volume: 114
Issue: 3
Pages: 1-13
Short Title: A Research Agenda for Geospatial Technologies and Learning
ISSN: 0022-1341
DOI: 10.1080/00221341.2014.950684
Keywords: Gis
Instructional Activities
Learning
Pedagogy
Geospatial Thinking
Abstract: Abstract Knowledge around geospatial technologies and learning remains sparse, inconsistent, and overly anecdotal. Studies are needed that are better structured
more systematic and replicable
attentive to progress and findings in the cognate fields of science, technology, engineering, and math education
and coordinated for multidisciplinary approaches. A proposed agenda is designed to frame the next generation of research in this field, organized around four foci: (1) connections between GST and geospatial thinking
(2) learning GST
(3) curriculum and student learning through GST
and (4) educators’ professional development with GST. Recommendations for advancing this agenda are included.


Reference Type:  Journal Article
Record Number: 52
Author: Barnett, Juliet and Cleary, Shannon
Year: 2015
Title: Review of Evidence-based Mathematics Interventions for Students with Autism Spectrum Disorders
Journal: Education and Training in Autism and Developmental Disabilities
Volume: 50
Issue: 2
Pages: 172-185
Short Title: Review of Evidence-based Mathematics Interventions for Students with Autism Spectrum Disorders
ISSN: 21541647
Keywords: Studies
Teaching Methods
Autism
Learning Disabilities
Abstract: Students with autism spectrum disorders (ASD) are being included more frequently in the general educational setting, and are therefore increasingly expected to access and master core curricular content, including mathematics. However, mathematics often presents challenges to students with ASD. Interventions to improve the mathematics skills of students with ASD have been recommended. This comprehensive literature review synthesized eleven studies of mathematics intervention strategies for students with ASD. Though studies related to instructional interventions in mathematics for students with ASD are limited, these students can benefit from mathematics interventions, which can help them strengthen their mathematics skills, increase independence when completing problems, and use acquired skills in community or other applied settings. Future implications include the need for additional, empirically-supported interventions in mathematics for students with ASD and the need to target more academically-oriented math interventions for this population, particularly in the context of problem solving, which will assist in determining the potential of students with ASD to achieve mathematic success.


Reference Type:  Journal Article
Record Number: 60
Author: Barnett, Juliet, Frankel, Ashleigh and Fisher, Kimberly
Year: 2018
Title: Systematic Review of Evidence-based Interventions in Science for Students with Autism Spectrum Disorders
Journal: Education and Training in Autism and Developmental Disabilities
Volume: 53
Issue: 2
Pages: 128-145
Short Title: Systematic Review of Evidence-based Interventions in Science for Students with Autism Spectrum Disorders
ISSN: 21541647
Keywords: New York
Smith, B
Handbooks
Standards
Research Methodology
Classrooms
Teaching Methods
Curricula
Communication
Studies
Science Education
Knowledge
Autism
Special Education
Literature Reviews
Disabled Students
Developmental Disabilities
Learning
Literacy
John Wiley & Sons Inc
National Research Council
Abstract: Students with autism spectrum disorders (ASD) are increasingly included in general education and are expected to access core content, including science. Development of science content knowledge, scientific literacy, and scientific thinking are emphasized in legislation as well as the Next Generation Science Standards (NGSS) as critical for all students. However, participation in science is often challenging for students with ASD given their difficulties with communication and vocabulary, and evidence on teaching science to students with disabilities is limited. This comprehensive literature review synthesized 10 studies of science interventions for students with ASD. Findings suggest that students with ASD require interventions to develop the background knowledge and high-level vocabulary necessary to be successful in science. Moreover, though studies related to instructional interventions in science for students with ASD are limited, studies suggest these students benefit from direct instruction with supplementary materials such as e-texts, graphic organizers, and scripted lessons as well as inquiry-based practices that provide hands-on exploration. Implications include the need formore empirically supported interventions applied to teaching science content to students with ASD, particularly in the general education classroom.


Reference Type:  Journal Article
Record Number: 182
Author: Bashi, Sari
Year: 2016
Title: Justifying Restrictions on Reconstructing Gaza: Military Necessity and Humanitarian Assistance
Journal: Israel Law Review
Volume: 49
Issue: 2
Pages: 149-168
Short Title: Justifying Restrictions on Reconstructing Gaza: Military Necessity and Humanitarian Assistance
ISSN: 00212237
DOI: 10.1017/S0021223716000042
Keywords: Gaza Strip
National Security
Humanitarian Aid
Military Occupations
Gaza
Israel
Military Necessity
Humanitarian Intervention
Occupation
Abstract: This article analyses the relationship between the scope of security needs that are cited as justification for restricting humanitarian assistance in situations of occupation and the scope of the occupant's obligation to facilitate and/or proactively provide humanitarian relief. It argues that, compared with a non-occupant, an occupying power may consider broader security goals as reasons to restrict humanitarian assistance, but that doing so imposes a greater responsibility on the occupying power to provide alternatives to the humanitarian assistance being restricted. In addition, as a normative matter, as increasingly long-term security goals are included in the 'military necessity' cited as a reason for restricting humanitarian assistance, the ambit of what is included in humanitarian assistance should be expanded to include the economic development and investment in infrastructure needed to provide for humanitarian needs in the long term. This kind of regime would enhance the self-regulation of warring powers by requiring those with the ability to engage in long-term security planning to use that ability also to provide for the long-term humanitarian needs of the civilian population. The article examines restrictions on humanitarian assistance in Gaza as an example of how this normative arrangement might work in practice.


Reference Type:  Journal Article
Record Number: 126
Author: Baydas, Ozlem, Kucuk, Sevda, Yilmaz, Rabia, Aydemir, Melike and Goktas, Yuksel
Year: 2015
Title: Educational technology research trends from 2002 to 2014
Journal: An International Journal for all Quantitative Aspects of the Science of Science, Communication in Science and Science Policy
Volume: 105
Issue: 1
Pages: 709-725
Short Title: Educational technology research trends from 2002 to 2014
ISSN: 0138-9130
DOI: 10.1007/s11192-015-1693-4
Keywords: Educational technology
Content analysis
Trends in research designs
Research methodology
Abstract: This study examined subject and research method trends in educational technology field from 2002 to 2014. Content analysis was applied in order to analyze 1255 articles published in BJET and ETR&D journals using the Educational Technology Papers Classification Form. According to the results, learning approaches/theories and learning environments were the subject most preferred by researchers. The most commonly used research methods were quantitative, qualitative, other (review or meta-analysis), and mixed method, in that order. Researchers tended to use questionnaires, documents, and interviews as data collection tools. The most commonly preferred sample type was the purposive sample, and undergraduate students were the most commonly chosen sample group, with the most common sample size being groups of 31–100. Frequencies, percentages, and tables were the most common presentation format for data in quantitative studies, while qualitative studies most often employed content analysis.


Reference Type:  Journal Article
Record Number: 118
Author: Beriswill, Joanne, Bracey, Pamela, Sherman-Morris, Kathleen, Huang, Kun and Lee, Sang
Year: 2016
Title: Professional Development for Promoting 21st Century Skills and Common Core State Standards in Foreign Language and Social Studies Classrooms
Journal: Linking Research and Practice to Improve Learning A publication of the Association for Educational Communications & Technology
Volume: 60
Issue: 1
Pages: 77-84
Short Title: Professional Development for Promoting 21st Century Skills and Common Core State Standards in Foreign Language and Social Studies Classrooms
ISSN: 8756-3894
DOI: 10.1007/s11528-015-0004-5
Keywords: Professional development
Social studies
Foreign languages
Technology
Critical thinking
Literacy
Pedagogy
Abstract: To help satisfy the pressing need for technology-related professional development for in-service teachers, the Global Academic Essentials Teacher Institute (GAETI) was implemented to provide in-service foreign language and social studies teachers with content, pedagogy, and technology explorations centered on the teaching of the Common Core State Standards and 21st Century Skills. Sixteen teachers attended the institute, which consisted of 20 days during the summer plus one follow-up day in September and one in March. The strongest aspects of GAETI were the demonstration activities that integrated subject-area content, successful pedagogies, and ways to effectively integrate the latest and most effective classroom technologies. Participants not only reflected positively on their experiences with GAETI but also showed a significant level of improvement in all dimensions of technological pedagogical and content knowledge (TPACK). Improvement from pre to post-test was most pronounced in the four dimensions of TPACK most closely associated with technology.


Reference Type:  Generic
Record Number: 173
Author: Bevans, Katherine, Riley, Anne, Landgraf, Jeanne, Carle, Adam, Teneralli, Rachel, Fiese, Barbara, Meltzer, Lisa, Ettinger, Anna, Becker, Brandon and Forrest, Christopher
Year: 2017
Title: Children’s family experiences: development of the PROMIS^sup ®^ pediatric family relationships measures
Place Published: Dordrecht
Publisher: Springer Science & Business Media
Volume: 26
Pages: 3011-3023
Short Title: Children’s family experiences: development of the PROMIS^sup ®^ pediatric family relationships measures
ISBN/ISSN: 09629343
DOI: 10.1007/s11136-017-1629-y
Keywords: Families & Family Life
Pediatrics
Quality of Life
Quantitative Psychology
Child
Family Relationships
Family Belonging
Family Interactions
Social Health
Child-Report
Parent-Report
Abstract: To describe the development of pediatric family relationships measures, with versions for child self-report (8–17 years) and parent-report for children 5–17 years old. Measures were created for integration into the Patient Reported Outcomes Measurement Information System (PROMIS®). Semi-structured interviews with 10 experts, 24 children, and 8 parents were conducted to elicit and clarify essential elements of family relationships. A systematic literature review was conducted to identify item concepts representative of each element. The concepts were transformed into items that were iteratively revised based on cognitive interviews (n = 43 children) and item translatability review. Psychometric studies involving 2846 children and 2262 parents were conducted to further refine and validate the instruments. Qualitative procedures supported the development of content valid Family Relationships item banks. Final child- and parent-report item banks each contain 47 items. Unidimensional item banks were calibrated using IRT-modeling to estimate item parameters representative of the US population and to enable computerized adaptive test administration. Four- and eight-item short forms were constructed for standard fixed format administration. All instruments have strong internal consistency, retest-reliability, and provide precise estimates of various levels of family relationship quality. Preliminary evidence of the instruments’ validity was provided by known-group comparisons and convergence with legacy measures. The PROMIS pediatric Family Relationships measures can be applied in research focused on determinants, outcomes, and the protective effects of children’s subjective family relationship experiences.


Reference Type:  Journal Article
Record Number: 66
Author: Blake, Reginald, Liou-Mark, Janet and Lansiquot, Reneta
Year: 2015
Title: Promoting the Geosciences Among Grades 8-12 Minority Students in the Urban Coastal Environment of New York City
Journal: Journal of Geoscience Education
Volume: 63
Issue: 1
Pages: 29-40
Short Title: Promoting the Geosciences Among Grades 8-12 Minority Students in the Urban Coastal Environment of New York City
ISSN: 10899995
DOI: 10.5408/13-101.1
Keywords: Geology
Minority Students
Urban Schools
Abstract: All across the nation, Earth science knowledge among both students and their teachers in middle and high schools has been substandard, and particularly so for underrepresented minorities in science, technology, engineering, and mathematics (STEM) education. In New York City, a geoscience program was, therefore, developed to assist in ameliorating this problem. For middle and high school students and teachers, the program (1) provided pedagogical, research, and inquiry-oriented geoscience experiences
(2) offered pedagogical and research standards-based professional development in Earth science for teachers
(3) promoted geoscience inquiry and engagement via a three-dimensional, online virtual environment in which geoscience concepts were demonstrated, taught, and explored
(4) afforded students and teachers exposure to the geosciences through geoscience events and seminars
and (5) sponsored community-based geoscience outreach activities. Results from the program have shown noteworthy increases in students' understanding, participation, appreciation, and awareness of the geosciences. Altogether, the initiatives above combined geoscience learning opportunities, exposure, and research experiences with eager cohorts of geoscience learners to produce holistic, engaging stimuli for the scientific and academic growth and development of grades 8-12 student and teacher participants.


Reference Type:  Journal Article
Record Number: 41
Author: Bouck, Emily and Meyer, Nancy
Year: 2012
Title: eText, Mathematics, and Students With Visual Impairments: What Teachers Need to Know
Journal: Teaching Exceptional Children
Volume: 45
Issue: 2
Pages: 42-49
Short Title: eText, Mathematics, and Students With Visual Impairments: What Teachers Need to Know
ISSN: 00400599
DOI: 10.1177/004005991204500206
Keywords: Special Education
Braille
Blindness
Teaching
Textbooks
Disabled People
Secondary School Students
Physical Education
Abstract: Given the current technology-infused era, the sophisticated technology at our disposal, and education legislation and regulations mandating accessible electronic access to educational books (i.e., Individuals With Disabilities Education Act [IDEA] regulations, 34 C.F.R. § 300.346[a][2][v]
National Center on Accessible Instructional Materials, 2011), educators need to know what technology is available to support students with visual impairments with regards to mathematics. Mathematical markup language (MathML) represents another markup language and is the World Wide Web Consortium's (W3C) recommended specification for encoding mathematics in web pages and assistive technology accessed by individuals with visual impairments (W3C, n.d.).


Reference Type:  Journal Article
Record Number: 26
Author: Brangiel, Jessica, Finnerty, Erin, Konkiel, Stacy R., Rathmel, Angela, Rudd, Patrick, Slutskaya, Sofia, Smith, Jennifer and Tovstiadi, Esta
Year: 2015
Title: Reports of Conferences, Institutes, and Seminars
Journal: Serials Review
Volume: 41
Issue: 3
Pages: 203-217
Short Title: Reports of Conferences, Institutes, and Seminars
ISSN: 0098-7913
DOI: 10.1080/00987913.2015.1069237
Keywords: Journalism & Communications
Languages & Literatures
Library & Information Science
Abstract: This quarter's column features a report from Electronic Resources &amp
Libraries, held February 22–25, 2015, in Austin, TX, and several reports from the Association of College and Research Libraries, held in Portland, OR, March 25–28, 2015, including one from the ScholCommCamp unconference. Topics discussed include e-resources workflows, discovery, accessibility, open access, collection development decision making, and linked data.


Reference Type:  Journal Article
Record Number: 128
Author: Burke, Mack D., Boon, Richard T., Hatton, Heather and Bowman-Perrott, Lisa
Year: 2015
Title: Reading Interventions for Middle and Secondary Students With Emotional and Behavioral Disorders: A Quantitative Review of Single-Case Studies
Journal: Behavior Modification
Volume: 39
Issue: 1
Pages: 43-68
Short Title: Reading Interventions for Middle and Secondary Students With Emotional and Behavioral Disorders: A Quantitative Review of Single-Case Studies
ISSN: 0145-4455
DOI: 10.1177/0145445514547958
Keywords: Reading
Behavior Interventions
Single-Case Research
Middle and High School
Secondary
Emotional and Behavioral Disorders
Psychology
Abstract: <p> Many students with emotional and behavioral disorders (EBD) experience learning problems in reading at the middle and secondary school levels. Yet, the academic performance of students with EBD is often overlooked in the research literature. The purpose of this article was to provide a quantitative synthesis of the published, peer-reviewed, single-case research literature on reading interventions for students with or at-risk for EBD. An omnibus nonoverlap effect size of .59 with a 95% confidence interval (CI) = [.54, .64] was found consisting of 219 phase contrasts and 44 participants across the 11 studies included in the review. The findings are discussed in the context of improving the academic and behavioral outcomes of middle and secondary students with EBD. </p>


Reference Type:  Journal Article
Record Number: 54
Author: Butler, Matthew, Holloway, Leona, Marriott, Kim and Goncu, Cagatay
Year: 2017
Title: Understanding the graphical challenges faced by vision-impaired students in Australian universities
Journal: Higher Education Research & Development
Volume: 36
Issue: 1
Pages: 59-72
Short Title: Understanding the graphical challenges faced by vision-impaired students in Australian universities
ISSN: 0729-4360
DOI: 10.1080/07294360.2016.1177001
Keywords: Article
Equity
Inclusive Education
Stem Education
Student Experience
Abstract: ABSTRACT Information graphics such as plots, maps, plans, charts, tables and diagrams form an integral part of the student learning experience in many disciplines. However, for a vision impaired student accessing such graphical materials can be problematic. This research seeks to understand the current state of accessible graphics provision in Australian higher education. We conducted an online survey of 71 vision-impaired university students and semi-structured interviews with 44 key stakeholders (students, academics, disability liaison officers and accessible graphics providers). We found that difficulty in accessing graphical materials was a barrier to many vision-impaired students and that there were systemic problems with current processes for accessible graphics provision. Recommendations are made on ways to address these concerns in order to provide a more equitable higher education experience.


Reference Type:  Journal Article
Record Number: 125
Author: Çakiroglu, Ünal and Taskin, Necati
Year: 2016
Title: Teaching Numbers to Preschool Students with Interactive Multimedia: An Experimental Study
Journal: Çukurova University. Faculty of Education Journal
Volume: 45
Issue: 1
Pages: 1-22
Short Title: Teaching Numbers to Preschool Students with Interactive Multimedia: An Experimental Study
ISSN: 13029967
Keywords: Students
Education
Teaching
Mathematics
Learning
Age
Multimedia
Abstract: This experimental study addresses the effect of a multimedia learning environment including the number concepts from 1 to 10 has been implemented on 6 year-old (60-72 months) children. The sample consisted of 20 students attending to a preschool. A control and experiment group pre-posttest design is administered. As a result, no statistically significant differences were found on posttest. But the average results of the experimental group scores were higher than the same of control group. It has been observed that the preschool students were not successful on the conversation about number concepts in both groups. In addition, gender was not a significant indicator for children's developments of number concept acquisition. The study provides some interpretations about the effect of multimedia on the increasing performances about the experimental group students which is based on the design features of the multimedia.


Reference Type:  Journal Article
Record Number: 85
Author: Capraro, Robert M., Capraro, Mary Margaret, Scheurich, James Joseph, Jones, Meredith, Morgan, Jim, Huggins, Kristin Shawn, Corlu, M. Sencer, Younes, Rayya and Han, Sunyoung
Year: 2016
Title: Impact of sustained professional development in STEM on outcome measures in a diverse urban district
Journal: The Journal of Educational Research
Volume: 109
Issue: 2
Pages: 1-16
Short Title: Impact of sustained professional development in STEM on outcome measures in a diverse urban district
ISSN: 0022-0671
DOI: 10.1080/00220671.2014.936997
Keywords: Article
High School
Mathematics
Professional Development
Project-Based Learning
Science
Urban Schools
Abstract: ABSTRACTdd Sustained professional development can support STEM (Science, Technology, Engineering, and Mathematics) reform. The authors describe a 3-year study of sustained professional development for 3 diverse urban schools across the salient factors of fidelity of implementation of project-based learning, development of professional learning communities, and student achievement. Qualitative and quantitative data were collected. The students who experienced the greatest fidelity of implementation exhibited the greatest gains ( d = 1.41–2.03) on standardized test scores, while those with the lowest fidelity of implementation exhibited negative gains ( d = –0.16 to –0.08). Qualitative data indicated teachers perceived there were multiple benefits from the implementation of project-based learning.


Reference Type:  Journal Article
Record Number: 141
Author: Cárdenas-Robledo, Leonor Adriana and Peña-Ayala, Alejandro
Year: 2018
Title: Ubiquitous learning: A systematic review
Journal: Telematics and Informatics
Volume: 35
Issue: 5
Pages: 1097-1132
Short Title: Ubiquitous learning: A systematic review
ISSN: 0736-5853
DOI: 10.1016/j.tele.2018.01.009
Keywords: Ubiquitous Learning
Mobile Learning
Learning Settings
Learning Paradigms
Context–Aware
Situated Learning
Abstract: •Pattern of essential features is proposed to describe 176 u-learning approaches.•Taxonomy composed of nine categories is proposed to classify u-learning approaches.•During 2014–2017 the number of approaches has been duplicated against prior period.•Learning paradigms, functionality and effects are the most characterized categories.•54% of the approaches are indoor while 46% are outdoor to reveal u-learning essence. Ubiquitous learning, labeled as u–learning, takes advantage of digital content, physical surroundings, mobile devices, pervasive components, and wireless communication to deliver teaching–learning experiences to users at anytime, anywhere, and anyway. U–learning represents an emergent paradigm that spreads education in diverse settings, where users are situated in authentic learning contexts to face immersive experiences in order to accomplish meaningful learning. With the aim at disseminating such a revolutionary arena, this systematic review analyzes its nature, application, and evolution throughout a longitudinal study, where 176 approaches built since 2010 up to the third quarter of 2017 date are gathered, classified, and characterized to disclose labor traits, outcome patterns, and field tendencies. These five results are grounded respectively in a representative collection, a proposed taxonomy, a suggested pattern, statistical interpretations, mining findings, and critical analysis. The conclusions reveal: u–learning is able to transform traditional education provided at classroom level and by e–learning. Principally, this is because students, pertaining to diverse academic levels experience real and authentic settings, are immersed in dual reality sceneries, benefit from context–aware support, learn diverse educational domains, follow suitable learning paradigms, deal with diverse effects, and interact with different devices and technologies in a blended fashion. All of this with the purpose of enhancing users’ apprenticeship.


Reference Type:  Journal Article
Record Number: 23
Author: Carroll, Alexander, Corlett-Rivera, Kelsey, Hackman, Timothy and Zou, Jinwang
Year: 2016
Title: E-Book Perceptions and Use in STEM and Non-STEM Disciplines: A Comparative Follow-Up Study
Journal: Portal : Libraries and the Academy
Volume: 16
Issue: 1
Pages: 131-162
Short Title: E-Book Perceptions and Use in STEM and Non-STEM Disciplines: A Comparative Follow-Up Study
ISSN: 15312542
DOI: 10.1353/pla.2016.0002
Keywords: Academic Libraries
Studies
E-Books
Science
University System of Maryland
Abstract: This article describes the results of a survey that gathered data on perceptions and use of e-books from undergraduate students, graduate students, faculty, and staff. The investigators analyzed the results based on user affiliate status and subject discipline and compared the results with the findings of a similar, smaller-scale study conducted in 2012. This study concludes with a discussion of the major findings and their implications for academic libraries and publishers, as well as areas for further inquiry.


Reference Type:  Journal Article
Record Number: 107
Author: Carroll, Jamie M., Muller, Chandra, Grodsky, Eric and Warren, John Robert
Year: 2017
Title: Tracking Health Inequalities from High School to Midlife
Journal: Social Forces
Volume: 96
Issue: 2
Pages: 591-628
Short Title: Tracking Health Inequalities from High School to Midlife
ISSN: 0037-7732
DOI: 10.1093/sf/sox065
Keywords: Sociology & Social History
Abstract: Educational gradients in health status, morbidity, and mortality are well established, but which aspects of schooling produce those gradients is only partially understood. We draw on newly available data from the midlife follow-up of the High School and Beyond sophomore cohort to analyze the relationship between students’ level of coursework in high school and their long-term health outcomes. We additionally evaluate the mediating roles of skill development, postsecondary attendance and degree attainment, and occupational characteristics. We find that students who took a medium- to high-level course of study in high school have better self-reported health and physical functioning in midlife, even net of family background, adolescent health, baseline skills, and school characteristics. The association partially operates through pathways into postsecondary education. Our findings have implications for both educational policy and research on the educational gradient in health.


Reference Type:  Journal Article
Record Number: 108
Author: Carroll, Jamie M., Muller, Chandra, Grodsky, Eric and Warren, John Robert
Year: 2017
Title: Tracking Health Inequalities from High School to Midlife
Journal: Social Forces
Volume: 96
Issue: 2
Pages: 591-628
Short Title: Tracking Health Inequalities from High School to Midlife
ISSN: 0037-7732
DOI: 10.1093/sf/sox065
Keywords: Sociology & Social History
Abstract: Educational gradients in health status, morbidity, and mortality are well established, but which aspects of schooling produce those gradients is only partially understood. We draw on newly available data from the midlife follow-up of the High School and Beyond sophomore cohort to analyze the relationship between students’ level of coursework in high school and their long-term health outcomes. We additionally evaluate the mediating roles of skill development, postsecondary attendance and degree attainment, and occupational characteristics. We find that students who took a medium- to high-level course of study in high school have better self-reported health and physical functioning in midlife, even net of family background, adolescent health, baseline skills, and school characteristics. The association partially operates through pathways into postsecondary education. Our findings have implications for both educational policy and research on the educational gradient in health.


Reference Type:  Journal Article
Record Number: 24
Author: Chung, Tuck, Wedel, Michel and Rust, Roland
Year: 2016
Title: Adaptive personalization using social networks
Journal: Journal of the Academy of Marketing Science
Volume: 44
Issue: 1
Pages: 66-87
Short Title: Adaptive personalization using social networks
ISSN: 00920703
DOI: 10.1007/s11747-015-0441-x
Keywords: Studies
Social Networks
Customization
Smartphones
Market Research
Market Strategy
Quality of Service
Mobile Commerce
Experimental/Theoretical
Social Trends & Culture
Telecommunications Systems & Internet Communications
Electrical & Electronics Industries
Quality Control
Personalization
News
Bayes Classifier
Recommendation Systems
Smart Phones
Service Marketing
Abstract: This research provides insights into the following questions regarding the effectiveness of mobile adaptive personalization systems: (1) to what extent can adaptive personalization produce a better service/product over time? (2) does adaptive personalization work better than self-customization? (3) does the use of the customer's social network result in better personalization? To answer these questions, we develop and implement an adaptive personalization system for personalizing mobile news based on recording and analyzing customers' behavior, plus information from their social network. The system learns from an individual's reading history, automatically discovers new material as a result of shared interests in the user's social network, and adapts the news feeds shown to the user. Field studies show that (1) repeatedly adapting to the customer's observed behavior improves personalization performance
(2) personalizing automatically, using a personalization algorithm, results in better performance than allowing the customer to self-customize
and (3) using the customer's social network for personalization results in further improvement. We conclude that mobile automated adaptive personalization systems that take advantage of social networks may be a promising approach to making personalization more effective.


Reference Type:  Journal Article
Record Number: 34
Author: Clossen, Amanda
Year: 2014
Title: Beyond the Letter of the Law: Accessibility, Universal Design, and Human-Centered Design in Video Tutorials
Journal: Pennsylvania Libraries
Volume: 2
Issue: 1
Pages: 27-37
Short Title: Beyond the Letter of the Law: Accessibility, Universal Design, and Human-Centered Design in Video Tutorials
ISSN: 2324-7878
DOI: 10.5195/palrap.2014.43
Keywords: Law
Tutoring
Video
Design
Abstract: This article demonstrates how Universal and Human-Centered Design approaches can be applied to the process of library video tutorial creation in order to enhance accessibility. A series of questions that creators should consider in order to focus their design process is discussed. These questions break down various physical and cognitive limitations that users encounter, providing a framework for future video creation that is not dependent on specific software. By approaching accommodations more holistically, videos are created with accessibility in mind from their conception. Working toward the ideal of a video tutorial that is accessible to every user leads to the creation of more clearly worded, effective learning objects that are much more inclusive, making instructional concepts available to users of all abilities.


Reference Type:  Journal Article
Record Number: 11
Author: Clossen, Amanda and Proces, Paul
Year: 2017
Title: Rating the Accessibility of Library Tutorials from Leading Research Universities
Journal: Portal : Libraries and the Academy
Volume: 17
Issue: 4
Pages: 803-825
Short Title: Rating the Accessibility of Library Tutorials from Leading Research Universities
ISSN: 15312542
DOI: 10.1353/pla.2017.0047
Keywords: Librarians
Academic Libraries
Handicapped Accessibility
Online Tutorials
Abstract: Video and Web-based tutorials created by libraries from 71 public universities designated by the Carnegie Classification as having the Highest Research Activity (R1) were reviewed for accessibility and usability by disabled people. The results of this review indicate that a large portion of library tutorial content meets neither the minimum legal standards nor rises to the level of functional usability. Some positive trends are noted, along with recommendations for overall improvement.


Reference Type:  Journal Article
Record Number: 2
Author: Colomo - Palacios, Ricardo, García - Crespo, Ángel, Gómez - Berbís, Juan and Paniagua - Martín, Fernando
Year: 2012
Title: E-Inclusion for People with Disabilities in E-Government Services through Accessible Multimedia
Journal: International Journal of Information Systems and Social Change (IJISSC)
Volume: 3
Issue: 3
Pages: 37-51
Short Title: E-Inclusion for People with Disabilities in E-Government Services through Accessible Multimedia
ISSN: 1941-868X
DOI: 10.4018/jissc.2012070103
Keywords: Channels
Disabilities
Electronic Government
Information Systems
Information Technology
Media
Multimedia
Towns
Multimedia Information Systems (Ci)
Abstract: One of the main challenges of e-Government is the communication of these services to citizens. In the context of people with disabilities, communication channels should be equally accessible, in particular those based on innovative media such as e-Services. This paper, illustrates Pasmao, an initiative for the diffusion of e-Government, using accessible media for people with disabilities. Pasmao is an accessible multimedia platform aimed to promote the use of information technology (IT), specifically, the digital signature within Leganés, a town near Madrid, Spain. The results of the evaluation of the experimental implementation of Pasmao reveal a new and promising way to promote e-Services among people with disabilities.


Reference Type:  Journal Article
Record Number: 68
Author: Cooc, North
Year: 2018
Title: Understanding When Teachers Disagree about Student Disability
Journal: Exceptionality
Volume: 26
Issue: 2
Pages: 63-80
Short Title: Understanding When Teachers Disagree about Student Disability
ISSN: 0936-2835
DOI: 10.1080/09362835.2016.1216849
Keywords: Article
Abstract: ABSTRACT The persistent racial and ethnic disparities in special education in the United States raise concerns about the potential misidentification of students. While previous studies have focused on how various student and school factors influence teacher decisions, there is less attention on when teachers disagree about student disability or special education. The current study uses national data from the Educational Longitudinal Study of 2002 to examine when teachers disagreed in their perception of student disability for more than 10,000 high school students. A unique feature of the data is each student is observed in two different subject classrooms, providing an opportunity to examine how differences in student achievement, behavior, and teacher characteristics influence when teachers disagreed in their judgment of student disability. The results indicate that teachers were more likely to disagree when student behavior varied across classrooms, while differences in student achievement and teacher characteristics were not related to disagreement. The study also found that teachers disagreed more for students who were Black, male, and from lower socioeconomic backgrounds. The main findings highlight how disability is often a context-dependent social construct and have implications for how students are identified for special education.


Reference Type:  Journal Article
Record Number: 87
Author: Dare, Lynn and Nowicki, Elizabeth Agnes
Year: 2015
Title: Twice-Exceptionality: Parents’ Perspectives on 2e Identification
Journal: Roeper Review
Volume: 37
Issue: 4
Pages: 208-218
Short Title: Twice-Exceptionality: Parents’ Perspectives on 2e Identification
ISSN: 0278-3193
DOI: 10.1080/02783193.2015.1077911
Keywords: Article
Dual Exceptionality
Gifted Learning Disabled
Identification
Learning Difficulties
Parents
Twice-Exceptional
Abstract: Twice-exceptional students have high abilities and coexisting learning difficulties. Abilities and difficulties tend to mask each other, and these underidentified students often struggle in school and express their frustrations at home. However, few studies have examined how parents experience the identification of their children’s multiple exceptionalities. In this study, we used purposeful maximum variation sampling and interviewed parents of twice-exceptional children who were identified with attention issues, learning disabilities, autism spectrum disorder, and emotional/behavioral disorder. We illustrate parents’ experiences through member-checked vignettes. The results show unique experiences as well as commonalities among parents of twice-exceptional students. We conclude that parents play a critical advocacy role for their twice-exceptional children, yet they need support to fulfill this role.
Video abstractRead the transcriptWatch the video on Vimeo


Reference Type:  Journal Article
Record Number: 123
Author: de Knegt, Nanda, Lobbezoo, Frank, Schuengel, Carlo, Evenhuis, Heleen and Scherder, Erik
Year: 2017
Title: Self-Reported Presence and Experience of Pain in Adults with Down Syndrome
Journal: Pain Medicine
Volume: 18
Issue: 7
Pages: 1247-1263
Short Title: Self-Reported Presence and Experience of Pain in Adults with Down Syndrome
ISSN: 15262375
DOI: 10.1093/pm/pnw226
Keywords: Pain
Down Syndrome
Self
Population Studies
Down'S Syndrome
Mental Retardation
Abstract: Abstract Objective. The aim was to examine whether the presence of pain (based on physical conditions and participants' report) and self-reported pain experience in adults with Down syndrome (DS) differ from general population controls. Design. Cross-sectional study of 224 adults with DS (mean age = 38.1 years, mild-severe intellectual disabilities) and 142 age-matched controls (median age = 40.5 years, mean estimated IQ = 105.7) in the Netherlands. Methods. File-based medical information was evaluated. Self-reported presence and experience of pain were assessed in rest and after movement during a test session (affect with facial affective scale (FAS: 0.04-0.97), intensity assessed with numeric rating scale (NRS: 0-10). Results. Compared with controls, more DS participants had physical conditions that may cause pain and/or discomfort (p = .004, 50% vs 35%), but fewer DS participants reported pain during the test session (p = .003, 58% vs 73%). Of the participants who indicated pain and comprehended self-reporting scales (n = 198 FAS, n = 161 NRS), the DS group reported a higher pain affect and intensity than the controls (p < .001, FAS: 0.75-0.85 vs 0.50-0.59, NRS: 6.00-7.94 vs 2.00-3.73). Conclusions. Not all adults with DS and painful/discomforting physical conditions reported pain. Those who did indicated a higher pain experience than adults from the general population. Research into spontaneous self-report of pain, repeated pain assessment, and acute pain is needed in people with DS for more insight into pain experience and mismatches between self-report and medical information.


Reference Type:  Journal Article
Record Number: 8
Author: de Macedo, Claudia Mara Scudelari and Ulbricht, Vânia Ribas
Year: 2012
Title: Accessibility Guidelines for the Development of Learning Objects
Journal: Procedia Computer Science
Volume: 14
Pages: 155-162
Short Title: Accessibility Guidelines for the Development of Learning Objects
ISSN: 1877-0509
DOI: 10.1016/j.procs.2012.10.018
Keywords: Distance Education
Learning Objects
Accessibility
Abstract: This article presents a set of guidelines for creating learning objects accessible, with the intention of guiding and helping teachers developers of learning objects in developing materials accessible through the provision of alternative media or equivalent. These guidelines are created based on analysis and convergence of the “Principles of Universal Design” with the “Recommendations for Creating Accessible Web Content” W3C, and “Best Practices for Production and Application of Accessible Content” presented at Guides Instructional Management Systems (IMS). The guidelines were tested by experts who develop and provide content for digital learning environments, which were capable of producing accessible learning objects, according to the set of guidelines proposed.


Reference Type:  Journal Article
Record Number: 109
Author: DeGraff, Michel
Year: 2016
Title: Mother-tongue books in Haiti: The power of Kreyòl in learning to read and in reading to learn
Journal: Comparative Journal of Curriculum, Learning, and Assessment
Volume: 46
Issue: 3
Pages: 435-464
Short Title: Mother-tongue books in Haiti: The power of Kreyòl in learning to read and in reading to learn
ISSN: 0033-1538
DOI: 10.1007/s11125-017-9389-6
Keywords: Haiti
Haitian Creole (Kreyòl)
Literacy
Instruction in the mother tongue
Early Grade Reading Assessment (EGRA)
Abstract: This article aims at a deeper understanding of the importance of native languages in education and development, with Haiti as a case study. About half of Haiti’s population is illiterate. Among ten children who enter the first grade, at most one (10%) will graduate from high school
a large proportion will drop out of school at an early age. Language is a factor in such academic failure. Education in Haiti is carried out mostly in French, which is spoken fluently by at most 5% of the population, while the language spoken by 100% of the population, namely Haitian Creole (Kreyòl), is by and large excluded from the school system, in spite of legislation, official curricula, and various efforts from civil society to generalize the classroom use of Kreyòl. This article reports on the results of an intervention to improve early-grade reading and writing in Haiti. It argues that the systematic classroom use of Kreyòl—at all levels, but especially in early grades—promotes academic success. The article also draws implications for policy, to enhance reading and writing in Haiti.


Reference Type:  Journal Article
Record Number: 63
Author: Delahunty, Thomas, Seery, Niall and Lynch, Raymond
Year: 2018
Title: Exploring the Use of Electroencephalography to Gather Objective Evidence of Cognitive Processing During Problem Solving
Journal: Journal of Science Education and Technology
Volume: 27
Issue: 2
Pages: 114-130
Short Title: Exploring the Use of Electroencephalography to Gather Objective Evidence of Cognitive Processing During Problem Solving
ISSN: 1059-0145
DOI: 10.1007/s10956-017-9712-2
Keywords: STEM education
Problem solving
Methodological approach
Cognition
EEG
Abstract: Currently, there is significant interest being directed towards the development of STEM education to meet economic and societal demands. While economic concerns can be a powerful driving force in advancing the STEM agenda, care must be taken that such economic imperative does not promote research approaches that overemphasize pragmatic application at the expense of augmenting the fundamental knowledge base of the discipline. This can be seen in the predominance of studies investigating problem solving approaches and procedures, while neglecting representational and conceptual processes, within the literature. Complementing concerns about STEM graduates’ problem solving capabilities, raised within the pertinent literature, this paper discusses a novel methodological approach aimed at investigating the cognitive elements of problem conceptualization. The intention is to demonstrate a novel method of data collection that overcomes some of the limitations cited in classic problem solving research while balancing a search for fundamental understanding with the possibility of application. The methodology described in this study employs an electroencephalographic (EEG) headset, as part of a mixed methods approach, to gather objective evidence of students’ cognitive processing during problem solving epochs. The method described provides rich evidence of students’ cognitive representations of problems during episodes of applied reasoning. The reliability and validity of the EEG method is supported by the stability of the findings across the triangulated data sources. The paper presents a novel method in the context of research within STEM education and demonstrates an effective procedure for gathering rich evidence of cognitive processing during the early stages of problem conceptualization.


Reference Type:  Journal Article
Record Number: 146
Author: Detmering, Robert, Johnson, Anna Marie, Sproles, Claudene, McClellan, Samantha and Linares, Rosalinda Hernandez
Year: 2015
Title: Library instruction and information literacy 2014
Journal: Reference Services Review
Volume: 43
Issue: 4
Pages: 533-642
Short Title: Library instruction and information literacy 2014
ISSN: 00907324
DOI: 10.1108/RSR-07-2015-0037
Keywords: Academic Libraries
Students
School Libraries
Collaboration
User Training
Abstract: Purpose - This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types. Design/methodology/approach - It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014. Findings - It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions. Originality/value - The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.


Reference Type:  Journal Article
Record Number: 168
Author: Devine, J., Otto, C., Rose, M., Barthel, D., Fischer, F., Mülhan, H., Nolte, S., Schmidt, S., Ottova-Jordan, V. and Ravens-Sieberer, U.
Year: 2015
Title: A new computerized adaptive test advancing the measurement of health-related quality of life (HRQoL) in children: the Kids-CAT
Journal: An International Journal of Quality of Life Aspects of Treatment, Care and Rehabilitation - Official Journal of the International Society of Quality of Life Research
Volume: 24
Issue: 4
Pages: 871-884
Short Title: A new computerized adaptive test advancing the measurement of health-related quality of life (HRQoL) in children: the Kids-CAT
ISSN: 0962-9343
DOI: 10.1007/s11136-014-0812-7
Keywords: Children
Pediatric
Health-related quality of life
Questionnaire
Item bank
Computerized adaptive test


Reference Type:  Journal Article
Record Number: 51
Author: Drew, Jennifer C., Galindo-Gonzalez, Sebastian, Ardissone, Alexandria N., Triplett, Eric W. and Gibbs, Kenneth
Year: 2016
Title: Broadening Participation of Women and Underrepresented Minorities in STEM through a Hybrid Online Transfer Program
Journal: CBE Life Sciences Education
Volume: 15
Issue: 3
Short Title: Broadening Participation of Women and Underrepresented Minorities in STEM through a Hybrid Online Transfer Program
DOI: 10.1187/cbe.16-01-0065
Keywords: Article
Abstract: Development of a new model of a transfer program that blends online learning with face-to-face labs in microbiology significantly broadens participation of women and underrepresented minorities in science, technology, engineering, and mathematics while maintaining retention and academic performance. The Microbiology and Cell Science (MCS) Department at the University of Florida (UF) developed a new model of a 2 + 2 program that uses a hybrid online approach to bring its science, technology, engineering, and mathematics (STEM) curriculum to students. In this paradigm, 2-year graduates transfer as online students into the Distance Education in MCS (DE MCS) bachelor of science program. The program has broadened access to STEM with a steadily increasing enrollment that does not draw students away from existing on-campus programs. Notably, half of the DE MCS students are from underrepresented minority (URM) backgrounds and two-thirds are women, which represents a greater level of diversity than the corresponding on-campus cohort and the entire university. Additionally, the DE MCS cohort has comparable retention and academic performance compared with the on-campus transfer cohort. Of those who have earned a BS through the DE MCS program, 71% are women and 61% are URM. Overall, these data demonstrate that the hybrid online approach is successful in increasing diversity and provides another viable route in the myriad of STEM pathways. As the first of its kind in a STEM field, the DE MCS program serves as a model for programs seeking to broaden their reach.


Reference Type:  Journal Article
Record Number: 42
Author: Durre, Imke
Year: 2008
Title: UNTAPPED CAREER OPPORTUNITIES FOR PERSONS WITH VISUAL IMPAIRMENTS
Journal: Bulletin of the American Meteorological Society
Volume: 89
Issue: 7
Pages: 987-996
Short Title: UNTAPPED CAREER OPPORTUNITIES FOR PERSONS WITH VISUAL IMPAIRMENTS
ISSN: 00030007
DOI: 10.1175/2008BAMS2447.1
Keywords: Disabled People
Success
Skills
Science
Role Models
Presentations
Color Blindness
Abstract: The success of these individuals in their field of interest hinges upon a number of factors, which include early and continued exposure to science
adequate academic preparation and compensatory skills
the availability of appropriate assistive technology for reading and creating textual, mathematical, and graphical material
equal access to information and programs
and a reliable support system of mentors, role models, and assistants (Burgstahler 1994
Holden 1998
American Association for the Advancement of Science 2002). For visually impaired students and professionals in any scientific field, key strategies for success include * choosing a job that is consistent with their academic and compensatory skills
* being proficient in the use of appropriate assistive technology, including a screenreader, refreshable braille display, scanner and OCR software, and software and hardware for accessing mathematical and graphical material
* honing their understanding of spatial concepts and actively seeking out verbal and tactile information about concepts that are presented in graphical form
* being aware of their needs for assistive technology and adaptive strategies
and * collaborating with instructors and supervisors to determine appropriate accommodations.


Reference Type:  Journal Article
Record Number: 57
Author: Edwards, Ryan D.
Year: 2015
Title: Health, SES, and the timing of education among military retirees
Journal: Education Economics
Volume: 24
Issue: 4
Pages: 1-18
Short Title: Health, SES, and the timing of education among military retirees
ISSN: 0964-5292
DOI: 10.1080/09645292.2015.1032891
Keywords: Veterans
Health Inequality
Health Production
Human Capital
Gap Year
Usa
I12
I20
J24
Abstract: The timing of education across the life cycle is differentially associated with older age health outcomes and socioeconomic status among military retirees, a subpopulation with common levels of adolescent health, but variation in educational timing. A year of education obtained before military service lowers the probability of poor health in retirement by 2.5 percentage points, while a year obtained after service reduces poor health by only 0.6 percentage point. By contrast, education raises income and wealth uniformly through vintage. This suggests that education improves health through fostering the lifelong accumulation of healthy behaviors and habits rather than raising income or wealth.


Reference Type:  Journal Article
Record Number: 37
Author: Enfield, Jacob
Year: 2013
Title: Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN
Journal: Linking Research and Practice to Improve Learning A publication of the Association for Educational Communications & Technology
Volume: 57
Issue: 6
Pages: 14-27
Short Title: Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN
ISSN: 8756-3894
DOI: 10.1007/s11528-013-0698-1
Keywords: Flipped Classroom
Technology Integration
Instructional Videos
Abstract: Scholars and practitioners have reported the positive outcomes of a flipped, or inverted, approach to instruction (Baker, 2000
Lage, Platt, & Treglia, 2000
Bergmann, 2011
Wright, 2011
Pearson, 2012
Butt, 2012
Bates, 2012). While many of the reports are anecdotal, the sheer number of instructors that have reported successful implementation of the strategy provides some evidence of its powerful use as an instructional method. This study provides a detailed case in which one approach of the Flipped Classroom Model of Instruction was applied in two classes at California State University Northridge. Student reports suggest that the approach provided an engaging learning experience, was effective in helping students learn the content, and increased self-efficacy in their ability to learn independently. Additionally, challenges and potential solutions to those challenges are discussed.


Reference Type:  Journal Article
Record Number: 127
Author: Eren, Ozkan, Depew, Briggs and Barnes, Stephen
Year: 2017
Title: Test-based promotion policies, dropping out, and juvenile crime
Journal: Journal of Public Economics
Volume: 153
Pages: 9-31
Short Title: Test-based promotion policies, dropping out, and juvenile crime
ISSN: 0047-2727
DOI: 10.1016/j.jpubeco.2017.07.002
Keywords: I21
I28
J13
C21
Summer Remediation Programs
Grade Retention
Dropping Out
Juvenile Crime
Regression Discontinuity
Abstract: Over the past decade, several states and school districts have implemented accountability systems that require students to demonstrate a minimum level of proficiency through standardized tests. With many states and school districts ending social promotion, policy makers and researchers have gained renewed interest in the role of grade retention and remedial education in US schools. This paper examines the potential effects of summer school and grade retention on high school completion and juvenile crime. To do so, we use administrative data from a number of state agencies in Louisiana and a regression discontinuity design to analyze Louisiana's statewide test-based promotion policy administered to students in fourth and eighth grades. Our results indicate that potential grade retention increases the propensity of a student to drop out of school. In addition, eighth grade remedial education assignment in the form of summer school appears to provide a positive benefit by decreasing the likelihood that a student drops out. As for fourth grade students, however, we do not find any effect of summer school assignment. Finally, for eighth graders, we find that the net effect of the test-based promotion policies is to decrease the probability of being convicted of a juvenile crime.


Reference Type:  Journal Article
Record Number: 25
Author: Falkner, Katrina and Vivian, Rebecca
Year: 2015
Title: A review of Computer Science resources for learning and teaching with K-12 computing curricula: an Australian case study
Journal: Computer Science Education
Volume: 25
Issue: 4
Pages: 390-429
Short Title: A review of Computer Science resources for learning and teaching with K-12 computing curricula: an Australian case study
ISSN: 0899-3408
DOI: 10.1080/08993408.2016.1140410
Keywords: Article
Computer Science
Education
Curriculum
K-12
Education Resources
Abstract: To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age children, with the intention to engage children and increase interest, rather than to formally teach concepts and skills. What is the educational quality of existing Computer Science resources and to what extent are they suitable for classroom learning and teaching? In this paper, an assessment framework is presented to evaluate the quality of online Computer Science resources. Further, a semi-systematic review of available online Computer Science resources was conducted to evaluate resources available for classroom learning and teaching and to identify gaps in resource availability, using the Australian curriculum as a case study analysis. The findings reveal a predominance of quality resources, however, a number of critical gaps were identified. This paper provides recommendations and guidance for the development of new and supplementary resources and future research.


Reference Type:  Journal Article
Record Number: 20
Author: Fantin, D., Sutton, M., Daumann, Lj and Fischer, Kf
Year: 2016
Title: Evaluation of Existing and New Periodic Tables of the Elements for the Chemistry Education of Blind Students
Journal: J. Chem. Educ.
Volume: 93
Issue: 6
Pages: 1039-1048
Short Title: Evaluation of Existing and New Periodic Tables of the Elements for the Chemistry Education of Blind Students
ISSN: 0021-9584
DOI: 10.1021/acs.jchemed.5b00636
Keywords: Chemistry
Science Education
Disabled Students
Chemical Elements
Blindness
Braille


Reference Type:  Journal Article
Record Number: 36
Author: Fitzpatrick, Shae
Year: 2014
Title: SETTING ITS SIGHTS ON THE MARRAKESH TREATY: THE U.S. ROLE IN ALLEVIATING THE BOOK FAMINE FOR PERSONS WITH PRINT DISABILITIES
Journal: Boston College International and Comparative Law Review
Volume: 37
Issue: 1
Pages: 139-172
Short Title: SETTING ITS SIGHTS ON THE MARRAKESH TREATY: THE U.S. ROLE IN ALLEVIATING THE BOOK FAMINE FOR PERSONS WITH PRINT DISABILITIES
ISSN: 02775778
Keywords: United States–Us
Visual Impairment
Copyright
Books
Treaties
Digital Rights Management
United States
Publishing Industry
Law
Software & Systems
Abstract: Today, a global book famine deprives hundreds of millions of persons with print disabilities access to basic information worldwide. The World Intellectual Property Organization (WIPO) reports that the visually impaired have access to merely 5 percent of published books. Amid the global movement to reevaluate copyright laws for the digital age, a water-shed opportunity exists to harmonize the deficient patchwork of national and international copyright laws perpetuating the book famine. After years of stalled progress, WIPO recently adopted the landmark Marrakesh Treaty to alleviate copyright barriers to access for the print-disabled worldwide. This Note argues that the United States should support the Marrakesh Treaty, while also continuing its national reform efforts. Since the Marrakesh Treaty is not a comprehensive solution, this Note advocates for United States to utilize this historic treaty as a vehicle to modernize its own national copyright laws to achieve equitable access for persons with print disabilities.


Reference Type:  Journal Article
Record Number: 83
Author: Friedman-Sokuler, Naomi and Justman, Moshe
Year: 2016
Title: Gender streaming and prior achievement in high school science and mathematics
Journal: Economics of Education Review
Volume: 53
Issue: C
Pages: 230-253
Short Title: Gender streaming and prior achievement in high school science and mathematics
ISSN: 0272-7757
DOI: 10.1016/j.econedurev.2016.04.004
Keywords: Gender Streaming
Comparative Advantage
Gender Gap in Mathematics
Israel
Secondary School
Science Matriculation Electives
I2
J24
J16
Abstract: •We examine the relationship between prior achievement and gender streaming in STEM matriculation electives.•Female students favor biology and chemistry while male students favor physics and computer science.•Gender differences in prior mathematics achievement do not drive these gendered patterns.•Students who excel in both language arts and mathematics are most likely to choose STEM electives.•Socio-economic disadvantage has a stronger inhibiting effect on male students’ choices of STEM electives. Girls choose advanced matriculation electives in science and mathematics almost as frequently as boys, in Israel, but are very much under-represented in physics and computer science, and over-represented in biology and chemistry. We test the hypothesis that these patterns stem from differences in mathematical ability. Administrative data on two half-cohorts of Israeli eighth-grade students in Hebrew-language schools links standardized test scores in mathematics, science, Hebrew and English to their subsequent choice of matriculation electives. It shows that the gendered choices they make remain largely intact after conditioning on prior test scores, indicating that these choices are not driven by differences in perceived mathematical ability, or by boys’ comparative advantage in mathematics. Moreover, girls who choose matriculation electives in physics and computer science score higher than boys, on average. Girls and boys react differently to early signals of mathematical and verbal ability
and girls are less adversely affected by socioeconomic disadvantage.


Reference Type:  Journal Article
Record Number: 7
Author: Gambino, Orazio, Pirrone, Roberto and Giorgio, Fabrizio
Year: 2016
Title: Accessibility of the Italian institutional web pages: a survey on the compliance of the Italian public administration web pages to the Stanca Act and its 22 technical requirements for web accessibility
Journal: Universal Access in the Information Society
Volume: 15
Issue: 2
Pages: 305-312
Short Title: Accessibility of the Italian institutional web pages: a survey on the compliance of the Italian public administration web pages to the Stanca Act and its 22 technical requirements for web accessibility
ISSN: 16155289
DOI: 10.1007/s10209-014-0381-0
Keywords: Italy
Internet Access
Web Sites
Public Administration
Guidelines
Web Accessibility
Stanca Act
Italian Institutional Web Pages
Web Content Accessibility Guidelines
ISO
Rehabilitation Act
Abstract: Issue Title: Special Section: Rethinking Universal Accessibility Accessibility of the Italian public administration web pages is ruled by the Stanca Act and in particular the Decree of the Minister issued on July 8, 2005. In this paper, an objective test is performed on the official web pages of the Italian province and region chief towns to check their compliance to the 22 technical requirements defined by the Stanca Act. A sample of 976 web pages belonging to the websites of the Italian chief towns have been downloaded in the period October-December 2012. Such a data collection has been submitted to Achecker, the worldwide recognized syntax and accessibility validation service. Several accessibility and syntax errors have been found following the automatic analysis. Such errors have been classified, a statistic has been produced, and some graphs are included to offer an immediate view of the error distribution. Moreover, the most frequent errors are pointed out and explained in detail. Although the Stanca Act has been promulgated some years ago, and contains precise indications about updating a web page to be compliant to the 22 technical requirements, all the analyzed websites are not fully compliant to the law. Updating web pages to be compliant to the Stanca Act is a slow process and some grave errors are still present, both in terms of syntax and accessibility.


Reference Type:  Journal Article
Record Number: 124
Author: Gerde, Hope K., Pierce, Steven J., Lee, Kyungsook and Van Egeren, Laurie A.
Year: 2018
Title: Early Childhood Educators’ Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom
Journal: Early Education and Development
Volume: 29
Issue: 1
Pages: 70-90
Short Title: Early Childhood Educators’ Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom
ISSN: 1040-9289
DOI: 10.1080/10409289.2017.1360127
Keywords: Article
Abstract: ABSTRACT Research Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers’ beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and child outcomes. However, little is known about how teachers’ self-efficacy for literacy, math and science compare and how domain-specific self-efficacy relates to teachers’ practice in the area of science. Analysis of survey and observation data from 67 Head Start classrooms across eight programs indicated that domain-specific self-efficacy was highest for literacy, significantly lower for science, and lowest for math. Classrooms varied, but in general, engaged in literacy far more than science, contained a modest amount of science materials, and their instructional support of science was low. Importantly, self-efficacy for science, but not literacy or math, related to teachers frequency of engaging children in science instruction. Teachers’ education and experience did not predict self-efficacy for science. Practice or Policy: To enhance the science opportunities provided in early childhood classrooms, pre-service and in-service education programs should provide teachers with content and practices for science rather than focusing exclusively on literacy.


Reference Type:  Journal Article
Record Number: 113
Author: Giraud, Stéphanie, Brock, Anke M., Macé, Marc J. M. and Jouffrais, Christophe
Year: 2017
Title: Map Learning with a 3D Printed Interactive Small-Scale Model: Improvement of Space and Text Memorization in Visually Impaired Students
Journal: Frontiers in Psychology
Volume: 8
Short Title: Map Learning with a 3D Printed Interactive Small-Scale Model: Improvement of Space and Text Memorization in Visually Impaired Students
DOI: 10.3389/fpsyg.2017.00930
Keywords: Psychology
Interactive Maps
Visual Impairment
Low-Cost Prototyping
Tangible User Interfaces
Education Technology
Spatial Cognition
Special Needs
Abstract: Special education teachers for visually impaired students rely on tools such as raised-line maps (RLMs) to teach spatial knowledge. These tools do not fully and adequately meet the needs of the teachers because they are long to produce, expensive, and not versatile enough to provide rapid updating of the content. For instance, the same RLM can barely be used during different lessons. In addition, those maps do not provide any interactivity, which reduces students’ autonomy. With the emergence of 3D printing and low-cost microcontrollers, it is now easy to design affordable interactive small-scale models (SSMs) which are adapted to the needs of special education teachers. However, no study has previously been conducted to evaluate non-visual learning using interactive SSMs. In collaboration with a specialized teacher, we designed a SSM and a RLM representing the evolution of the geography and history of a fictitious kingdom. The two conditions were compared in a study with 24 visually impaired students regarding the memorization of the spatial layout and historical contents. The study showed that the interactive SSM improved both space and text memorization as compared to the RLM with braille legend. In conclusion, we argue that affordable home-made interactive small scale models can improve learning for visually impaired students. Interestingly, they are adaptable to any teaching situation including students with specific needs.


Reference Type:  Journal Article
Record Number: 120
Author: González, Carina, Noda, Aurelia, Bruno, Alicia, Moreno, Lorenzo and Muñoz, Vanesa
Year: 2015
Title: Learning subtraction and addition through digital boards: a Down syndrome case
Journal: International Journal
Volume: 14
Issue: 1
Pages: 29-44
Short Title: Learning subtraction and addition through digital boards: a Down syndrome case
ISSN: 1615-5289
DOI: 10.1007/s10209-013-0330-3
Keywords: Assistive technology
Down syndrome
Usability testing
Prototyping
Mathematics education
Abstract: This paper examines key issues involving the interaction, design and usability of a digital whiteboard interface to support Down syndrome (DS) students in their learning of addition and subtraction algorithms. The research goals include (a) to identify the main interaction difficulties present when executing addition and subtraction operations and (b) to improve the interaction design of the digital whiteboard interface to adapt it to DS characteristics. In order to achieve these goals, several studies (usability and educational) were conducted with experts and children. These methods and techniques included prototyping, questionnaires (pre-post), thinking out loud, video-recording and structured observation. As regards the interaction aspects with the whiteboard, the items evaluated included (a) mouse use, (b) placement of numbers and balls, (c) ball deletion and crossing out, (d) placement of the sign of the operation and (e) use of sensitive areas established in the worksheet. In addition, the paper presents the main strategies, procedures and errors of DS students for carrying out addition and subtraction algorithms that are more predominant in the DS population. Some relevant findings and results are presented, such as the importance of visual aids (graphics, balls, fingers, etc.) in teaching addition and subtraction to individuals with DS, the advantages of using the whiteboard for students who have difficulty writing, as they can focus on the operation at hand and forget their difficulties with handwriting, or mathematical errors arising from interaction issues.


Reference Type:  Journal Article
Record Number: 3
Author: Gornitsky, Marcelle
Year: 2011
Title: Distance Education: Accessibility for Students With Disabilities
Journal: Distance Learning
Volume: 8
Issue: 3
Pages: 47-53
Short Title: Distance Education: Accessibility for Students With Disabilities
ISSN: 15474712
Keywords: Distance Learning
Web Sites
Handicapped Accessibility
Learning
Disabled Workers
Disabled People
Education
Software
Colleges & Universities
Disabled Students
Abstract: Since most distance education courses within post-secondary institutions are web-based, the guidelines established by Section 508 and those of the Web Content Accessibility Guidelines (WCAG) should be taken into consideration by academic institutions when designing their own websites/information portals and offering courses online (Burgstahler, 2010). According to these WCAG 2.0 Guidelines, websites should contain material that is perceivable (accessible to all senses or assistive technologies), operable (easily navigable using a mouse, keyboard or assistive device), understandable (information is presented clearly and logically) and robust (allowing the access of assistive technologies to the content).


Reference Type:  Journal Article
Record Number: 40
Author: Gottfried, Michael A., Bozick, Robert, Rose, Ernest and Moore, Ravaris
Year: 2016
Title: Does Career and Technical Education Strengthen the STEM Pipeline? Comparing Students With and Without Disabilities
Journal: Journal of Disability Policy Studies
Volume: 26
Issue: 4
Pages: 232-244
Short Title: Does Career and Technical Education Strengthen the STEM Pipeline? Comparing Students With and Without Disabilities
ISSN: 1044-2073
DOI: 10.1177/1044207314544369
Keywords: Policy
Curriculum
Career and Technical Education
Social Welfare & Social Work
Law
Abstract: <p> Despite the strategic investment of the Perkins IV legislation to promote a broader application of career and technical education (CTE) to all students, it is unclear whether these initiatives distinctively support the needs of students with disabilities in science, technology, engineering, and mathematics (STEM) fields of study. This is a critical lapse in the research, as knowing the efficacy of CTE experiences in promoting the STEM pipeline will be important for policy makers as they consider new or revised educational policies to support the pursuit and persistence of students with disabilities into STEM fields. This study evaluates whether two CTE experiences (applied STEM course taking and school-based experiential programs) in high school differentially predict the declaration of STEM college majors for students with and without disabilities. Assessing nationally representative data, the analyses suggest that CTE experiences consisting of applied STEM courses and school-based experiential programs may both be sufficient to move through the STEM pipeline for students in the general population, but both are insufficient for supporting students with disabilities. </p>


Reference Type:  Journal Article
Record Number: 45
Author: Gottfried, Michael A., Bozick, Robert, Rose, Ernest and Moore, Ravaris
Year: 2016
Title: Does Career and Technical Education Strengthen the STEM Pipeline? Comparing Students With and Without Disabilities
Journal: Journal of Disability Policy Studies
Volume: 26
Issue: 4
Pages: 232-244
Short Title: Does Career and Technical Education Strengthen the STEM Pipeline? Comparing Students With and Without Disabilities
ISSN: 1044-2073
DOI: 10.1177/1044207314544369
Keywords: Policy
Curriculum
Career and Technical Education
Social Welfare & Social Work
Law
Abstract: <p> Despite the strategic investment of the Perkins IV legislation to promote a broader application of career and technical education (CTE) to all students, it is unclear whether these initiatives distinctively support the needs of students with disabilities in science, technology, engineering, and mathematics (STEM) fields of study. This is a critical lapse in the research, as knowing the efficacy of CTE experiences in promoting the STEM pipeline will be important for policy makers as they consider new or revised educational policies to support the pursuit and persistence of students with disabilities into STEM fields. This study evaluates whether two CTE experiences (applied STEM course taking and school-based experiential programs) in high school differentially predict the declaration of STEM college majors for students with and without disabilities. Assessing nationally representative data, the analyses suggest that CTE experiences consisting of applied STEM courses and school-based experiential programs may both be sufficient to move through the STEM pipeline for students in the general population, but both are insufficient for supporting students with disabilities. </p>


Reference Type:  Journal Article
Record Number: 149
Author: Grasby, Katrina and Coventry, William
Year: 2016
Title: Longitudinal Stability and Growth in Literacy and Numeracy in Australian School Students
Journal: Behavior Genetics
Volume: 46
Issue: 5
Pages: 649-664
Short Title: Longitudinal Stability and Growth in Literacy and Numeracy in Australian School Students
ISSN: 00018244
DOI: 10.1007/s10519-016-9796-0
Keywords: Reading
Numeracy
Academic Achievement
Twins
Growth
Genetic Influences
Abstract: We explored the genetic and environmental influence on both stability and growth in literacy and numeracy in 1927 Australian twin pairs from Grade 3 to Grade 9. Participants were tested on reading, spelling, grammar and punctuation, writing, and numeracy. In each domain, performance across time was highly correlated and this stability in performance was primary due to genes. Key findings on growth showed that reading followed a compensatory growth pattern that was largely due to genetic effects, while variation in growth in the other literacy domains was predominantly due to environmental influences. Genes and the shared environment influenced growth in numeracy for girls, while for boys it was influenced by the shared and unique environment. These results suggest that individual differences in growth of reading are primarily due to a genetically influenced developmental delay in the acquisition of necessary skills, while environmental influences, perhaps including different schools or teachers, are more important for the other domains.


Reference Type:  Journal Article
Record Number: 33
Author: Greer, Diana, Rowland, Amber L. and Smith, Sean J.
Year: 2014
Title: Critical Considerations for Teaching Students With Disabilities in Online Environments
Journal: TEACHING Exceptional Children
Volume: 46
Issue: 5
Pages: 79-91
Short Title: Critical Considerations for Teaching Students With Disabilities in Online Environments
ISSN: 0040-0599
DOI: 10.1177/0040059914528105
Keywords: Education


Reference Type:  Journal Article
Record Number: 164
Author: Han, Mingda, Evsikov, Alexei V., Zhang, Lifeng, Lastra-Vicente, Rosana and Linask, Kersti K.
Year: 2016
Title: Embryonic exposures of lithium and homocysteine and folate protection affect lipid metabolism during mouse cardiogenesis and placentation
Journal: Reproductive Toxicology
Volume: 61
Pages: 82-96
Short Title: Embryonic exposures of lithium and homocysteine and folate protection affect lipid metabolism during mouse cardiogenesis and placentation
ISSN: 0890-6238
DOI: 10.1016/j.reprotox.2016.03.039
Keywords: Hcy
Li
FA
Ld
Mouse Embryo
Heart
Placenta
Gender
Homocysteine
Lithium
Folic Acid
Fatty Acid Oxidation
Abstract: •We demonstrate embryonic cell processes that are altered by homocysteine and lithium.•Bioinformatics analysis show processes primarily changed relate to lipid metabolism.•The lipid metabolic changes are dependent on the gender of the embryo.•The transcriptome of male embryos are more altered than of the female with exposure.•Changes with exposures can be prevented by high dose folate dietary supplementation. Embryonic exposures can increase the risk of congenital cardiac birth defects and adult disease. The present study identifies the predominant pathways modulated by an acute embryonic mouse exposure during gastrulation to lithium or homocysteine that induces cardiac defects. High dose periconceptional folate supplementation normalized development. Microarray bioinformatic analysis of gene expression demonstrated that primarily lipid metabolism is altered after the acute exposures. The lipid-related modulation demonstrated a gender bias with male embryos showing greater number of lipid-related Gene Ontology biological processes altered than in female embryos. RT-PCR analysis demonstrated significant change of the fatty acid oxidation gene Acadm with homocysteine exposure primarily in male embryos than in female. The perturbations resulting from the exposures resulted in growth-restricted placentas with disorganized cellular lipid droplet distribution indicating lipids have a critical role in cardiac-placental abnormal development. High folate supplementation protected normal heart-placental function, gene expression and lipid localization.


Reference Type:  Journal Article
Record Number: 176
Author: Heaney, Michael T. and Leifeld, Philip
Year: 2018
Title: Contributions by Interest Groups to Lobbying Coalitions
Journal: The Journal of Politics
Volume: 80
Issue: 2
Pages: 494-509
Short Title: Contributions by Interest Groups to Lobbying Coalitions
ISSN: 00223816
DOI: 10.1086/694545
Keywords: Partisanship
Diversity
Social Networks
Interest Groups
Lobbying Coalitions
Abstract: Decisions by interest groups about when and how to work together inside coalitions are critical components of interest group strategies. This article argues that the composition of lobbying coalitions is a key factor that relates to these decisions. First, partisan diversity within a coalition may enhance contributions from groups if bipartisanship is seen as a positive signal of the coalition’s likely success. Second, network embeddedness may enhance contributions from coalition members if concomitant relationships make it easier to collaborate. Using a two-mode exponential random graph model with structural zeros, the study draws on interviews with congressional staff members, interest group representatives, and coalition representatives working on health policy in the United States. The results demonstrate a robust, positive association of partisan diversity with contributions by interest groups to lobbying coalitions. The results also reveal positive correspondence with network embeddedness, although these results are contingent on model specification.


Reference Type:  Journal Article
Record Number: 102
Author: Higgins, Jennifer A., Famularo, Lisa, Cawthon, Stephanie W., Kurz, Christopher A., Reis, Jeanne E. and Moers, Lori M.
Year: 2016
Title: Development of American Sign Language Guidelines for K-12 Academic Assessments
Journal: Journal Of Deaf Studies And Deaf Education
Volume: 21
Issue: 4
Pages: 383-393
Short Title: Development of American Sign Language Guidelines for K-12 Academic Assessments
ISSN: 1081-4159
DOI: 10.1093/deafed/enw051
Keywords: American Sign Language
Guidelines
Elementary Secondary Education
Access To Education
Deafness
Partial Hearing
Test Content
Academic Accommodations (Disabilities)
Testing Accommodations
Achievement Gap
Educational Legislation
Federal Legislation
Assistive Technology
Educational Quality
Abstract: The U.S. federal Every Student Succeeds Act (ESSA) was enacted with goals of closing achievement gaps and providing all students with access to equitable and high-quality instruction. One requirement of ESSA is annual statewide testing of students in grades 3–8 and once in high school. Some students, including many deaf or hard-of-hearing (D/HH) students, are eligible to use test supports, in the form of accommodations and accessibility tools, during state testing. Although technology allows accommodations and accessibility tools to be embedded within a digital assessment system, the success of this approach depends on the ability of test developers to appropriately represent content in accommodated forms. The Guidelines for Accessible Assessment Project (GAAP) sought to develop evidence- and consensus-based guidelines for representing test content in American Sign Language. In this article, we present an overview of GAAP, review of the literature, rationale, qualitative and quantitative research findings, and lessons learned.


Reference Type:  Journal Article
Record Number: 117
Author: Horton, Emily L., Renganathan, Ramkesh, Toth, Bryan N., Cohen, Alexa J., Bajcsy, Andrea V., Bateman, Amelia, Jennings, Mathew C., Khattar, Anish, Kuo, Ryan S., Lee, Felix A., Lim, Meilin K., Migasiuk, Laura W., Zhang, Amy, Zhao, Oliver K. and Oliveira, Marcio A.
Year: 2017
Title: A review of principles in design and usability testing of tactile technology for individuals with visual impairments
Journal: Assistive Technology
Volume: 29
Issue: 1
Pages: 28-36
Short Title: A review of principles in design and usability testing of tactile technology for individuals with visual impairments
ISSN: 1040-0435
DOI: 10.1080/10400435.2016.1176083
Keywords: Article
Computer Access
Education
Electronic Aids To Daily Living
Emerging Trends
Usability
Visual Impairment
Abstract: ABSTRACT To lay the groundwork for devising, improving, and implementing new technologies to meet the needs of individuals with visual impairments, a systematic literature review was conducted to: a) describe hardware platforms used in assistive devices, b) identify their various applications, and c) summarize practices in user testing conducted with these devices. A search in relevant EBSCO databases for articles published between 1980 and 2014 with terminology related to visual impairment, technology, and tactile sensory adaptation yielded 62 articles that met the inclusion criteria for final review. It was found that while earlier hardware development focused on pin matrices, the emphasis then shifted toward force feedback haptics and accessible touch screens. The inclusion of interactive and multimodal features has become increasingly prevalent. The quantity and consistency of research on navigation, education, and computer accessibility suggest that these are pertinent areas of need for the visually impaired community. Methodologies for usability testing ranged from case studies to larger cross-sectional studies. Many studies used blindfolded sighted users to draw conclusions about design principles and usability. Altogether, the findings presented in this review provide insight on effective design strategies and user testing methodologies for future research on assistive technology for individuals with visual impairments.


Reference Type:  Journal Article
Record Number: 29
Author: Huang, Ph, Chiu, M. C., Hwang, Sl and Wang, Jl
Year: 2015
Title: Investigating E-Learning Accessibility for Visually-Impaired Students: An Experimental Study
Journal: Int. J. Eng. Educ
Volume: 31
Issue: 2
Pages: 495-504
Short Title: Investigating E-Learning Accessibility for Visually-Impaired Students: An Experimental Study
ISSN: 0949-149X


Reference Type:  Journal Article
Record Number: 186
Author: Huck, Steffen, Rasul, Imran and Shephard, Andrew
Year: 2015
Title: Comparing Charitable Fundraising Schemes: Evidence from a Natural Field Experiment and a Structural Model
Journal: American Economic Journal. Economic Policy
Volume: 7
Issue: 2
Pages: 326-369
Short Title: Comparing Charitable Fundraising Schemes: Evidence from a Natural Field Experiment and a Structural Model
ISSN: 19457731
DOI: 10.1257/pol.20120312
Keywords: Bavaria
Fund Raising
Opera Companies
Donations
Organization Theory
Economic Theory
Analysis
Studies
Non-Profit Institutions
Arts, Entertainment & Recreation
Organizational Behavior
Management Science/Operations Research
Experimental/Theoretical
Western Europe
Abstract: We present evidence from a natural field experiment and structural model to shed light on the efficacy of alternative fundraising schemes. In conjunction with the Bavarian State Opera, we mailed 25,000 opera attendees a letter describing a charitable fundraising project organized by the opera house. Recipients were randomly assigned to treatments designed to explore responses to fundraising schemes varying in: the presence of a lead donor
and how individual donations would be matched using the lead donation. The structural model estimates extensive and intensive margin responses, and is then utilized to predict giving behavior in counterfactual fundraising schemes. (JEL C93, D64, L31, L82)


Reference Type:  Journal Article
Record Number: 76
Author: Hughes, Joan, Ko, Yujung and Boklage, Audrey
Year: 2017
Title: iTeachSTEM: Technological Edgework in High School Teachers' iPad Adoption
Journal: Research in the Schools
Volume: 24
Issue: 1
Pages: 45-62
Short Title: iTeachSTEM: Technological Edgework in High School Teachers' iPad Adoption
ISSN: 10855300
Keywords: Teaching
Innovations
Collaboration
Professional Development
Secondary Schools
Abstract: Few studies have been set in secondary school STEM contexts, and there is limited examination of teacher practice. [...]this study examined how four STEM teachers' pedagogical practices took shape when participating in a secondary-level innovation to use iPads to support critical thinking, collaboration, creativity, and communication, or according to the district 21st century Iearning. [...]the iPad allowed students make connections between the real world and what they were learning. Yeah, I saved some paper, but that's not really enhancing anything." Because PDF annotation apps allow hand-writing, students "would get the worksheet and they would write on it on the iPad and then send it back," which avoided the difficulty of typing mathematical statistical symbols. [...]the high school context seems to involve more standardization of curriculum and practice, such as in Tom's case, than innovations in elementary or middle school.


Reference Type:  Journal Article
Record Number: 9
Author: Hwang, Jiwon and Taylor, Jonte C.
Year: 2016
Title: Stemming on STEM: A STEM Education Framework for Students with Disabilities
Journal: Journal of Science Education for Students with Disabilities
Volume: 19
Issue: 1
Pages: 39-49
Short Title: Stemming on STEM: A STEM Education Framework for Students with Disabilities
ISSN: 1940-9923
DOI: 10.14448/jsesd.06.00017
Keywords: Stem Education
Disabilities
Art Education
Inclusion
Interdisciplinary Approach
Teaching Methods
Problem Solving
Student Motivation
Abstract: There has been increased attention paid to science, technology, engineering, and mathematics also known as STEM. The focus on STEM has been both educational and occupational. Unfortunately, students with disabilities perform below their peers without disabilities in math and science. The authors discuss issues related to STEM and students with disabilities. These issues include (1) traditional views of STEM education, (2) the importance of STEM education, and (3) students with disabilities performance in STEM. The authors posit a framework for STEM education for students with disabilities and promote the incorporation of the arts to increase students' STEM knowledge and achievement.


Reference Type:  Journal Article
Record Number: 39
Author: Hwang, Jiwon and Taylor, Jonte C.
Year: 2016
Title: Stemming on STEM: A STEM Education Framework for Students with Disabilities
Journal: Journal of Science Education for Students with Disabilities
Volume: 19
Issue: 1
Pages: 39-49
Short Title: Stemming on STEM: A STEM Education Framework for Students with Disabilities
ISSN: 1940-9923
DOI: 10.14448/jsesd.06.00017
Keywords: Stem Education
Disabilities
Art Education
Inclusion
Interdisciplinary Approach
Teaching Methods
Problem Solving
Student Motivation
Abstract: There has been increased attention paid to science, technology, engineering, and mathematics also known as STEM. The focus on STEM has been both educational and occupational. Unfortunately, students with disabilities perform below their peers without disabilities in math and science. The authors discuss issues related to STEM and students with disabilities. These issues include (1) traditional views of STEM education, (2) the importance of STEM education, and (3) students with disabilities performance in STEM. The authors posit a framework for STEM education for students with disabilities and promote the incorporation of the arts to increase students' STEM knowledge and achievement.


Reference Type:  Journal Article
Record Number: 44
Author: Hwang, Jiwon and Taylor, Jonte C.
Year: 2016
Title: Stemming on STEM: A STEM Education Framework for Students with Disabilities
Journal: Journal of Science Education for Students with Disabilities
Volume: 19
Issue: 1
Pages: 39-49
Short Title: Stemming on STEM: A STEM Education Framework for Students with Disabilities
ISSN: 1940-9923
DOI: 10.14448/jsesd.06.00017
Keywords: Stem Education
Disabilities
Art Education
Inclusion
Interdisciplinary Approach
Teaching Methods
Problem Solving
Student Motivation
Abstract: There has been increased attention paid to science, technology, engineering, and mathematics also known as STEM. The focus on STEM has been both educational and occupational. Unfortunately, students with disabilities perform below their peers without disabilities in math and science. The authors discuss issues related to STEM and students with disabilities. These issues include (1) traditional views of STEM education, (2) the importance of STEM education, and (3) students with disabilities performance in STEM. The authors posit a framework for STEM education for students with disabilities and promote the incorporation of the arts to increase students' STEM knowledge and achievement.


Reference Type:  Journal Article
Record Number: 27
Author: Innala Ahlmark, Daniel and Hyyppä, Kalevi
Year: 2015
Title: Presentation of spatial information in navigation aids for the visually impaired
Journal: Journal of Assistive Technologies
Volume: 9
Issue: 3
Pages: 174-181
Short Title: Presentation of spatial information in navigation aids for the visually impaired
ISSN: 17549450
DOI: 10.1108/JAT-10-2014-0025
Keywords: Visual Impairment
Colleges & Universities
Handicapped Assistance Devices
Blindness
Technology Adoption
Adaptive Technology
Abstract: Purpose - The purpose of this paper is to present some guidelines on how different means of information presentation can be used when conveying spatial information non-visually. The aim is to further the understanding of the qualities navigation aids for visually impaired individuals should possess. Design/methodology/approach - A background in non-visual spatial perception is provided, and existing commercial and non-commercial navigation aids are examined from a user interaction perspective, based on how individuals with a visual impairment perceive and understand space. Findings - The discussions on non-visual spatial perception and navigation aids lead to some user interaction design suggestions. Originality/value - This paper examines navigation aids from the perspective of non-visual spatial perception. The presented design suggestions can serve as basic guidelines for the design of such solutions.


Reference Type:  Journal Article
Record Number: 196
Author: Israel, Maya, Wherfel, Quentin M., Shehab, Saadeddine, Ramos, Evan A., Metzger, Adam and Reese, George C.
Year: 2016
Title: Assessing collaborative computing: development of the Collaborative-Computing Observation Instrument (C-COI)
Journal: Computer Science Education
Volume: 26
Issue: 2-3
Pages: 208-233
Short Title: Assessing collaborative computing: development of the Collaborative-Computing Observation Instrument (C-COI)
ISSN: 0899-3408
DOI: 10.1080/08993408.2016.1231784
Keywords: Article
Collaborative Computing
K-12 Computing
Computational Thinking
Computer Programming
Problem-Solving
Abstract: Abstract This paper describes the development, validation, and uses of the Collaborative Computing Observation Instrument (C-COI), a web-based analysis instrument that classifies individual and/or collaborative behaviors of students during computing problem-solving (e.g. coding, programming). The C-COI analyzes data gathered through video and audio screen recording software that captures students’ computer screens as they program, and their conversations with their peers or adults. The instrument allows researchers to organize and quantify these data to track behavioral patterns that could be further analyzed for deeper understanding of persistence and/or collaborative interactions. The article provides a rationale for the C-COI including the development of a theoretical framework for measuring collaborative interactions in computer-mediated environments. This theoretical framework relied on the computer-supported collaborative learning literature related to adaptive help seeking, the joint problem-solving space in which collaborative computing occurs, and conversations related to outcomes and products of computational activities. Instrument development and validation also included ongoing advisory board feedback from experts in computer science, collaborative learning, and K-12 computing as well as classroom observations to test out the constructs in the C-COI. These processes resulted in an instrument with rigorous validation procedures and a high inter-rater reliability.


Reference Type:  Journal Article
Record Number: 98
Author: Job, Jennifer and Coleman, Mary Ruth
Year: 2016
Title: The Importance of Reading in Earnest: Non-Fiction for Young Children
Journal: Gifted Child Today
Volume: 39
Issue: 3
Pages: 154-163
Short Title: The Importance of Reading in Earnest: Non-Fiction for Young Children
ISSN: 1076-2175
DOI: 10.1177/1076217516644635
Keywords: Gifted Education
Instructional Strategies
Underserved Populations
Education
Social Welfare & Social Work
Abstract: <p> Until recently, reading instruction for early grades has focused on fiction. However, the Common Core State Standards and the Next Generation Science Standards both emphasize the reading of nonfiction texts to gain specific skill sets for analyzing information. Research has shown that gifted students and children with culturally/linguistically diverse backgrounds may find nonfiction texts more engaging to their interests than fiction. Nonfiction can activate prior learning and encourage students to learn to categorize and synthesize information, especially when combined with scientific inquiry. In this article, the authors explore the new standards-based emphasis on reading nonfiction, the skills built by students’ reading nonfiction with a focus on gifted students from culturally/linguistically different and economically disadvantaged families, and we share one approach to including nonfiction in elementary classrooms through the U-STARS~PLUS Science & Nonfiction Connections, a program for recognizing and supporting underrepresented gifted populations. </p>


Reference Type:  Journal Article
Record Number: 140
Author: Kamarainen, Amy, Metcalf, Shari, Grotzer, Tina and Dede, Chris
Year: 2015
Title: Exploring Ecosystems from the Inside: How Immersive Multi-user Virtual Environments Can Support Development of Epistemologically Grounded Modeling Practices in Ecosystem Science Instruction
Journal: Journal of Science Education and Technology
Volume: 24
Issue: 2
Pages: 148-167
Short Title: Exploring Ecosystems from the Inside: How Immersive Multi-user Virtual Environments Can Support Development of Epistemologically Grounded Modeling Practices in Ecosystem Science Instruction
ISSN: 1059-0145
DOI: 10.1007/s10956-014-9531-7
Keywords: Model
Ecosystem
Immersion
Inquiry
Epistemology
Abstract: Recent reform efforts and the next generation science standards emphasize the importance of incorporating authentic scientific practices into science instruction. Modeling can be a particularly challenging practice to address because modeling occurs within a socially structured system of representation that is specific to a domain. Further, in the process of modeling, experts interact deeply with domain-specific content knowledge and integrate modeling with other scientific practices in service of a larger investigation. It can be difficult to create learning experiences enabling students to engage in modeling practices that both honor the position of the novice along a spectrum toward more expert understanding and align well with the practices and reasoning used by experts in the domain. In this paper, we outline the challenges in teaching modeling practices specific to the domain of ecosystem science, and we present a description of a curriculum built around an immersive virtual environment that offers unique affordances for supporting student engagement in modeling practices. Illustrative examples derived from pilot studies suggest that the tools and context provided within the immersive virtual environment helped support student engagement in modeling practices that are epistemologically grounded in the field of ecosystem science.


Reference Type:  Journal Article
Record Number: 181
Author: Kapoor, Kawaljeet, Tamilmani, Kuttimani, Rana, Nripendra, Patil, Pushp, Dwivedi, Yogesh and Nerur, Sridhar
Year: 2018
Title: Advances in Social Media Research: Past, Present and Future
Journal: A Journal of Research and Innovation
Volume: 20
Issue: 3
Pages: 531-558
Short Title: Advances in Social Media Research: Past, Present and Future
ISSN: 1387-3326
DOI: 10.1007/s10796-017-9810-y
Keywords: Information systems
Social networks
Social media research
Systematic review
Abstract: Social media comprises communication websites that facilitate relationship forming between users from diverse backgrounds, resulting in a rich social structure. User generated content encourages inquiry and decision-making. Given the relevance of social media to various stakeholders, it has received significant attention from researchers of various fields, including information systems. There exists no comprehensive review that integrates and synthesises the findings of literature on social media. This study discusses the findings of 132 papers (in selected IS journals) on social media and social networking published between 1997 and 2017. Most papers reviewed here examine the behavioural side of social media, investigate the aspect of reviews and recommendations, and study its integration for organizational purposes. Furthermore, many studies have investigated the viability of online communities/social media as a marketing medium, while others have explored various aspects of social media, including the risks associated with its use, the value that it creates, and the negative stigma attached to it within workplaces. The use of social media for information sharing during critical events as well as for seeking and/or rendering help has also been investigated in prior research. Other contexts include political and public administration, and the comparison between traditional and social media. Overall, our study identifies multiple emergent themes in the existing corpus, thereby furthering our understanding of advances in social media research. The integrated view of the extant literature that our study presents can help avoid duplication by future researchers, whilst offering fruitful lines of enquiry to help shape research for this emerging field.


Reference Type:  Journal Article
Record Number: 134
Author: Kim, Dong Hee, Seo, Young Kyu, Thambi, Thavasyappan, Moon, Gyeong Joon, Son, Jung Pyo, Li, Guangri, Park, Jae Hyung, Lee, Jung Hee, Kim, Hyeon Ho, Lee, Doo Sung and Bang, Oh Young
Year: 2015
Title: Enhancing neurogenesis and angiogenesis with target delivery of stromal cell derived factor-1α using a dual ionic pH-sensitive copolymer
Journal: Biomaterials
Volume: 61
Pages: 115-125
Short Title: Enhancing neurogenesis and angiogenesis with target delivery of stromal cell derived factor-1α using a dual ionic pH-sensitive copolymer
ISSN: 0142-9612
DOI: 10.1016/j.biomaterials.2015.05.025
Keywords: Ischemic Stroke
Neurogenesis
Angiogenesis
Sdf-1α
Ph-Sensitive
Polymeric Micelle
Abstract: In this study, we hypothesized that the delivery of molecules that regulate the microenvironment after a cerebral infarction can influence regeneration potential after a stroke. Stromal cell-derived factor-1α (SDF-1α) is a chemoattractant molecule that plays a pivotal role in recruiting endothelial progenitor cells (EPCs) to the infarct region after stroke. Increased SDF-1α expression leads to increased EPCs homing at the infarct region and induces neurogenesis, angiogenesis, neuroprotection, and stem cell homing. Thus, we evaluated the effects of targeted delivery of SDF-1α using a pH-sensitive polymer poly (urethane amino sulfamethazine) (PUASM), a synthetic macromolecule with potential for targeted drug delivery in acidic conditions, to enhance therapeutic neurogenesis and angiogenesis in a rat model of permanent middle cerebral artery occlusion. A dual ionic pH-sensitive copolymer PUASM-based random copolymer was designed and synthesized for the controlled release of SDF-1α in stroke. Owing to the unique characteristics of PUASM, it exhibited a dual ionic pH-sensitive property in an aqueous solution. At pH 8.5, the copolymer exhibited a negative charge and was water soluble. Interestingly, when the pH decreased to 7.4, PUASM could form a micelle and encapsulate protein effectively via the ionic interaction between a negatively charged polymer and a positively charged protein. At pH 5.5, the ionization of tertiary amines led to the disassembly of the micellar structure and released the protein rapidly. Then, we investigated the effect of systemic administration of SDF-1α-loaded pH-sensitive polymeric micelles in a stroke induced rat model. An enzyme-linked immunosorbent assay showed increased expression of SDF-1α in the ischemic region, indicating that the pH-sensitive micelles effectively delivered SDF-1α into the ischemic region. In order to observe the biodistribution of SDF-1α in the ischemic region, it was labeled with the near-infrared dye, Cy5.5. Optical imaging showed that the Cy5.5 signal increased in the infarct region 24 h after administration. Immunohistochemistry data showed that targeted delivery of SDF-1α enhanced neurogenesis and angiogenesis, but did not influence cell survival or inflammation. These observations suggest that SDF-1α-loaded pH-sensitive polymeric micelles can be used as pH-triggered targeting agents and can effectively modify the microenvironment to increase innate neurorestorative processes.


Reference Type:  Journal Article
Record Number: 147
Author: Kim, Hwalbin, Kim, Sei-Hill, Frear, Christopher and Oh, Sang-Hwa
Year: 2016
Title: News photos of scientists skew race but not gender
Journal: Newspaper Research Journal
Volume: 37
Issue: 3
Pages: 261-274
Short Title: News photos of scientists skew race but not gender
ISSN: 07395329
DOI: 10.1177/0739532916663210
Keywords: United States–Us
African Americans
Studies
Photographs
Minority & Ethnic Groups
Research
Agricultural Biotechnology
Disabled People
Gender
Scientists
Perceptions
Television Programs
Newspapers
Maternal & Child Health
Content Analysis
Journalism
Communication
Researchers
Females
Newsweek Inc
Scientist
Quantitative
Chi-Square Test
United States
Framing
Newspaper &Online News
The Science Times
Abstract: This analysis of the photographs of scientists published in The Science Times, the weekly science section of The New York Times, shows the actual gender distribution among U.S. scientists was accurately represented in the newspaper. A race gap, however, still exists, with non-white scientists being significantly underrepresented. The analysis of visual framing indicates The Science Times portrays scientists as expert professionals.


Reference Type:  Journal Article
Record Number: 90
Author: Kim, Nam, Belland, Brian and Walker, Andrew
Year: 2018
Title: Effectiveness of Computer-Based Scaffolding in the Context of Problem-Based Learning for Stem Education: Bayesian Meta-analysis
Journal: Educational Psychology Review
Volume: 30
Issue: 2
Pages: 397-429
Short Title: Effectiveness of Computer-Based Scaffolding in the Context of Problem-Based Learning for Stem Education: Bayesian Meta-analysis
ISSN: 1040-726X
DOI: 10.1007/s10648-017-9419-1
Keywords: Computer-based scaffolding
Problem-based learning
Intelligent tutoring systems
STEM education
Bayesian meta-analysis
Abstract: Computer-based scaffolding plays a pivotal role in improving students’ higher-order skills in the context of problem-based learning for Science, Technology, Engineering and Mathematics (STEM) education. The effectiveness of computer-based scaffolding has been demonstrated through traditional meta-analyses. However, traditional meta-analyses suffer from small-study effects and a lack of studies covering certain characteristics. This research investigates the effectiveness of computer-based scaffolding in the context of problem-based learning for STEM education through Bayesian meta-analysis (BMA). Specifically, several types of prior distribution information inform Bayesian simulations of studies, and this generates accurate effect size estimates of six moderators (total 24 subcategories) related to the characteristics of computer-based scaffolding and the context of scaffolding utilization. The results of BMA indicated that computer-based scaffolding significantly impacted ( g  = 0.385) cognitive outcomes in problem-based learning in STEM education. Moreover, according to the characteristics and the context of use of scaffolding, the effects of computer-based scaffolding varied with a range of small to moderate values. The result of the BMA contributes to an enhanced understanding of the effect of computer-based scaffolding within problem-based learning.


Reference Type:  Journal Article
Record Number: 111
Author: King, Seth
Year: 2016
Title: Multiple-Stimulus Without Replacement Preference Assessment for Students at Risk for Emotional Disturbance
Journal: Journal of Behavioral Education
Volume: 25
Issue: 4
Pages: 431-454
Short Title: Multiple-Stimulus Without Replacement Preference Assessment for Students at Risk for Emotional Disturbance
ISSN: 10530819
DOI: 10.1007/s10864-016-9256-1
Keywords: Elementary School Students
Emotional Disorders
Behavior Modification
Verbal Communication
Preference Assessment
Reinforcer Assessment
Emotional Disturbance
Single-Case Design
Abstract: The ability of educators to identify consequences that act as reinforcers may predict the success of behavior change strategies predicated on the use of reinforcement. Supported for individuals with severe disabilities, research concerning the effectiveness of choice-stimulus assessment for students with emotional disturbance (ED) remains limited. The current study evaluated the effectiveness of brief multiple-stimulus without replacement (MSWO) procedures in identifying reinforcers for three elementary students with or at risk for ED. The study compared the effects of MSWO and vocal nomination of preferences on the use of cover, copy, and compare (CCC)--an evidence-based math facts acquisition strategy--using an alternating treatments design. Additional analyses concerned the correspondence between assessments. The stability of the MSWO and vocal nomination assessments was also assessed. Results indicated that the MSWO assessment identified effective reinforcers for students at risk for ED and generated more consistent findings than vocal nomination. In one of three cases, the reinforcers identified by the MSWO assessment resulted in more frequent use of CCC than nominated reinforcers. Directions for future research and implications follow a discussion of findings.


Reference Type:  Generic
Record Number: 53
Author: King, Seth A., Lemons, Christopher J. and Davidson, Kimberly A.
Year: 2016
Title: Math Interventions for Students With Autism Spectrum Disorder: A Best-Evidence Synthesis
Place Published: Los Angeles, CA
Volume: 82
Pages: 443-462
Short Title: Math Interventions for Students With Autism Spectrum Disorder: A Best-Evidence Synthesis
ISBN/ISSN: 0014-4029
DOI: 10.1177/0014402915625066
Keywords: Education
Social Welfare & Social Work
Abstract: <p> Educators need evidence-based practices to assist students with disabilities in meeting increasingly rigorous standards in mathematics. Students with autism spectrum disorder (ASD) are increasingly expected to demonstrate learning of basic and advanced mathematical concepts. This review identifies math intervention studies involving children and adolescents with ASD and describes participant characteristics, methodological features, interventions, target behaviors, and related outcomes. Included studies met the design standards of the What Works Clearinghouse (2014). Studies focused on functional and computational skills for students with a comorbid diagnosis of intellectual disability (ID). Visual analysis confirmed a functional relation between evaluated interventions and mathematics outcomes in 71% of cases. Interventions generally yielded moderate to large effect sizes. Large confidence intervals were obtained across effects. More high-quality research including students with higher-functioning ASD is required to fully address the needs of this population. </p>


Reference Type:  Journal Article
Record Number: 93
Author: Knezek, Gerald, Hopper, Susan B., Christensen, Rhonda, Tyler-Wood, Tandra and Gibson, David C.
Year: 2015
Title: Assessing Pedagogical Balance in a Simulated Classroom Environment
Journal: Journal of Digital Learning in Teacher Education
Volume: 31
Issue: 4
Pages: 148-159
Short Title: Assessing Pedagogical Balance in a Simulated Classroom Environment
ISSN: 2153-2974
DOI: 10.1080/21532974.2015.1055011
Keywords: Classroom Environment
Preservice Teachers
Teacher Education
Teacher Attitudes
Teacher Effectiveness
Computer Simulation
Self Efficacy
Outcomes Of Education
Teacher Education Programs
Statistical Analysis
Technology Integration
Pretests Posttests
Comparative Analysis
Abstract: Abstractp simSchool, an online simulator that has been used to enhance teacher preparation since 2003, models different types of students and provides virtual practice sessions for teachers to assign tasks and interact with students. In this article the authors (a) examine changes in preservice teacher perceptions of teaching confidence and teaching experience resulting from simSchool use, and (b) report findings from recent studies of a new proposed measure for simSchool data, pedagogical balance. Pedagogical balance is a difference score that measures preservice teachers' self-reported levels of confidence minus experience, which indicates a level of alignment in self-evaluation when balancing one's perceptions of capabilities and experience. Findings from two studies show that preservice teachers significantly ( p &lt
.05) improve pedagogical balance and increase awareness of effective teaching skills through simSchool training.


Reference Type:  Journal Article
Record Number: 103
Author: Kopriva, Rebecca J., Thurlow, Martha L., Perie, Marianne, Lazarus, Sheryl S. and Clark, Amy
Year: 2016
Title: Test Takers and the Validity of Score Interpretations
Journal: Educational Psychologist
Volume: 51
Issue: 1
Pages: 108-128
Short Title: Test Takers and the Validity of Score Interpretations
ISSN: 0046-1520
DOI: 10.1080/00461520.2016.1158111
Keywords: Article
Abstract: This article argues that test takers are as integral to determining validity of test scores as defining target content and conditioning inferences on test use. A principled sustained attention to how students interact with assessment opportunities is essential, as is a principled sustained evaluation of evidence confirming the validity or calling into question the inferences for individual students. Three innovative assessment systems are highlighted to illustrate where and how the developers might handle diverse test taker needs and learning characteristics. ONPAR measures challenging content using multisemiotic methods and novel item types, designing items to handle multiple profiles so they are accessible for most students. Dynamic Learning Maps has built an innovative network of learning maps, and multiple pathways designed to model how diverse students acquire knowledge. To support their assessments, the National Center and State Collaborative has built an exemplary web of educator resources such as content modules and guides in order to support differentiated learning.


Reference Type:  Journal Article
Record Number: 30
Author: Koustriava, Eleni and Papadopoulos, Konstantinos
Year: 2014
Title: Attitudes of individuals with visual impairments towards distance education
Journal: International Journal
Volume: 13
Issue: 4
Pages: 439-447
Short Title: Attitudes of individuals with visual impairments towards distance education
ISSN: 1615-5289
DOI: 10.1007/s10209-013-0331-2
Keywords: Visual impairments
Distance education
Attitudes
Intention to participate
Abstract: The aims of this work were to examine the attitudes of individuals with visual impairments towards distance education (DE) and the relationships between attitudes and participants’ personal characteristics. Forty-one adults with visual impairments, who ranged in age from 20 to 40, participated in this study. A self-constructed questionnaire measuring the attitudes towards DE was employed. The participants’ answers revealed slightly positive emotions towards DE according to the affective component of attitudes, slightly positive attitudes when DE is compared with traditional education, and positive attitudes as far as the cognitive component of attitudes and participants’ intention to participate in a DE programme were concerned. The elder participants seem to have more positive attitudes towards DE compared with younger participants. Furthermore, the greater the level of education, the more positive were the attitudes towards DE, and the greater the frequency of computer usage, the more positive were the attitudes towards DE. The analysis of the data collected revealed that the sample of individuals with visual impairments had slightly positive attitudes towards DE. Age, level of education, and frequency of computer usage were found to be significant predictors of the participants’ attitudes.


Reference Type:  Journal Article
Record Number: 61
Author: Kozleski, Elizabeth B.
Year: 2017
Title: The Uses of Qualitative Research: Powerful Methods to Inform Evidence-Based Practice in Education
Journal: Research and Practice for Persons with Severe Disabilities
Volume: 42
Issue: 1
Pages: 19-32
Short Title: The Uses of Qualitative Research: Powerful Methods to Inform Evidence-Based Practice in Education
ISSN: 1540-7969
DOI: 10.1177/1540796916683710
Keywords: Disabilities
Qualitative Research
Evidence-Based Practice
Improvement Science
Education
Social Welfare & Social Work
Occupational Therapy & Rehabilitation
Abstract: <p> This article offers a rationale for the contributions of qualitative research to evidence-based practice in special education. In it, I make the argument that qualitative research encompasses the ability to study significant problems of practice, engage with practitioners in the conduct of research studies, learn and change processes during a study, and provide expansive data sets that help clarify both independent and dependent variables. Qualitative methodologies can shape and advance important questions of educational practice and policy. The concern with the degree to which qualitative research can contribute to the research base may be a reflection of the degree to which our field as a whole adequately prepares its researchers to understand and engage in high-quality qualitative research that adheres to benchmarks for internal and external validity from inception through dissemination of results. </p>


Reference Type:  Journal Article
Record Number: 59
Author: Kuiler, Erik W.
Year: 2018
Title: Experience, Exposure, and Expectations: A Framework for Developing a Science of Broadening Participation
Journal: American Behavioral Scientist
Volume: 62
Issue: 5
Pages: 563-579
Short Title: Experience, Exposure, and Expectations: A Framework for Developing a Science of Broadening Participation
ISSN: 0002-7642
DOI: 10.1177/0002764218768848
Keywords: Capabilities
Functionings
Well-Being
Pragmatics
Broadening Participation
Social Sciences (General)
Psychology
Abstract: <p> Underserved and underrepresented communities have been studied from different perspectives. Nevertheless, until recently, little attention has been paid to integrating these different points of view into a cohesive discipline to support analyses of androcratic and gynocratic power asymmetries entrenched in social, cultural, and political institutions that result in governance policies that constrain the integration of underserved and underrepresented populations into the common weal. A framework for a science of broadening participation is presented that emphasizes interdisciplinary collaboration, methodological pragmatic, and a focus on the interdependencies among commodities, capabilities, and functionings to achieve human well-being a means to address the neglect of minority populations. Such a framework will not only support academic research but also the development of practical solutions by policy makers, educators, and workforce specialists. </p>


Reference Type:  Journal Article
Record Number: 17
Author: Ladner, Richard and Israel, Maya
Year: 2016
Title: "For all" in "computer science for all"
Journal: Communications of the ACM
Volume: 59
Issue: 9
Pages: 26-28
Short Title: "For all" in "computer science for all"
ISSN: 0001-0782
DOI: 10.1145/2971329
Keywords: Engineering
Computer Science
Mathematics
Abstract: <p><p>Seeking to expand inclusiveness in computer science education.</p></p>


Reference Type:  Journal Article
Record Number: 91
Author: Lahav, Orly, Chagab, Nuha and Talis, Vadim
Year: 2016
Title: Use of a sonification system for science learning by people who are blind
Journal: Journal of Assistive Technologies
Volume: 10
Issue: 4
Pages: 187-198
Short Title: Use of a sonification system for science learning by people who are blind
ISSN: 17549450
DOI: 10.1108/JAT-11-2015-0032
Keywords: Studies
Curricula
Cognitive Ability
Students
School Environment
Research
Sound
Mathematics
Success
Blindness
Science Education
Researchers
Stem Education
Abstract: Purpose The purpose of this paper is to examine a central need of students who are blind: the ability to access science curriculum content. Design/methodology/approach Agent-based modeling is a relatively new computational modeling paradigm that models complex dynamic systems. NetLogo is a widely used agent-based modeling language that enables exploration and construction of models of complex systems by programming and running the rules and behaviors. Sonification of variables and events in an agent-based NetLogo computer model of gas in a container is used to convey phenomena information. This study examined mainly two research topics: the scientific conceptual knowledge and systems reasoning that were learned as a result of interaction with the listen-to-complexity (L2C) environment as appeared in answers to the pre- and post-tests and the learning topics of kinetic molecular theory of gas in chemistry that was learned as a result of interaction with the L2C environment. The case study research focused on A., a woman who is adventitiously blind, for eight sessions. Findings The participant successfully completed all curricular assignments
her scientific conceptual knowledge and systems reasoning became more specific and aligned with scientific knowledge. Practical implications A practical implication of further studies is that they are likely to have an impact on the accessibility of learning materials, especially in science education for students who are blind, as equal access to low-cost learning environments that are equivalent to those used by sighted users would support their inclusion in the K-12 academic curriculum. Originality/value The innovative and low-cost learning system that is used in this research is based on transmittal of visual information of dynamic and complex systems, providing perceptual compensation by harnessing auditory feedback. For the first time the L2C system is based on sound that represents a dynamic rather than a static array. In this study, the authors explore how a combination of several auditory representations may affect cognitive learning ability.


Reference Type:  Journal Article
Record Number: 77
Author: Lahav, Orly, Hagab, Nuha, El Kader, Sewar Abed, Levy, Sharona T. and Talis, Vadim
Year: 2018
Title: Listen to the models: Sonified learning models for people who are blind
Journal: Computers & Education
Volume: 127
Pages: 141-153
Short Title: Listen to the models: Sonified learning models for people who are blind
ISSN: 0360-1315
DOI: 10.1016/j.compedu.2018.08.020
Keywords: Blind
Computer-Based Learning
Sonification
Learning
Science Education
Abstract: Students who are blind need access to learning materials. This study looks at the learning of science by people who are blind using a curriculum-based textbook compared to their learning using an identical curriculum integrated with the Listening-to-Complexity (L2C), an agent-based model created on NetLogo. The L2C system employs sonified feedback that provides auditory streams synchronically. This study examines acquisition of scientific conceptual knowledge and systems reasoning for the Kinetic Molecular Theory (KMT) of gas and Gas Laws in chemistry. Twenty persons who are blind participated in this research
they were divided into two experimental groups: those using an accessible curriculum-based textbook and those using the same curriculum integrated with L2C agent-based models. Results showed that all research participants gained scientific knowledge
statistically significant differences were found for both experimental research groups between pre-and posttest. Those who learned through the L2C models performed with higher accuracy in the posttest
furthermore, learning using the NetLogo L2C models predicted their success at the posttest. A comparison of learning task accuracy between the two experimental groups showed that the participants who studied using the NetLogo L2C models performed with statistically significant differences in the five learning activities with integrated L2C models, but no differences were found for the learning activities without integrated L2C models. These research results are likely to have a beneficial impact on integrating sonified models in science education as a compensatory aid, allowing hands-on learning experience for students who are blind. Integrating sonified models will support their inclusion in the K–12 academic curriculum on an equal basis. •Sonified feedback can lead to learning and understanding of scientific phenomena.•L2C is compensating for inability of blind students to perform hands-on exploration.•L2C learners gained higher results compared to the standard curriculum learners.


Reference Type:  Journal Article
Record Number: 65
Author: Lahav, Orly, Kittany, Jihad, Levy, Sharona and Furst, Miriam
Year: 2017
Title: Perception of multi-varied sound patterns of sonified representations of complex systems by people who are blind
Journal: Journal of Alternative Medicine Research
Volume: 9
Issue: 2
Pages: 201-205
Short Title: Perception of multi-varied sound patterns of sonified representations of complex systems by people who are blind
ISSN: 19395868
Keywords: Visual Impairment
Handbooks
Students
Studies
Experiments
Science Education
Brain Research
Stem Education
Blindness
Access to Information
Listening
Engineering
Mathematics
Learning
Sound
Perceptions
Abstract: Listening to complexity is a long-term research project, which addresses a central need among people who are blind: providing equal access to the science classroom, by allowing them to explore computer models, independently collect data, adapt and control their learning process. The innovative and low-cost learning system that is used in this project is based on the principle of perceptual compensation via technologies, by harnessing the auditory mode to transmit dynamic and spatial complex information, due to its unique affordances with respect to vision. Sonification of variables and events in an agent-based NetLogo computer model is used to convey information regarding both individual gas particles and system-wide phenomena, using alerts, object and status indicators, data representation and spatial audio displays. The paper describes two experiments: (i) auditory perception of varying types of auditory representations, spatial trajectories of a modeled object's motion, relative intensity, and frequency
and (ii) auditory perception of complex sound patterns, exploring detection and recognition of multiple sound channels at different complexity levels of sound patterns. The research would serve to improve our understanding of the auditory processes by which perception of sound patterns takes place and transforms into a conceptual model. The long-term practical benefits of this research are likely to have an impact on science, technology, engineering and mathematics (STEM) education for students who are blind.


Reference Type:  Journal Article
Record Number: 194
Author: Lamnabhi-Lagarrigue, Francoise, Annaswamy, Anuradha, Engell, Sebastian, Isaksson, Alf, Khargonekar, Pramod, Murray, Richard M., Nijmeijer, Henk, Samad, Tariq, Tilbury, Dawn and Van Den Hof, Paul
Year: 2017
Title: Systems & Control for the future of humanity, research agenda: Current and future roles, impact and grand challenges
Journal: Annual Reviews in Control
Volume: 43
Pages: 1-64
Short Title: Systems & Control for the future of humanity, research agenda: Current and future roles, impact and grand challenges
ISSN: 1367-5788
DOI: 10.1016/j.arcontrol.2017.04.001
Keywords: Systems &Amp
Control
Research Challenges
Critical Societal Challenges
Abstract: Following in the footsteps of the renowned report “Control in an Information Rich World,” Report of the Panel on “Future Directions in Control, Dynamics, and Systems” chaired by Richard Murray (2002), this paper aims to demonstrate that Systems & Control is at the heart of the Information and Communication Technologies to most application domains. As such, Systems & Control should be acknowledged as a priority by funding agencies and supported at the levels necessary to enable technologies addressing critical societal challenges. A second intention of this paper is to present to the industrials and the young research generation, a global picture of the societal and research challenges where the discipline of Systems & Control will play a key role. Throughout, this paper demonstrates the extremely rich, current and future, cross-fertilization between five critical societal challenges and seven key research and innovation Systems & Control scientific challenges. This paper is authored by members of the IFAC Task Road Map Committee, established following the 19th IFAC World Congress in Cape Town. Other experts who authored specific parts are listed below.


Reference Type:  Journal Article
Record Number: 151
Author: Lansing, Amy E., Plante, Wendy Y., Golshan, Shahrokh, Fennema-Notestine, Christine and Thuret, Sandrine
Year: 2017
Title: Emotion regulation mediates the relationship between verbal learning and internalizing, trauma-related and externalizing symptoms among early-onset, persistently delinquent adolescents
Journal: Learning and Individual Differences
Short Title: Emotion regulation mediates the relationship between verbal learning and internalizing, trauma-related and externalizing symptoms among early-onset, persistently delinquent adolescents
ISSN: 1041-6080
DOI: 10.1016/j.lindif.2017.01.014
Keywords: Verbal Learning and Memory
Internalizing and Externalizing Symptoms
Trauma-Related Symptoms
Emotion Regulation
Early-Onset Persistent Delinquents
Abstract: Research supports cascading relationships among internalizing and externalizing symptoms, and academic problems. This constellation of problems is characteristic of early-onset, persistent delinquent [EOPD] youth, and appropriately targeted interventions accounting for this comorbidity may improve outcomes. To investigate these relationships in EOPD youth, we characterized their cross-diagnostic psychopathology and verbal (word-list) learning/memory and evaluated: 1) verbal learning/memory profiles of Withdrawn/Depressed relative to Non-Withdrawn/Depressed youth
2) cognitive and psychiatric predictors of verbal learning
and 3) emotion regulation as a mediator of psychiatric and cognitive relationships. Results indicated Withdrawn/Depressed youth recalled significantly fewer words during immediate, and some delayed, recall conditions. Less word-learning was predicted by: Withdrawn/Depressed classification, higher trauma-specific re-experiencing symptoms, greater emotion dysregulation, weaker executive skills, fewer trauma-avoidance and aggressive symptoms, and earlier alcohol-use onset. Emotion regulation strongly mediated the relationship between verbal learning and psychopathology, but not other cognitive skills, among these youth at high-risk for school dropout. Mental health and education implications are discussed. •Early-onset persistent delinquent youth exhibit verbal learning difficulties.•Withdrawn/Depression was associated with more verbal learning and memory deficits.•Psychopathology, executive skills, and emotion regulation predict verbal learning.•Emotion regulation mediates the relationship between psychopathology and cognition.


Reference Type:  Journal Article
Record Number: 137
Author: Lei, Xuepei and Jiao, Jianwei
Year: 2018
Title: UTX Affects Neural Stem Cell Proliferation and Differentiation through PTEN Signaling
Journal: Stem Cell Reports
Volume: 10
Issue: 4
Pages: 1193-1207
Short Title: UTX Affects Neural Stem Cell Proliferation and Differentiation through PTEN Signaling
ISSN: 2213-6711
DOI: 10.1016/j.stemcr.2018.02.008
Keywords: Neural Stem Cells
Utx
Proliferation
Differentiation
H3k27me3
Abstract: Neural stem cell (NSC) proliferation and differentiation in the developing brain is a complex process precisely regulated by intrinsic and extrinsic signals. Although epigenetic modification has been reportedly involved in the regulation of the cerebral cortex, whether UTX, an H3K27me3 demethylase, regulates the development of cerebral cortex during the embryonic period is unclear. In this study, we demonstrate that Utx deficiency by knockdown and conditional knockout increases NSC proliferation and decreases terminal mitosis and neuronal differentiation. Furthermore, we find that impairment of cortical development caused by lack of Utx is less significant in males than in females. In addition, UTX demethylates H3K27me3 at the Pten promoter and promotes Pten expression. P-AKT and P-mTOR levels are increased in the Utx conditional knockout cortices. Finally, Utx or Pten overexpression can rescue the impairment of brain development caused by Utx loss. These findings may provide important clues toward deciphering brain diseases. •UTX is essential for cortical development and neuron production•Utx suppression impairs normal neocortical neurogenesis in a sex-specific manner•UTX affects the levels of H3K27 trimethylation at Pten promoters In this article, Jiao and colleagues show that UTX is a critical regulator of neural progenitor cell proliferation and neurogenesis. When Utx is suppressed, the generation of neurons and terminal mitosis are affected. This study states that UTX controls the development of embryonic cortex through Pten in a sex-specific manner.


Reference Type:  Journal Article
Record Number: 138
Author: Lei, Xuepei and Jiao, Jianwei
Year: 2018
Title: UTX Affects Neural Stem Cell Proliferation and Differentiation through PTEN Signaling
Journal: Stem Cell Reports
Volume: 10
Issue: 4
Pages: 1193-1207
Short Title: UTX Affects Neural Stem Cell Proliferation and Differentiation through PTEN Signaling
ISSN: 2213-6711
DOI: 10.1016/j.stemcr.2018.02.008
Keywords: Neural Stem Cells
Utx
Proliferation
Differentiation
H3k27me3
Abstract: Neural stem cell (NSC) proliferation and differentiation in the developing brain is a complex process precisely regulated by intrinsic and extrinsic signals. Although epigenetic modification has been reportedly involved in the regulation of the cerebral cortex, whether UTX, an H3K27me3 demethylase, regulates the development of cerebral cortex during the embryonic period is unclear. In this study, we demonstrate that Utx deficiency by knockdown and conditional knockout increases NSC proliferation and decreases terminal mitosis and neuronal differentiation. Furthermore, we find that impairment of cortical development caused by lack of Utx is less significant in males than in females. In addition, UTX demethylates H3K27me3 at the Pten promoter and promotes Pten expression. P-AKT and P-mTOR levels are increased in the Utx conditional knockout cortices. Finally, Utx or Pten overexpression can rescue the impairment of brain development caused by Utx loss. These findings may provide important clues toward deciphering brain diseases. •UTX is essential for cortical development and neuron production•Utx suppression impairs normal neocortical neurogenesis in a sex-specific manner•UTX affects the levels of H3K27 trimethylation at Pten promoters In this article, Jiao and colleagues show that UTX is a critical regulator of neural progenitor cell proliferation and neurogenesis. When Utx is suppressed, the generation of neurons and terminal mitosis are affected. This study states that UTX controls the development of embryonic cortex through Pten in a sex-specific manner.


Reference Type:  Journal Article
Record Number: 19
Author: Leitner, Marie-Luise, Strauss, Christine and Stummer, Christian
Year: 2016
Title: Web accessibility implementation in private sector organizations: motivations and business impact
Journal: Universal Access in the Information Society
Volume: 15
Issue: 2
Pages: 249-260
Short Title: Web accessibility implementation in private sector organizations: motivations and business impact
ISSN: 16155289
DOI: 10.1007/s10209-014-0380-1
Keywords: Internet Access
Private Sector
Impact Analysis
Standards
Information Society
Web Accessibility Implementation
Private Sector Organizations
Business Impact
Case Study Research
Abstract: Issue Title: Special Section: Rethinking Universal Accessibility Despite the prominence of the World Wide Web in people's everyday lives, most Web presences in private sector organizations still fail to comply with contemporary accessibility standards. As a consequence, a large group of users--i.e., people with impairments--are excluded from accessing these Web presences. In order to explain the managerial rationale, an exploratory case study was conducted in three industry sectors. The results of the analysis shed light on organizations' motivations to implement or reject Web accessibility standards, reveal positive and negative consequences of implementation, and provide in-depth insights into the determinants for successful and unsuccessful Web accessibility implementation. This study supports organizations in making better decisions on the implementation of Web accessibility.


Reference Type:  Journal Article
Record Number: 133
Author: Lilienfeld, Scott O., Marshall, Julia, Todd, James T. and Shane, Howard C.
Year: 2015
Title: The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example
Journal: Evidence-Based Communication Assessment and Intervention
Volume: 8
Issue: 2
Pages: 1-40
Short Title: The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example
ISSN: 1748-9539
DOI: 10.1080/17489539.2014.976332
Keywords: Fads
Autism
Autism Spectrum Disorder
Developmental Disabilities
Facilitated Communication
Treatment
Science–Practice Gap.
Abstract: Abstract Communication disorder and mental health professionals may assume that once novel clinical techniques have been refuted by research, they will be promptly abandoned. Using facilitated communication (FC) for autism as a recent case example, we provide evidence to the contrary. Although FC was scientifically discredited by the mid-to-late 1990s, data we review demonstrate that it is still frequently administered in clinical and educational settings. We examine evidence for FC’s (a) continued use as an intervention for autism, (b) persistence in academic and institutional settings, (c) popularity in online and print sources, (d) promotion in the media, and (e) ongoing risk to caregivers accused of sexual abuse. We analyze the sources of these troubling developments, explore their ethical implications, and offer recommendations for addressing the spread of FC and other fad interventions.


Reference Type:  Journal Article
Record Number: 110
Author: Liu, Ou Lydia, Mao, Liyang, Frankel, Lois and Xu, Jun
Year: 2016
Title: Assessing critical thinking in higher education: the HEIghten™ approach and preliminary validity evidence
Journal: Assessment & Evaluation in Higher Education
Pages: 1-18
Short Title: Assessing critical thinking in higher education: the HEIghten™ approach and preliminary validity evidence
ISSN: 0260-2938
DOI: 10.1080/02602938.2016.1168358
Keywords: Article
Heighten™ Critical Thinking Assessment
Learning Outcomes
Higher Education
Validation
Abstract: TM Critical thinking is a learning outcome highly valued by higher education institutions and the workforce. The Educational Testing Service (ETS) has designed a next generation assessment, the HEIghten TM critical thinking assessment, to measure students’ critical thinking skills in analytical and synthetic dimensions. This paper introduces the theoretical framework that guided the assessment design, and also reports on the preliminary validity evidence of the pilot data from over 3000 students from 35 two and four-year institutions. The critical thinking scores demonstrated satisfactory total and subscale reliabilities, were reasonably correlated with SAT scores, high school grade point average (GPA), and college GPA, and were able to detect cross-sectional performance difference between freshmen and seniors. In addition, most examinees reported having tried their best when taking the test. Results show that test-taking motivation has a significant impact on performance. We encourage institutions to pay attention to motivational issues in implementing low-stakes learning outcomes assessment such as the HEIghten™ critical thinking assessment.


Reference Type:  Journal Article
Record Number: 38
Author: Loiacono, Eleanor and Djamasbi, Soussan
Year: 2013
Title: Corporate website accessibility: does legislation matter?
Journal: Universal Access in the Information Society
Volume: 12
Issue: 1
Pages: 115-124
Short Title: Corporate website accessibility: does legislation matter?
ISSN: 16155289
DOI: 10.1007/s10209-011-0269-1
Keywords: Web Sites
Legislation
Disabled People
Handicapped Accessibility
Abstract: Issue Title: Special Issue: Towards inclusive Digital Television Over 600 million people worldwide have disabilities ranging from visual and hearing impairments to cognitive and motor skill issues. This number is only growing as "Baby Boomers" age. Previous research reveals that those organizations, such as federal agencies and colleges, which are mandated to have accessible websites, do indeed have higher levels of accessible websites than corporate sites do. This led to the current research, which aims at understanding what factors truly impact a company's decision to provide an accessible website. The results of a global survey of managers from a variety of industries uncovered that the key factors for influencing a company's level of website accessibility are the number of IT professionals employed by the firm, the level of accessibility testing performed, and whether the company is mandated to have an accessible website.[PUBLICATION ABSTRACT]


Reference Type:  Journal Article
Record Number: 22
Author: Lowe, Tim, Mestel, Ben and Williams, Gareth
Year: 2016
Title: Perceptions of online tutorials for distance learning in mathematics and computing
Journal: Research in Learning Technology
Volume: 24
Issue: 1
Short Title: Perceptions of online tutorials for distance learning in mathematics and computing
ISSN: 2156-7069
DOI: 10.3402/rlt.v24.30630
Keywords: Research Article
Elearning
Etutorials
Synchronous Online Learning
Stem
Abstract: We report on student and staff perceptions of synchronous online teaching and learning sessions in mathematics and computing. The study is based on two surveys of students and tutors conducted 5 years apart, and focusses on the educational experience as well as societal and accessibility dimensions. Key conclusions are that both staff and students value online sessions, to supplement face-to-face sessions, mainly for their convenience, but interaction within the sessions is limited. Students find the recording of sessions particularly helpful in their studies.


Reference Type:  Journal Article
Record Number: 55
Author: Lowrey, K., Hollingshead, Aleksandra and Howery, Kathy
Year: 2017
Title: A Closer Look: Examining Teachers' Language Around UDL, Inclusive Classrooms, and Intellectual Disability
Journal: Intellectual and Developmental Disabilities
Volume: 55
Issue: 1
Pages: 15-24,52,54
Short Title: A Closer Look: Examining Teachers' Language Around UDL, Inclusive Classrooms, and Intellectual Disability
ISSN: 19349491
DOI: 10.1352/1934-9556-55.1.15
Keywords: Students
Curricula
Education
Language
Research
Learning
Studies
School Boards
Instructional Design
School Districts
Interviews
Researchers
Classrooms
Intellectual Disabilities
Abstract: The purpose of this study was to examine the language teachers used to discuss inclusion, Universal Design for Learning (UDL), and learners with intellectual disability (ID) in an effort to better understand how teachers describe the relationship between those three. Utilizing a secondary analysis procedure, interview transcripts from seven general education teachers were reanalyzed to identify language used by teachers to refer to inclusive educational settings, the implementation of UDL, and learners with intellectual disability. The identified themes were then juxtaposed against the UDL framework (principles, guidelines, and checkpoints) and the current literature related to UDL and inclusive education. We end with recommendations for future practice and research involving inclusive classrooms, UDL, and learners with ID.


Reference Type:  Journal Article
Record Number: 165
Author: Lu, Dan, Wu, Yingxi, Qu, Yan, Shi, Fei, Hu, Jun, Gao, Bo, Wang, Bao, Gao, Guodong, He, Shiming and Zhao, Tianzhi
Year: 2016
Title: A modified method to reduce variable outcomes in a rat model of four-vessel arterial occlusion
Journal: Neurological Research
Volume: 38
Issue: 12
Pages: 1102-1110
Short Title: A modified method to reduce variable outcomes in a rat model of four-vessel arterial occlusion
ISSN: 0161-6412
DOI: 10.1080/01616412.2016.1249996
Keywords: Article
Global Cerebral Ischemia
Model
Rat
Vertebral Artery
Tape Removal Test
Abstract: Objectives: Objectives: Rat models of global cerebral ischemia (GCI) are essential to study potential treatment strategies against stroke in humans. However, nonvisual electrocoagulation of vertebral arteries often leads to incomplete occlusion that may prevent the creation of a successful model. Methods: Methods: Therefore, we used a modified method in which the vertebral arteries were safely visualized and electrocauterized between the first and second transverse processes through a dorsal incision. Twenty-four hours later, GCI was induced by transient bilateral common carotid arterial occlusion using microvascular clips. The clips were removed after 10, 20, or 30 min of four-vessel occlusion. Results: Results: Digital subtraction angiography demonstrated complete occlusion of the rat vertebral arteries. In the 20-min GCI group, the rats were monitored for 1, 3, 5, or 7 days followed by histological analysis. The results showed that neuronal death in the CA1 subregion occurred almost linearly between 1 and 3 days of recovery. Tape removal test was used for up to 7 days after 20 min of GCI or sham operation. The latency time was found to be significantly increased 1 to 7 days after GCI compared with sham. Conclusions: Conclusions: In conclusion, this modified model provides a reliable tool for ischemic stroke research.


Reference Type:  Journal Article
Record Number: 150
Author: Luy, Marc, Flandorfer, Priska and Di Giulio, Paola
Year: 2015
Title: Ageing in an aged society: experiences and attitudes of Catholic order members towards population ageing and older people
Journal: Ageing and Society
Volume: 35
Issue: 1
Pages: 1-36
Short Title: Ageing in an aged society: experiences and attitudes of Catholic order members towards population ageing and older people
ISSN: 0144686X
DOI: 10.1017/S0144686X13000421
Keywords: Germany
Older People
Aging
Nuns
Monks
Catholicism
Attitudes
Cloister Study
Monastic Population
Ageing
Intergenerational Solidarity
Aged People
Aged Society
Ageism
Abstract: Population aging occurs in all industrialized societies and is the demographic phenomenon that currently gets the highest attention from scientists, policy makers and the general public. The main aim of this paper is to broaden our understanding of its societal consequences, such as ageism and intergenerational solidarity. Our study is based on the 2008 investigation of attitudes towards population aging and older people in seven European countries of Schoenmaeckers et al. We replicate their analysis in a specific human subpopulation in which the process of population aging started earlier and is much more advanced than in the general societies: the members of Catholic orders. The study compares the attitudes of 148 nuns and monks from three Bavarian monasteries to those of the western German general population using descriptive and multivariate analyses in the context of the debate around population aging in Germany. We discuss the specific characteristics of order members that might influence their attitudes and also take a brief look at their views on possible political strategies to solve the problems connected with the demographic changes. Our results confirm the findings of Schoenmaeckers et al. and reveal that worldly and monastic populations show an identical basic pattern of a positive attitude towards older people while at the same time considering population aging a worrisome development. However, order members evaluate older people's abilities and their role in society more positively. This result gives rise to the optimistic perspective that in an aged population the younger and older generations can build a well-functioning society.


Reference Type:  Journal Article
Record Number: 58
Author: Maguvhe, Mbulaheni
Year: 2015
Title: Teaching science and mathematics to students with visual impairments: Reflections of a visually impaired technician
Journal: African Journal of Disability
Volume: 4
Issue: 1
Pages: 1-6
Short Title: Teaching science and mathematics to students with visual impairments: Reflections of a visually impaired technician
ISSN: 22239170
DOI: 10.4102/ajod.v4i1.194
Keywords: Teachers – Case Studies
Teaching – Case Studies
Science Education – Case Studies
Scientists – Case Studies


Reference Type:  Journal Article
Record Number: 130
Author: Maroto, Michelle and Aylsworth, Laura
Year: 2017
Title: Assessing the Relationship Between Gender, Household Structure, and Net Worth in the United States
Journal: Journal of Family and Economic Issues
Volume: 38
Issue: 4
Pages: 556-571
Short Title: Assessing the Relationship Between Gender, Household Structure, and Net Worth in the United States
ISSN: 10580476
DOI: 10.1007/s10834-017-9521-z
Keywords: United States–Us
Households
Gender
Equity
Inequality
Household Structure
Family Demography
Wealth Inequality
Economic Insecurity
Abstract: This paper examines wealth disparities by gender and household structure in the United States using data from the 1998–2013 Survey of Consumer Finances. Following studies of economic insecurity, we placed households at the center of our analysis to highlight the interconnected nature of wealth with multiple aspects of family structure. We investigated net worth by both gender and household structure, which includes variation by partnership status and the presence of other adult relatives and their roles within the household. We found that wealth disparities were largest among single adult households, but these varied by gender. Female single adult households held some of the lowest levels of net worth, but after accounting for key explanations of wealth inequality, single male households actually held greater wealth than two-adult partnered households. This relationship further depended on the presence of extended family members, where gender disparities were smaller among households with other relatives present.


Reference Type:  Journal Article
Record Number: 12
Author: Mascetti, Sergio, Gerino, Andrea, Bernareggi, Cristian and Picinali, Lorenzo
Year: 2017
Title: On the Evaluation of Novel Sonification Techniques for Non-Visual Shape Exploration
Journal: ACM Transactions on Accessible Computing (TACCESS)
Volume: 9
Issue: 4
Pages: 1-28
Short Title: On the Evaluation of Novel Sonification Techniques for Non-Visual Shape Exploration
ISSN: 1936-7228
DOI: 10.1145/3046789
Keywords: Image Sonification
Evaluation Techniques
Touch Screen
Visual Impairments
Social Welfare & Social Work
Abstract: <p><p>There are several situations in which a person with visual impairment or blindness needs to extract information from an image. For example, graphical representations are often used in education, in particular, in STEM (science, technology, engineering, and mathematics) subjects. In this contribution, we propose a set of six sonification techniques to support individuals with visual impairment or blindness in recognizing shapes on touchscreen devices. These techniques are compared among themselves and with two other sonification techniques already proposed in the literature. Using <i>Invisible Puzzle</i>, a mobile application which allows one to conduct non-supervised evaluation sessions, we conducted tests with 49 subjects with visual impairment and blindness, and 178 sighted subjects. All subjects involved in the process successfully completed the evaluation session, showing a high level of engagement, demonstrating, therefore, the effectiveness of the evaluation procedure. Results give interesting insights into the differences among the sonification techniques and, most importantly, show that after a short training, subjects are able to successfully identify several different shapes.</p></p>


Reference Type:  Journal Article
Record Number: 163
Author: Mascetti, Sergio, Gerino, Andrea, Bernareggi, Cristian and Picinali, Lorenzo
Year: 2017
Title: On the Evaluation of Novel Sonification Techniques for Non-Visual Shape Exploration
Journal: ACM Transactions on Accessible Computing (TACCESS)
Volume: 9
Issue: 4
Pages: 1-28
Short Title: On the Evaluation of Novel Sonification Techniques for Non-Visual Shape Exploration
ISSN: 1936-7228
DOI: 10.1145/3046789
Keywords: Image Sonification
Evaluation Techniques
Touch Screen
Visual Impairments
Social Welfare & Social Work
Abstract: <p><p>There are several situations in which a person with visual impairment or blindness needs to extract information from an image. For example, graphical representations are often used in education, in particular, in STEM (science, technology, engineering, and mathematics) subjects. In this contribution, we propose a set of six sonification techniques to support individuals with visual impairment or blindness in recognizing shapes on touchscreen devices. These techniques are compared among themselves and with two other sonification techniques already proposed in the literature. Using <i>Invisible Puzzle</i>, a mobile application which allows one to conduct non-supervised evaluation sessions, we conducted tests with 49 subjects with visual impairment and blindness, and 178 sighted subjects. All subjects involved in the process successfully completed the evaluation session, showing a high level of engagement, demonstrating, therefore, the effectiveness of the evaluation procedure. Results give interesting insights into the differences among the sonification techniques and, most importantly, show that after a short training, subjects are able to successfully identify several different shapes.</p></p>


Reference Type:  Journal Article
Record Number: 158
Author: Mataee, Morteza Gorzin, Andani, Masood Taheri and Elahinia, Mohammad
Year: 2015
Title: Adaptive ankle–foot orthoses based on superelasticity of shape memory alloys
Journal: Journal of Intelligent Material Systems and Structures
Volume: 26
Issue: 6
Pages: 639-651
Short Title: Adaptive ankle–foot orthoses based on superelasticity of shape memory alloys
ISSN: 1045-389X
DOI: 10.1177/1045389X14544145
Keywords: Superelastic
Ankle–Foot Orthoses
Drop Foot
Stiffness
Adaptive
Active Element
Actuation Mechanism
Engineering
Abstract: <p> This article presents two innovative adaptive solutions for the ankle–foot orthosis based on mechanical and structural stiffness control of shape memory alloys. These concepts address gait abnormality in drop foot patients for various walking conditions such as different walking speeds. In the first design, a superelastic rod provides variable torsional stiffness that is adjusted by a controlled axial load. In the second design, the active length of superelastic hinge is adjusted in order to control the bending stiffness of the element. By adjusting the stiffness, variable level of compliance is achieved at the ankle. In both concepts, during powered plantarflexion in the stance phase of the gait, energy is stored in the shape memory alloy element. Release of this energy through superelasticity enables the ankle–foot orthosis to provide the desired controlled dorsiflexion motion in the sagittal plane and to raise the foot during the swing phase of the gait. The ultimate goal is to assist the patients in achieving a more natural gait and to prevent muscle atrophy. For the presented designs, numerical simulations are carried out to evaluate the stiffness properties of the active component under different gait speeds. To this end, experimental data of human gait are used to calculate the variation in ankle stiffness. The superelastic elements mimic the experimental ankle stiffness profiles. </p>


Reference Type:  Journal Article
Record Number: 159
Author: Matejko, Anna A. and Ansari, Daniel
Year: 2015
Title: Drawing connections between white matter and numerical and mathematical cognition: A literature review
Journal: Neuroscience and Biobehavioral Reviews
Volume: 48
Pages: 35-52
Short Title: Drawing connections between white matter and numerical and mathematical cognition: A literature review
ISSN: 0149-7634
DOI: 10.1016/j.neubiorev.2014.11.006
Keywords: Review
Diffusion Tensor Imaging (Dti)
White Matter
Numerical Cognition
Mathematical Cognition
Arithmetic
Abstract: •Individual difference in math achievement are associated with white matter.•We review the current evidence on the association between math and white matter.•Left hemisphere white matter is associated with typical & atypical math achievement.•We discuss future directions for research on numeracy, math and white matter. In this review we examine white matter tracts that may support numerical and mathematical abilities and whether abnormalities in these pathways are associated with deficits in numerical and mathematical abilities. Diffusion tensor imaging (DTI) yields indices of white matter integrity and can provide information about the axonal organization of the brain. A growing body of research is using DTI to investigate how individual differences in brain microstructures relate to different numerical and mathematical abilities. Several tracts have been associated with numerical and mathematical abilities such as the superior longitudinal fasciculus, the posterior segment of the corpus callosum, inferior longitudinal fasciculus, corona radiata, and the corticospinal tract. Impairments in mathematics tend to be associated with atypical white matter structures within similar regions, especially in inferior parietal and temporal tracts. This systematic review summarizes and critically examines the current literature on white matter correlates of numerical and mathematical abilities, and provides directions for future research.


Reference Type:  Journal Article
Record Number: 80
Author: McDonald, Celia and Rodrigues, Susan
Year: 2016
Title: Sighted and visually impaired students’ perspectives of illustrations, diagrams and drawings in school science
Journal: Wellcome open research
Volume: 1
Short Title: Sighted and visually impaired students’ perspectives of illustrations, diagrams and drawings in school science
DOI: 10.12688/wellcomeopenres.9968.1
Keywords: Article
Diagrams
Illustrations
School Science
Visually Impaired
School Students
Abstract: Background In this paper we report on the views of students with and without visual impairments on the use of illustrations, diagrams and drawings (IDD) in science lessons. Method Our findings are based on data gathered through a brief questionnaire completed by a convenience sample of students prior to trialling new resource material. The questionnaire sought to understand the students’ views about using IDD in science lessons. The classes involved in the study included one class from a primary school, five classes from a secondary school and one class from a school for visually impaired students. Results Approximately 20% of the participants thought that the diagrams were boring and just under half (48%) of the total sample (regardless of whether they were sighted or visually impaired) did not think diagrams were easy to use. Only 14% of the participants felt that repeated encounters with the same diagrams made the diagrams easy to understand. Unlike sighted students who can ‘flit’ across diagrams, a visually impaired student may only see or touch a small part of the diagram at a time so for them ‘fliting’ could result in loss of orientation with the diagram. Conclusions Treating sighted and visually impaired pupils equally is different to treating them identically. Sighted students incidentally learn how to interpret visual information from a young age. Students who acquire sight loss need to learn the different rules associated with reading tactile diagrams, or large print and those who are congenitally blind do not have visual memories to rely upon.


Reference Type:  Journal Article
Record Number: 81
Author: McDonald, Celia and Rodrigues, Susan
Year: 2016
Title: Sighted and visually impaired students’ perspectives of illustrations, diagrams and drawings in school science
Journal: Wellcome open research
Volume: 1
Short Title: Sighted and visually impaired students’ perspectives of illustrations, diagrams and drawings in school science
DOI: 10.12688/wellcomeopenres.9968.1
Keywords: Article
Diagrams
Illustrations
School Science
Visually Impaired
School Students
Abstract: Background In this paper we report on the views of students with and without visual impairments on the use of illustrations, diagrams and drawings (IDD) in science lessons. Method Our findings are based on data gathered through a brief questionnaire completed by a convenience sample of students prior to trialling new resource material. The questionnaire sought to understand the students’ views about using IDD in science lessons. The classes involved in the study included one class from a primary school, five classes from a secondary school and one class from a school for visually impaired students. Results Approximately 20% of the participants thought that the diagrams were boring and just under half (48%) of the total sample (regardless of whether they were sighted or visually impaired) did not think diagrams were easy to use. Only 14% of the participants felt that repeated encounters with the same diagrams made the diagrams easy to understand. Unlike sighted students who can ‘flit’ across diagrams, a visually impaired student may only see or touch a small part of the diagram at a time so for them ‘fliting’ could result in loss of orientation with the diagram. Conclusions Treating sighted and visually impaired pupils equally is different to treating them identically. Sighted students incidentally learn how to interpret visual information from a young age. Students who acquire sight loss need to learn the different rules associated with reading tactile diagrams, or large print and those who are congenitally blind do not have visual memories to rely upon.


Reference Type:  Journal Article
Record Number: 69
Author: McGrath, Allison L. and Hughes, Marie Tejero
Year: 2018
Title: Students With Learning Disabilities in Inquiry-Based Science Classrooms: A Cross-Case Analysis
Journal: Learning Disability Quarterly
Volume: 41
Issue: 3
Pages: 131-143
Short Title: Students With Learning Disabilities in Inquiry-Based Science Classrooms: A Cross-Case Analysis
ISSN: 0731-9487
DOI: 10.1177/0731948717736007
Keywords: Inclusion
Content-Area Instruction
Instructional Strategies
Education
Abstract: <p> Students with learning disabilities (LD) often receive instruction in general education science classrooms. However, little is known about the academic success of students with LD in this setting. As inquiry-based science instruction has become more prominent, research focusing on student learning is needed to explore how such instruction meets students’ needs. To address this, a cross-case analysis was conducted. It included six middle school students, each with LD, from a Midwestern city. Each student was enrolled in a general education science class that used inquiry-based instruction. Data sources included student and educator interviews, classroom observations, and student portfolios. Results indicated that most of the students with LD had difficulty acquiring science process knowledge and that students relied on peer supports to facilitate their learning. Findings extend the research on science instruction for students with LD in middle school classrooms using inquiry-based instruction. </p>


Reference Type:  Journal Article
Record Number: 101
Author: McLean, Nicole, Fraser, Marilyn, Primus, Nicole and Joseph, Michael
Year: 2018
Title: Introducing Students of Color to Health Sciences Research: An Evaluation of the Health Disparities Summer Internship Program
Journal: Journal of Community Health
Volume: 43
Issue: 5
Pages: 1-9
Short Title: Introducing Students of Color to Health Sciences Research: An Evaluation of the Health Disparities Summer Internship Program
ISSN: 00945145
DOI: 10.1007/s10900-018-0505-1
Keywords: Internships
Health Policy
Students
Health
Summer
Community Involvement
Minority & Ethnic Groups
Health Care
Skills
Health Disparities
Community Participation
Occupational Health
Statistical Analysis
Determinants
Adolescents
Research Projects
Black
Evaluation
Young Adult
Abstract: The goal of this analysis is to assess the effectiveness of a summer program designed to introduce high school students of color to health disparities research. A total of 73 students (69.9% Black, 68.5% female and 80.6% either junior/senior) participated in the 4-week Health Disparities Summer Internship Program (HDSIP) during the years 2012–2015. Students attended lectures covering topics such as health disparities, community-based participatory research (CBPR), immigrant health, and policy and advocacy. While working with community-based organizations, students gained hands-on experience related to issues discussed in class. Students completed research projects and provided suggestions for health policy change. Pre/post surveys were completed to evaluate the program. After participating in the HDSIP, students demonstrated heightened awareness of the social determinants of health, especially in regards to racial discrimination (p = .023)
borderline statistically significant increases were shown for income (p = .082), community safety (p = .058), and healthcare access (p = .076). Most students (82.1%) planned to advocate for changes in their community
an increase from the initial 65.2% (p = .052). About nine out of ten students (89.6%) reported being satisfied with the summer program
the majority reported improvement in analytical skills, CBPR methods, and oral/communication skills. Increasing diversity in the health workforce has widely been proposed as a means of addressing health disparities. Introducing minority students to health professions can serve as a catalyst for lasting changes in health outcomes. The HDSIP has increased students’ awareness of social determinants of health and has fostered their interest in improving the health of minority populations.


Reference Type:  Journal Article
Record Number: 78
Author: Meyer, Michele and Behar-Horenstein, Linda
Year: 2015
Title: When Leadership Matters: Perspectives From a Teacher Team Implementing Response to Intervention
Journal: Education & Treatment of Children
Volume: 38
Issue: 3
Pages: 383-402
Short Title: When Leadership Matters: Perspectives From a Teacher Team Implementing Response to Intervention
ISSN: 07488491
DOI: 10.1353/etc.2015.0022
Keywords: Teachers
Teaching
Learning
Decision Making
Collaboration
Abstract: Previous research investigating the effectiveness of response to intervention (RTI) has relied on post hoc data analyses and surveys, although few studies have explored interactions among teacher teams. Understanding the synergistic impact of teacher work within the RTI framework may have implications for how school leaders can support teacher teams and anticipate some challenges that teachers face. In this study, the authors describe a first-grade teacher team's experiences during their second year of RTI implementation at a rural Title I school. Findings showed that participants lacked professional development opportunities, leadership support, and tangible resources. Teachers struggled with implementation as they coped with uncertainty about what their job roles were, how to manage interventions, and how to utilize data-based decision making. Teachers identified practices they believed would have supported RTI implementation. By illustrating how the teacher team worked together, the findings offer practical and authentic recommendations for school leaders. Moreover, the findings reinforce the crucial roles that the school and district leadership exercise in effective RTI implementation.


Reference Type:  Journal Article
Record Number: 35
Author: Michael Ashley Stein, Anita Silvers Bradley A. Areheart‡ and Leslie Pickering, Francis‡‡
Year: 2014
Title: Accommodating Every Body
Journal: University of Chicago Law Review
Volume: 81
Pages: 689-2077
Short Title: Accommodating Every Body
ISSN: 0041-9494
Keywords: Discrimination
Accommodations
Classification
Determination
Accommodation
Consequently
Requirements
Sufficiently
Disabilities
Introduction
Civil Procedure
Civil Rights Law
Education Law
Labor & Employment Law
Public Health & Welfare Law


Reference Type:  Journal Article
Record Number: 105
Author: Mondisa, Joi-Lynn and McComb, Sara A.
Year: 2018
Title: The role of social community and individual differences in minority mentoring programs
Journal: Mentoring & Tutoring: Partnership in Learning
Volume: 26
Issue: 1
Pages: 91-113
Short Title: The role of social community and individual differences in minority mentoring programs
ISSN: 1361-1267
DOI: 10.1080/13611267.2018.1445432
Keywords: Article
Mentoring
Minority Mentoring Programs
Social Community
Abstract: Abstractn Researchers have examined various outcomes of undergraduate minority mentoring programs. However, there is a significant gap in research about how program members with different demographic backgrounds may not have the same experiences or outcomes as other members despite being subject to the same program elements. To address these gaps, we employed a social community framework to examine the differences across the perceptions of connectedness to a social community and participant outcomes of members of the University of Illinois at Urbana-Champaign (UIUC) Merit Program (MP) for Emerging Scholars. An ANOVA was performed for a study sample of n  = 179 current and past MP participants. Results indicated a need to: (a) find ways to translate experiences to lower performing groups, (b) identify other approaches to build resilience and encourage connections and engagement in communities of practice, and (c) explicitly educate all participants in the importance of social community in their professional development.


Reference Type:  Journal Article
Record Number: 82
Author: Morash, Valerie, Siu, Yue-Ting, Miele, Joshua, Hasty, Lucia and Landau, Steven
Year: 2015
Title: Guiding Novice Web Workers in Making Image Descriptions Using Templates
Journal: ACM Transactions on Accessible Computing (TACCESS)
Volume: 7
Issue: 4
Pages: 1-21
Short Title: Guiding Novice Web Workers in Making Image Descriptions Using Templates
ISSN: 1936-7228
DOI: 10.1145/2764916
Keywords: Accessibility (Blind and Visually Impaired)
Access Technology
Crowdsourcing
Human Computation
Image Description
Social Welfare & Social Work
Abstract: <p><p>This article compares two methods of employing novice Web workers to author descriptions of science, technology, engineering, and mathematics images to make them accessible to individuals with visual and print-reading disabilities. The goal is to identify methods of creating image descriptions that are inexpensive, effective, and follow established accessibility guidelines. The first method explicitly presented the guidelines to the worker, then the worker constructed the image description in an empty text box and table. The second method queried the worker for image information and then used responses to construct a template-based description according to established guidelines. The descriptions generated through queried image description (QID) were more likely to include information on the image category, title, caption, and units. They were also more similar to one another, based on Jaccard distances of q-grams, indicating that their word usage and structure were more standardized. Last, the workers preferred describing images using QID and found the task easier. Therefore, explicit instruction on image-description guidelines is not sufficient to produce quality image descriptions when using novice Web workers. Instead, it is better to provide information about images, then generate descriptions from responses using templates.</p></p>


Reference Type:  Journal Article
Record Number: 56
Author: Morningstar, Mary E., Shogren, Karrie A., Lee, Hyunjoo and Born, Kiara
Year: 2015
Title: Preliminary Lessons About Supporting Participation and Learning in Inclusive Classrooms
Journal: Research and Practice for Persons with Severe Disabilities
Volume: 40
Issue: 3
Pages: 192-210
Short Title: Preliminary Lessons About Supporting Participation and Learning in Inclusive Classrooms
ISSN: 1540-7969
DOI: 10.1177/1540796915594158
Keywords: Inclusion
Classroom Practices
Education
Social Welfare & Social Work
Occupational Therapy & Rehabilitation
Abstract: <p> This descriptive study examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices. Illustrative evidence of classroom practices supporting learning and participation of all students, including students with significant disabilities, adds to an understanding of structural methods supporting inclusion, as well as insights into instructional strategies and approaches used to support inclusive practices. Supports for participation were observed in several domains: (a) instructional staffing arrangements and roles, (b) methods of instructional groupings, (c) peer-supported learning, and (d) access to core academic curriculum. Supports for learning were also observed, including (a) universal design for learning, (b) behavioral interventions, and (c) accommodations and modifications. The results are discussed in relation to implementation of essential components of inclusive classrooms and the issues the field is facing with regard to effective practices leading to student learning and inclusion within classrooms and throughout schools. </p>


Reference Type:  Journal Article
Record Number: 160
Author: Motsch, Peggy, Denys, Hélène, Childs, Simon, Courage, Amos and King, Tony
Year: 2015
Title: Behavioural Ecology and Group Cohesion of Juvenile Western Lowland Gorillas (Gorilla g. gorilla) during Rehabilitation in the Batéké Plateaux National Park, Gabon
Journal: PLoS One
Volume: 10
Issue: 3
Pages: e0119609
Short Title: Behavioural Ecology and Group Cohesion of Juvenile Western Lowland Gorillas (Gorilla g. gorilla) during Rehabilitation in the Batéké Plateaux National Park, Gabon
ISSN: 1932-6203
DOI: 10.1371/journal.pone.0119609
Keywords: United Kingdom–UK
Gabon
Pan Troglodytes
Leontopithecus Rosalia
Gorilla Gorilla Gorilla
Fruits
Infants
Cohesion
Pets
Play
Sugar
Multivariate Analysis
Rehabilitation
Diet
Poaching
Feeding
Parks & Recreation Areas
Environmental Factors
Reintroduction
National Parks
Disease Transmission
Monkeys & Apes
Trends
Biodiversity
Social Aspects
Social Behavior
Spatial Discrimination
Sanctuaries
Ecology
Gorillas
Primates
Group Dynamics
Endangered & Extinct Species
Biological Diversity
Social Interactions
Behavioral Ecology
Behavior
Trophic Interactions
Chimpanzees
Social Networks
Social Play
Abstract: Rehabilitation of animals followed by reintroduction into the wild can benefit conservation by supplementing depleted wild populations or reintroducing a species in an area where it has been extirpated or become extinct. The western lowland gorilla (WLG, Gorilla g. gorilla) is persistently poached
infants are often illegally traded and used as pets. Some are confiscated and rehabilitated, then kept in sanctuaries or reintroduced into the wild. Prior to reintroduction, the ability of the orphans to survive independently in their environment needs to be assessed. Here, we performed a multivariate analysis, including diet composition, activity-budget, and pattern of strata using of a group of five juvenile WLG in the process of rehabilitation and distinguished three sub-periods of ecological significance: the high furgivory period, the Dialium fruits consumption period, and the high folivory period. The consequences of these variations on their well-being (play behaviour) and the group cohesion (spatial proximity and social interactions) were examined. Like wild WLGs, diets shifted seasonally from frugivorous to folivorous, while the same staple foods were consumed and large amounts of Dialium fruits were seasonally gathered high in trees. When succulent fruit intake was the highest, thus providing high energy from sugar, juveniles spent less time feeding, more time playing and group cohesion was the highest. Conversely, the cohesion decreased with increasing folivory, individuals spent more time feeding and less time playing together. Nonetheless, the group cohesion also decreased after the death of one highly social, wild-born orphan. This may underscore the importance of skilled individuals in the cohesion and well-being of the entire group and, ultimately, to rehabilitation success. This study evaluates the rehabilitation success with regards to the methods used and highlights the need to consider a set of individual and environmental factors for enhancing rehabilitation while preserving the local biodiversity and individual well-being.


Reference Type:  Journal Article
Record Number: 175
Author: Murphy, A., Huang, H., Montgomery, E. B. and Turkstra, L. S.
Year: 2014
Title: Conversational turn-taking in adults with acquired brain injury
Journal: Aphasiology
Volume: 29
Issue: 2
Pages: 1-18
Short Title: Conversational turn-taking in adults with acquired brain injury
ISSN: 0268-7038
DOI: 10.1080/02687038.2014.959411
Keywords: Brain Injury
Communication
Social
Language
Abstract: Background Background : Social communication problems are a major contributor to negative life outcomes for adults with brain injury, yet the basic skill deficits underlying these problems are poorly understood. Aim Aim : To examine one aspect of social communication that may have a negative impact on social interactions: the ability to successfully take turns in a conversation. Methods & Procedures Methods &amp
Procedures : Seventeen adults with traumatic brain injury and two with bilateral strokes, and their typical peers matched for age and sex, viewed video-recorded conversations and indicated when they could join in the conversation. Turn timing was compared between groups using a novel statistical method designed for this study. Outcomes & Results Outcomes &amp
Results : There was a significant between-groups difference in timing of turn-taking but no significant difference in number of turns. The novel analysis method revealed between-groups differences in responding to specific conversational cues. Conclusions Conclusions : Adults with brain injury may miss or misinterpret verbal and non-verbal cues to turn-taking, which could contribute to conversation partners’ perceptions of impaired conversation skills in adults in this population.


Reference Type:  Journal Article
Record Number: 67
Author: Naples, Michele I.
Year: 2017
Title: Teaching macroeconomics to the visually impaired: New tactile methods, verbal precision, and small groups
Journal: The Journal of Economic Education
Volume: 48
Issue: 3
Pages: 193-197
Short Title: Teaching macroeconomics to the visually impaired: New tactile methods, verbal precision, and small groups
ISSN: 0022-0485
DOI: 10.1080/00220485.2017.1320604
Keywords: Article
Blind
Graphs
Pedagogy
Small Groups
Visually Impaired
A22
Abstract: ABSTRACTesprit de corps Visually-impaired students require tailored pedagogies to ensure their instruction is as high quality as for sighted students. They follow board work during class by referring to typed class notes provided ahead of time via a Braille reader, and in-class small groups solving problems create an inclusive esprit de corps and promote classmates' participation in clarifying board work. Small colleges with limited means can adopt Wikki Stix for tactile graphs that both artistically challenged faculty pressed for time and students can use successfully. Verbal description and “naming” (i.e., using analytical categories to identify sections of graphs) benefit visually-impaired and sighted students alike.


Reference Type:  Journal Article
Record Number: 135
Author: Neumark, David, Song, Joanne and Button, Patrick
Year: 2017
Title: Does Protecting Older Workers From Discrimination Make It Harder to Get Hired? Evidence From Disability Discrimination Laws
Journal: Research on Aging
Volume: 39
Issue: 1
Pages: 29-63
Short Title: Does Protecting Older Workers From Discrimination Make It Harder to Get Hired? Evidence From Disability Discrimination Laws
ISSN: 0164-0275
DOI: 10.1177/0164027516656142
Keywords: Older Workers
Hiring
Disability
Discrimination
Medicine
Social Welfare & Social Work
Abstract: <p> We explore the effects of disability discrimination laws on hiring of older workers. A concern with antidiscrimination laws is that they may reduce hiring by raising the cost of terminations and—in the specific case of disability discrimination laws—raising the cost of employment because of the need to accommodate disabled workers. Moreover, disability discrimination laws can affect nondisabled older workers because they are fairly likely to develop work-related disabilities, but are generally not protected by these laws. Using state variation in disability discrimination protections, we find little or no evidence that stronger disability discrimination laws lower the hiring of nondisabled older workers. We similarly find no evidence of adverse effects of disability discrimination laws on hiring of disabled older workers. </p>


Reference Type:  Journal Article
Record Number: 32
Author: Nolan, Lee Ann, Andrew, Paige G. and Bidney, Marcy
Year: 2014
Title: The Digital Atlas Dilemma: Outlining the Challenges for Libraries
Journal: Journal of Map & Geography Libraries
Volume: 10
Issue: 2
Pages: 132-156
Short Title: The Digital Atlas Dilemma: Outlining the Challenges for Libraries
ISSN: 1542-0353
DOI: 10.1080/15420353.2013.821435
Keywords: Digital Atlas
Collection Development
Libguides
Cataloging
Archiving
E-Atlas
Electronic Atlas
Abstract: The transition of geographic atlases existing only in paper, or print, form to digital forms has given rise to necessary changes in the map librarianship world regarding collection development, bibliographic control, patron use, and archiving issues. In this article, we will be focusing on atlases in the geographic realm as initiated by Mercator, though atlases in general can have other inherent meanings. We describe the issues that arise from digital atlases and how they impact both the user and the librarian, and we provide a call to arms for anyone charged with collecting, describing, utilizing, storing, or preserving these evolving new types of atlases.


Reference Type:  Journal Article
Record Number: 179
Author: Obbarius, Alexander, Clark, David, Patel, Vikram, Pilkonis, Paul, Pincus, Harold, Reis, Roberta, Rojas, Graciela, Sherbourne, Cathy, Stowell, Caleb, Rose, Matthias, Crocker, Anne, Emmelkamp, Paul, Furukawa, Toshi, Hedman, Erik, Kangas, Maria, Lesage, Alain, Mwesigire, Doris and Nolte, Sandra
Year: 2015
Title: 22nd Annual Conference of the International Society for Quality of Life Research
Journal: Quality of Life Research
Volume: 24
Issue: 1
Pages: 1-191
Short Title: 22nd Annual Conference of the International Society for Quality of Life Research
ISSN: 09629343
DOI: 10.1007/s11136-015-1078-4
Keywords: Conferences And Conventions -- Conferences, Meetings And Seminars


Reference Type:  Journal Article
Record Number: 14
Author: Oh, Yunjin and Lee, Soon
Year: 2016
Title: The Effects of Online Interactions on the Relationship Between Learning-Related Anxiety and Intention to Persist Among E-Learning Students with Visual Impairment
Journal: International Review of Research in Open and Distance Learning
Volume: 17
Issue: 6
Short Title: The Effects of Online Interactions on the Relationship Between Learning-Related Anxiety and Intention to Persist Among E-Learning Students with Visual Impairment
ISSN: 14923831
DOI: 10.19173/irrodl.v17i6.2581
Keywords: South Korea
Distance Learning
Online Instruction
Higher Education
Social Research
Handicapped Accessibility
Anxieties
Communication
Internet
Computer Literacy
Councils
Disabled Students
Retention
Rehabilitation
Visual Impairment
Online Tutorials
Online Interactions
Learning-Related Anxiety
Intention to Persist
Students With Visual Impairment
Abstract: This study explored whether learning-related anxiety would negatively affect intention to persist with e-learning among students with visual impairment, and examined the roles of three online interactions in the relationship between learning-related anxiety and intention to persist with e-learning. For this study, a convenience sample of e-learning students with visual impairment was collected in Seoul, Korea over three weeks from November to December 2012. One hundred and three students completed the survey via email or telephone. The results showed significant associations between learning-related anxiety and intention to persist with e-learning. Three types of online interactions had different roles in and effects on the relationship between learning-related anxiety and intention to persist. Suggestions for improving intention to persist among students with visual impairment and for facilitating online communications were discussed.


Reference Type:  Journal Article
Record Number: 106
Author: Olkun, Sinan, Altun, Arif, Sahin, Sakine and Denizli, Zeynep
Year: 2015
Title: Deficits in Basic Number Competencies May Cause Low Numeracy in Primary School Children
Journal: Egitim ve Bilim
Volume: 40
Issue: 177
Pages: n/a
Short Title: Deficits in Basic Number Competencies May Cause Low Numeracy in Primary School Children
ISSN: 13001337
DOI: 10.15390/EB.2015.3287
Keywords: Learning Disabilities
Numbers
Elementary School Students
Child Psychology
Mld
Basic Number Competencies
Dot Enumeration
Symbolic Number Comparison
Mental Number Line
Core Deficit Hypothesis
Access Deficit Hypothesis
Abstract: There are two hypotheses about why individuals have mathematics learning difficulties (MLD). The core deficit hypothesis claims that disorders in number module which was designated for processing quantities either at approximate or exact levels cause learning difficulties in mathematics. The access deficit hypothesis on the other hand posits that the reason behind MLD is not deficits in processing quantities but deficits in connecting quantities to symbols or vice versa. To test these two hypotheses, we designed dot enumeration, symbolic number comparison, and mental number line tasks. Participants were 487 students from 1st to 4th grades selected from 12 different schools in a mid-Anatolian, large metropolitan city in Turkey. Students were given a curriculum based arithmetic achievement test and they were divided into four groups as MLD risk, low achieving, typical achieving, and high achieving based on the achievement test scores. Results showed that there were large significant differences both among groups and grades. The largest difference was observed in canonic dot counting tasks from first through fourth grade. While Arabic number comparison tasks were important at first and second grade, MNL tasks became more important at the third and fourth grade. We conclude that the results provided evidence for both core deficit hypothesis and access deficit hypothesis. Numerical efficiency changes very little from first to fourth grade. Future research should consider testing for unique contributions of exact and approximate number systems and access to symbols as well as mapping their neural correlates.


Reference Type:  Journal Article
Record Number: 129
Author: Ölmez, İbrahim
Year: 2018
Title: Validation of the Math Anxiety Scale with the Rasch Measurement Model
Journal: Mathematics Education Research Journal
Pages: 1-18
Short Title: Validation of the Math Anxiety Scale with the Rasch Measurement Model
ISSN: 10332170
DOI: 10.1007/s13394-018-0244-8
Keywords: Anxieties
Universities
Scale (Ratio)
Scale Models
Anxiety
Deletion
Students
Math Anxiety
Rasch Rating Scale Model
Item Functioning
Middle School Students
Abstract: The purpose of this study was to investigate the psychometric characteristics of the Math Anxiety Scale (MANX
Erol 1989, Unpublished master thesis, Bogazici University) with data collected from 952 middle school students in Turkey. The Rasch Rating Scale model was used to examine the MANX at the item level. The results revealed that although the MANX was sensitive to detect students with moderate levels of math anxiety and it was not targeted to identify those with very high and low math anxiety levels, it had high reliability and validity. Moreover, the majority of the MANX items were of good quality. The results of this study provide strong evidence for the validation of the MANX despite the need for deletion of eight misfit items and three items with the same item difficulties. Future research should consider possible revision or development of new items to capture gradations of challenges at the very high and low ends of the continuum.


Reference Type:  Journal Article
Record Number: 92
Author: Ophoff, Jana, Wolf, Raffaela, Schladitz, Sandra and Wirtz, Markus
Year: 2017
Title: Assessment of Educational Research Literacy in Higher Education: Construct validation of the factorial structure of an assessment instrument comparing different treatments of omitted responses
Journal: Journal for Educational Research Online
Volume: 9
Issue: 2
Pages: 37-68
Short Title: Assessment of Educational Research Literacy in Higher Education: Construct validation of the factorial structure of an assessment instrument comparing different treatments of omitted responses
ISSN: 18666671
Keywords: Germany
Research
Higher Education
Educational Evaluation
Competency Tests
Dimensional Analysis
Abstract: The ability to purposefully access, reflect, and use evidence from educational research (Educational Research Literacy) are key competencies of future professionals in educational practice. A test instrument was developed to assess Educational Research Literacy with the competence facets Information Literacy, Statistical Literacy, and Evidence-based Reasoning. Even though there are certain overlaps with generic concepts like critical thinking or problem solving, Educational Research Literacy is acquired within its reference disciplines. This contribution aimed to delve deeper into the question which factorial model is most appropriate. Four competing models were compared: unidimensional, three-dimensional, and two bifactor models. The comparison was based on a study of 1360 students at six German universities and was validated by another study of 753 students at three universities. The results also were examined relative to the scoring of omitted responses and the booklet design used in the first study. The results indicate that the four-dimensional bifactor model was the most appropriate: Educational Research Literacy seems to consist of one dominant factor and three secondary factors. The results also support handling both omitted and not-reached responses as missing information. Subsequently, the results are critically discussed rela- tive to the requirements for assessing and for imparting competencies in higher education. Recommendations for future research are stated.


Reference Type:  Journal Article
Record Number: 156
Author: Palandri, Francesca, Benevolo, Giulia, Iurlo, Alessandra, Abruzzese, Elisabetta, Carella, Angelo, Paoli, Chiara, Palumbo, Giuseppe, Bonifacio, Massimiliano, Cilloni, Daniela, Andriani, Alessandro, Guarini, Attilio, Turri, Diamante, Elli, Elena, Falcone, Antonietta, Anaclerico, Barbara, Musto, Pellegrino, Renzo, Nicola, Tiribelli, Mario, Zambello, Renato, Spinosa, Caterina, Ricco, Alessandra, Raucci, Letizia, Martino, Bruno, Annunziata, Mario, Pascale, Silvia, Liberati, Anna, Nasa, Giorgio, Maffioli, Margherita, Breccia, Massimo, Pugliese, Novella, Betti, Silvia, Giglio, Gianfranco, Cappuccio, Antonietta and Reale, Luigi
Year: 2018
Title: Life for patients with myelofibrosis: the physical, emotional and financial impact, collected using narrative medicine—Results from the Italian ‘Back to Life’ project
Journal: An International Journal of Quality of Life Aspects of Treatment, Care and Rehabilitation - Official Journal of the International Society of Quality of Life Research
Volume: 27
Issue: 6
Pages: 1545-1554
Short Title: Life for patients with myelofibrosis: the physical, emotional and financial impact, collected using narrative medicine—Results from the Italian ‘Back to Life’ project
ISSN: 0962-9343
DOI: 10.1007/s11136-018-1827-2
Keywords: Quality of life
Myelofibrosis
Narrative medicine
Burden of illness
Indirect costs


Reference Type:  Journal Article
Record Number: 166
Author: Patil, Indrajeet, Melsbach, Jens, Hennig-Fast, Kristina and Silani, Giorgia
Year: 2016
Title: Divergent roles of autistic and alexithymic traits in utilitarian moral judgments in adults with autism
Journal: Scientific Reports
Volume: 6
Short Title: Divergent roles of autistic and alexithymic traits in utilitarian moral judgments in adults with autism
DOI: 10.1038/srep23637
Keywords: Article
Abstract: This study investigated hypothetical moral choices in adults with high-functioning autism and the role of empathy and alexithymia in such choices. We used a highly emotionally salient moral dilemma task to investigate autistics’ hypothetical moral evaluations about personally carrying out harmful utilitarian behaviours aimed at maximizing welfare. Results showed that they exhibited a normal pattern of moral judgments despite the deficits in social cognition and emotional processing. Further analyses revealed that this was due to mutually conflicting biases associated with autistic and alexithymic traits after accounting for shared variance: ( a ) autistic traits were associated with reduced utilitarian bias due to elevated personal distress of demanding social situations, while ( b ) alexithymic traits were associated with increased utilitarian bias on account of reduced empathic concern for the victim. Additionally, autistics relied on their non-verbal reasoning skills to rigidly abide by harm-norms. Thus, utilitarian moral judgments in autism were spared due to opposite influences of autistic and alexithymic traits and compensatory intellectual strategies. These findings demonstrate the importance of empathy and alexithymia in autistic moral cognition and have methodological implications for studying moral judgments in several other clinical populations.


Reference Type:  Journal Article
Record Number: 155
Author: Phadke, Roopali, Manning, Christie and Burlager, Samantha
Year: 2015
Title: Making it personal: Diversity and deliberation in climate adaptation planning
Journal: Climate Risk Management
Volume: 9
Pages: 62-76
Short Title: Making it personal: Diversity and deliberation in climate adaptation planning
ISSN: 2212-0963
DOI: 10.1016/j.crm.2015.06.005
Keywords: Boundary Organizations
Citizen Participation
Climate Adaptation
Environmental Justice
Public Engagement
Community-Based Research
Abstract: The vulnerabilities and health burdens of climate change fall disproportionately upon lower income communities and communities of color. Yet the very groups who are most affected by climate change impacts are least likely to be involved in climate adaptation discussions. These communities face critical barriers to involvement including historical disenfranchisement, as well as a sense that climate change is distant and not personally relevant. Boundary organizations are increasingly playing an important role in bringing science to bear on policy decision-making with respect to climate change adaptation, an issue fraught with political and ideological tensions. Our project aimed to engage underrepresented communities in climate change adaptation decision-making using a neighborhood consensus conference model developed and tested in several diverse districts of Saint Paul, Minnesota. Our partnership, a “linked chain” of boundary organizations, devised a neighborhood consensus conference model to present best-available climate data as tangible, place-based scenarios. In so doing, we made climate change “personal” for those who remain outside of climate change planning discourses and opened an opportunity for them to assess their community’s vulnerabilities and communicate their priorities for public investment. Our neighborhood-based model built trust and social capital with local residents and allowed us to bring new voices into conversations around climate change adaptation concerns and priorities. We believe this work will have a long term impact on local climate adaptation planning decisions.


Reference Type:  Journal Article
Record Number: 114
Author: Phillips, Marianne and Jeffery, Tonya D.
Year: 2016
Title: Patterns of Change: Forces and Motion
Journal: Science Activities: Classroom Projects and Curriculum Ideas
Volume: 53
Issue: 3
Pages: 101-111
Short Title: Patterns of Change: Forces and Motion
ISSN: 0036-8121
DOI: 10.1080/00368121.2016.1188052
Keywords: Article
Patterns Of Change
Forces
Motion
5e Lesson Cycle
Third Grade
Abstract: ABSTRACT Patterns of Change: Forces and Motion is an integrated science lesson that uses the 5E lesson cycle to tie together science with language arts, mathematics, literature, technology, engineering and social studies in an engaging format applicable for young learners. This lesson has been uniquely designed for the purpose of providing elementary teachers with ideas for using hands-on minds-on activities to foster inquiry and discussion, while engaging their students to use technology as a learning tool. This lesson has been used on the elementary level to teach students about the forces that have an effect on motion.


Reference Type:  Journal Article
Record Number: 96
Author: Powell, Sarah, Fuchs, Lynn, Cirino, Paul, Fuchs, Douglas, Compton, Donald and Changas, Paul
Year: 2015
Title: Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners
Journal: Exceptional Children
Volume: 81
Issue: 4
Pages: 443-470
Short Title: Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners
ISSN: 00144029
DOI: 10.1177/0014402914563702
Keywords: At Risk Students
Mathematics Education
Elementary School Students
Learning
Abstract: The focus of the present study was enhancing word problem and calculation achievement in ways that support prealgebraic thinking among second-grade students at risk for mathematics difficulty. Intervention relied on a multitier support system (i.e., responsiveness to intervention, or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to one of three conditions: calculation RTI, word problem RTI, or business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word problem outcomes, word problem RTI enhanced proximal word problem outcomes as well as performance on some calculation outcomes, and word problem RTI provided a stronger route than calculation RTI to prealgebraic knowledge.


Reference Type:  Journal Article
Record Number: 188
Author: Prescott, J. J.
Year: 2017
Title: Improving Access to Justice in State Courts with Platform Technology
Journal: Vanderbilt Law Review
Volume: 70
Issue: 6
Pages: 1993-2050
Short Title: Improving Access to Justice in State Courts with Platform Technology
ISSN: 00422533
Keywords: Costs
State Courts
Law Enforcement
Abstract: Access to justice often equates to access to state courts, and for millions of Americans, using state courts to resolve their disputes-often with the government-is a real challenge. Reforms are regularly proposed in the hopes of improving the situation (e.g., better legal aid), but until recently a significant part of the problem has been structural. Using state courts today for all but the simplest of legal transactions entails at the very least traveling to a courthouse and meeting with a decisionmaker in person and in a one-on-one setting. Even minimally effective access, therefore, requires time, transportation, and very often the financial wherewithal to miss work or to pay for child care. In this Article, I investigate the effects of altering this structural baseline by studying the consequences of introducing online platform technology to improve citizen access to justice. In courts that adopt the technology, citizens are able to communicate with law enforcement, prosecutors, and judges to seek relief or negotiate a resolution through an online portal at any time of day. Examining many months of data from half a dozen adopting state courts, I present evidence that introducing this technology dramatically reduces the amount of time it takes for citizens to resolve their disputes and satisfy any fines or fees they owe. Default rates also plummet, and court personnel, including judges, appear to engage constructively with citizens when using the platform. From the perspective of state courts, disputes end more quickly, the percentage of payments received increases, and it takes less time for courts to receive those payments. Even citizens who do not use the platform may benefit from the technology's introduction, presumably because they find they face less congestion when they physically go to a courthouse.


Reference Type:  Journal Article
Record Number: 154
Author: Ravyse, Werner, Seugnet Blignaut, A., Leendertz, Verona and Woolner, Alex
Year: 2017
Title: Success factors for serious games to enhance learning: a systematic review
Journal: Virtual Reality
Volume: 21
Issue: 1
Pages: 31-58
Short Title: Success factors for serious games to enhance learning: a systematic review
ISSN: 13594338
DOI: 10.1007/s10055-016-0298-4
Keywords: Artificial Intelligence
Success Factors
Games
Qualitative Research
Systematic Review
Active Learning
Artificial Intelligence (AI)
Feedback
Interaction
Narrative
Realism
Serious Games
Abstract: There is no doubt that an abundance of factors exists that makes learning with serious games successful. Research articles reporting on these factors, however, tend to focus on select serious game elements and do not combine all salient factors for successful learning with serious games. Addressing this gap is a necessity for the success of serious games and may even alleviate long-standing debates about pedagogy over enjoyment, how much realism is enough or whether artificial intelligence is worth the cost. This article examines existing academic literature from 2000 to 2015, extracting shared serious game success factors that have had an encouraging impact on gameful learning experiences. As such, we subsequently aim to withdraw the field from a perpetual spiral of does-my-game-work research toward more worthwhile why-does-my-game-not-work research. Qualitative content analysis through the constant comparison method (CCM) analyzed a total of 63 articles from a variety of recognized electronic libraries and databases. Through this analysis, we reveal five central serious game themes: backstory and production
realism
artificial intelligence and adaptivity
interaction
and feedback and debriefing, all of which require deliberate intertwining with pedagogical content to ensure successful learning. This review unravels each of the five themes into their constituent factors and consequently presents the factors as practical guidelines that serious games producers should strive to include in their game productions. Applying these recommendations whenever serious games are considered will provide a foundation for effective gameful learning experiences.


Reference Type:  Journal Article
Record Number: 62
Author: Root, Jenny, Stevenson, Bradley, Davis, Luann, Geddes-Hall, Jennifer and Test, David
Year: 2017
Title: Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice
Journal: Journal of Autism and Developmental Disorders
Volume: 47
Issue: 2
Pages: 275-284
Short Title: Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice
ISSN: 01623257
DOI: 10.1007/s10803-016-2947-6
Keywords: Technology
Academics
Autism
Evidence-Based Practice
Abstract: Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., Exceptional Children 71:165-179, 2005
Gersten et al., Exceptional Children 71:149-164, 2005
National Technical Assistance Center on Transition Center 2015 ). Included studies of high and adequate quality were further analyzed in terms of content, context, and specific instructional practices. Based on the NTACT criteria, this systematic review has established CAI as an evidence-based practice for teaching academics to students with ASD with support from 10 single-case and two group design studies of high or adequate quality. Suggestions for future research and implications for practice are discussed.


Reference Type:  Journal Article
Record Number: 86
Author: Rusticus, Shayna and Eva, Kevin
Year: 2016
Title: Defining equivalence in medical education evaluation and research: does a distribution-based approach work?
Journal: Theory and Practice
Volume: 21
Issue: 2
Pages: 359-373
Short Title: Defining equivalence in medical education evaluation and research: does a distribution-based approach work?
ISSN: 1382-4996
DOI: 10.1007/s10459-015-9633-x
Keywords: Distribution-based methods
Effect size
Equivalence tests
Medical education
Program evaluation
Abstract: Educators often seek to demonstrate the equivalence of groups, such as whether or not students achieve comparable success regardless of the site at which they trained. A methodological consideration that is often underappreciated is how to operationalize equivalence. This study examined whether a distribution-based approach, based on effect size, can identify an appropriate equivalence threshold for medical education data. Thirty-nine individuals rated program site equivalence on a series of simulated pairwise bar graphs representing one of four measures with which they had prior experience: (1) undergraduate academic achievement, (2) a student experience survey, (3) an Objective Structured Clinical Exam global rating scale, or (4) a licensing exam. Descriptive statistics and repeated measures ANOVA examined the effects on equivalence ratings of (a) the difference between means, (b) variability in scores, and (c) which program site (the larger or smaller) scored higher. The equivalence threshold was defined as the point at which 50 % of participants rated the sites as non-equivalent. Across the four measures, the equivalence thresholds converged to average effect size of Cohen’s d = 0.57 (range of 0.50–0.63). This corresponded to an average mean difference of 10 % (range of 3–13 %). These results are discussed in reference to findings from the health-related quality of life field that has demonstrated that d = 0.50 represents a consistent threshold for perceived change. This study provides preliminary empirically-based guidance for defining an equivalence threshold for researchers and evaluators conducting equivalence tests.


Reference Type:  Journal Article
Record Number: 104
Author: Sarı, Mehmet and Tertemiz, Neşe
Year: 2017
Title: The Effects of Using Geometry Activities Based on Dienes’ Principles on 4th Graders’ Success and Retention of Learning
Journal: Egitim ve Bilim
Volume: 42
Issue: 190
Short Title: The Effects of Using Geometry Activities Based on Dienes’ Principles on 4th Graders’ Success and Retention of Learning
ISSN: 13001337
DOI: 10.15390/EB.2017.6161
Keywords: Retention
Studies
Geometry
Elementary School Students
Dienes&Rsquo
Principles
Elementary School Mathematics
Mathematics Education
Abstract: This study aimed to investigate the effects of geometry instruction based on Dienes’ principles (constructivity, dynamic, mathematical variability and conceptual variability principles) on 4th graders’ geometry success and retention of learning. It was a pretest-posttest control group quasi-experimental study. The study group comprised three classes of 4th graders from three different elementary schools in Nevşehir who had been shown to be identical via a “Geometry Level Identification Test”. The study was conducted with two experimental groups and a single control group. The study took 39 class hours. While instruction in the experimental groups was based on Dienes' principles, the researcher did not intervene in the instructional process in the control group. The data collection tool used in the study was the “Geometry Level Identification Test”. In comparing the pretest, posttest and retention test mean scores, Covariance (ANCOVA) and paired-sample t-test analyses were used. The results revealed that the experimental groups, which experienced learning activities based on Dienes' principles, had better geometry success than the control group where instruction was not manipulated. While no significant difference emerged between the "Geometry Level Identification" posttest mean scores of the two experimental groups, both groups differed significantly from the control group. The retention test given three weeks following the study showed that some information had been forgotten by all three groups. The retention test scores of the groups were 5-7 points lower than their posttest scores. Even though a significant difference was not found between the retention scores of the groups, it may be stated that the decline in the control group was noteworthy.


Reference Type:  Journal Article
Record Number: 184
Author: Sasson, Elan, Ravid, Gilad and Pliskin, Nava
Year: 2017
Title: Creation of knowledge-added concept maps: time augmention via pairwise temporal analysis
Journal: Journal of Knowledge Management
Volume: 21
Issue: 1
Pages: 132-155
Short Title: Creation of knowledge-added concept maps: time augmention via pairwise temporal analysis
ISSN: 13673270
Keywords: Decision Making
Knowledge Management
Cartography
Maps
Bibliometrics
Content Analysis
Trends
Data Analysis
Data Mining
Semantics
Search Engines
Concept Mapping
Visualization
Methods
Keywords
Knowledge Representation
Big Data
Abstract: Purpose Although acknowledged as a principal dimension in the context of text mining, time has yet to be formally incorporated into the process of visually representing the relationships between keywords in a knowledge domain. This paper aims to develop and validate the feasibility of adding temporal knowledge to a concept map via pair-wise temporal analysis (PTA). Design/methodology/approach The paper presents a temporal trend detection algorithm - vector space model - designed to use objective quantitative pair-wise temporal operators to automatically detect co-occurring hot concepts. This PTA approach is demonstrated and validated without loss of generality for a spectrum of information technologies. Findings The rigorous validation study shows that the resulting temporal assessments are highly correlated with subjective assessments of experts (n = 136), exhibiting substantial reliability-of-agreement measures and average predictive validity above 85 per cent. Practical implications Using massive amounts of textual documents available on the Web to first generate a concept map and then add temporal knowledge, the contribution of this work is emphasized and magnified against the current growing attention to big data analytics. Originality/value This paper proposes a novel knowledge discovery method to improve a text-based concept map (i.e. semantic graph) via detection and representation of temporal relationships. The originality and value of the proposed method is highlighted in comparison to other knowledge discovery methods.


Reference Type:  Journal Article
Record Number: 75
Author: Schnorr, Crystalyn I., Freeman-Green, Shaqwana and Test, David W.
Year: 2016
Title: Response Cards as a Strategy for Increasing Opportunities to Respond: An Examination of the Evidence
Journal: Remedial and Special Education
Volume: 37
Issue: 1
Pages: 41-54
Short Title: Response Cards as a Strategy for Increasing Opportunities to Respond: An Examination of the Evidence
ISSN: 0741-9325
DOI: 10.1177/0741932515575614
Keywords: Response Cards
Elementary
Evidence-Based Practice
Education
Abstract: <p> This study evaluated the quality of the research and evidence base for using response cards to increase opportunities to respond (OTR) for students with and without disabilities at the elementary level (i.e., kindergarten through Grade 5). Using quality indicator criteria for single-case research, six single-case studies investigating response cards were analyzed. Based on an analysis of quality indicators, results established the use of response cards as an evidence-based practice with a moderate level of evidence. Implications for future research and practice are discussed. </p>


Reference Type:  Journal Article
Record Number: 172
Author: Siegelman, Noam and Frost, Ram
Year: 2015
Title: Statistical learning as an individual ability: Theoretical perspectives and empirical evidence
Journal: Journal of Memory and Language
Volume: 81
Pages: 105-120
Short Title: Statistical learning as an individual ability: Theoretical perspectives and empirical evidence
ISSN: 0749-596X
DOI: 10.1016/j.jml.2015.02.001
Keywords: Statistical Learning
Individual Differences
Predicting Linguistic Abilities
Abstract: •We provide a theoretical discussion and analysis of SL as an individual capacity.•We show that SL, when measured by appropriate tasks, is a reliable and stable capacity of an individual.•We show that SL is not nested within higher-order cognitive capacities.•We show that SL is a componential rather than unified ability.•We discuss the power of within-subject studies in investigating individual differences in SL. Although the power of statistical learning (SL) in explaining a wide range of linguistic functions is gaining increasing support, relatively little research has focused on this theoretical construct from the perspective of individual differences. However, to be able to reliably link individual differences in a given ability such as language learning to individual differences in SL, three critical theoretical questions should be posed: Is SL a componential or unified ability? Is it nested within other general cognitive abilities? Is it a stable capacity of an individual? Following an initial mapping sentence outlining the possible dimensions of SL, we employed a battery of SL tasks in the visual and auditory modalities, using verbal and non-verbal stimuli, with adjacent and non-adjacent contingencies. SL tasks were administered along with general cognitive tasks in a within-subject design at two time points to explore our theoretical questions. We found that SL, as measured by some tasks, is a stable and reliable capacity of an individual. Moreover, we found SL to be independent of general cognitive abilities such as intelligence or working memory. However, SL is not a unified capacity, so that individual sensitivity to conditional probabilities is not uniform across modalities and stimuli.


Reference Type:  Journal Article
Record Number: 185
Author: Sinha, Michael and Parmet, Wendy
Year: 2016
Title: THE PERILS OF PANIC: EBOLA, HIV, AND THE INTERSECTION OF GLOBAL HEALTH AND LAW
Journal: American Journal of Law and Medicine
Volume: 42
Issue: 2/3
Pages: 223-255
Short Title: THE PERILS OF PANIC: EBOLA, HIV, AND THE INTERSECTION OF GLOBAL HEALTH AND LAW
ISSN: 00988588
DOI: 10.1177/0098858816658269
Keywords: United States–Us
West Africa
Epidemics
Acquired Immune Deficiency Syndrome–AIDS
Human Immunodeficiency Virus–HIV
Infectious Diseases
Public Health
Medical Personnel
Human Rights
Ebola Virus
Disease Prevention
Isolationism
High Income
Stigma
Abstract: In Part III, we offer a brief history of EID scares over the past few decades, and the problematic rhetoric that paved the way for the Ebola panic.10 In Part IV, we review the 2014 Ebola outbreak, noting its similarities and distinctions from the early AIDS epidemic.11 We examine the early responses to AIDS and Ebola, both of which were characterized simultaneously by fear, stigma, and the use of law to "other" those who were associated with the disease.12 For both HIV and Ebola, however, law eventually delegitimized the othering, helping to quash the panics and pave the way for more effective global responses.13 In Part V, we examine American policies with respect to HIV and Ebola in Africa.14 In the case of HIV, the early response was largely isolationist. Almost twenty years ago, while reviewing the HIV epidemic, Jonathan Mann noted the critical role that human rights played in providing the foundations for human health.309 In the years since, the relationship that Mann witnessed has become widely accepted.310 Commentators and even policymakers understand that the protection of rights within a nation can support the health of people within that nation.311 They also often accept that respect for human rights implies that nations are obliged to support global health.312 But the discussion is far less apt to consider the relationship between the human rights of populations within high income countries and the health of populations in less wealthy countries.


Reference Type:  Journal Article
Record Number: 119
Author: Sireci, Stephen G. and Faulkner-Bond, Molly
Year: 2015
Title: Promoting Validity in the Assessment of English Learners
Journal: Review of Research in Education
Volume: 39
Issue: 1
Pages: 215-252
Short Title: Promoting Validity in the Assessment of English Learners
ISSN: 0091-732X
DOI: 10.3102/0091732X14557003
Keywords: Education


Reference Type:  Journal Article
Record Number: 4
Author: Sloan, David and Yesilada, Yeliz
Year: 2008
Title: W4A 2008: a review
Journal: ACM SIGACCESS Accessibility and Computing
Issue: 92
Pages: 23-25
Short Title: W4A 2008: a review
ISSN: 1558-2337
DOI: 10.1145/1452562.1452566
Keywords: Social Welfare & Social Work
Abstract: <p><p>The 5<sup>th</sup> annual International Cross-disciplinary Conference on Web Accessibility (W4A for short) took place alongside WWW 2008 in Beijing, in April 2008. The conference venue was Beijing's International Convention Centre, next door to the Bird's Nest Olympic Stadium, and given the closeness of the conference - in location and timing - to the world's most famous sporting event, it was fitting that the conference theme looked at how accessibility can be addressed as Web user become more active, as content creators. Our theme was "One World, One Web: Surfers become Designers?</p></p>


Reference Type:  Journal Article
Record Number: 16
Author: Snodgrass, Melinda R., Israel, Maya and Reese, George C.
Year: 2016
Title: Instructional supports for students with disabilities in K-5 computing: Findings from a cross-case analysis
Journal: Computers & Education
Volume: 100
Issue: C
Pages: 1-17
Short Title: Instructional supports for students with disabilities in K-5 computing: Findings from a cross-case analysis
ISSN: 0360-1315
DOI: 10.1016/j.compedu.2016.04.011
Keywords: Universal Design for Learning
Students With Disabilities
Pedagogy
Supports
Abstract: As computer programming and computational thinking (CT) become more integrated into K-12 instruction, content teachers and special educators need to understand how to provide instructional supports to a wide range of learners, including students with disabilities. This cross-case analysis study examined the supports that two students with disabilities, who were initially disengaged during computing activities, received during computing instruction. Data revealed that students' support needs during computing activities were not CT-specific. Rather, supports specific to these students' needs that were successful in other educational areas were also successful and sufficient in CT. Although additional studies would need to be conducted to ascertain the transferability of these findings to other contexts and students, our results contribute evidence that students with disabilities can and should participate in CT and be provided with the supports they need, just as in all other areas of the curriculum. We present a framework for evaluating student engagement to identify student-specific supports and, when needed, refine the emerging K-12 CT pedagogy to facilitate full participation of all students. We then offer a list of four implications for practice based on the findings. •Study of two elementary students with disabilities during computing instruction.•Students with disabilities participated in computing instruction with supports.•Effective student-specific supports from other subjects can be applied in computing.•Refining emerging K-12 computing pedagogy may be needed for participation of all.


Reference Type:  Journal Article
Record Number: 115
Author: Sobel, Nora
Year: 2015
Title: A Typology of the Changing Narratives of Canadian Citizens Through Time
Journal: Canadian Ethnic Studies
Volume: 47
Issue: 1
Pages: 11-39
Short Title: A Typology of the Changing Narratives of Canadian Citizens Through Time
ISSN: 00083496
DOI: 10.1353/ces.2015.0003
Keywords: Canada
Citizenship
English Language
Public Policy
Studies
Abstract: The narrative of the test-ready citizen pervades A Look at Canada guide (1995 edition). This publication is the first guide produced after the Government of Canada changed the citizenship granting process from an interview with a judge to a written exam that requires a minimum number of correct answers in order to successfully become a Canadian citizen. When producing this guide, the Government of Canada was seeking higher levels of immigration and the interview process with judges became increasingly resource-demanding at a time of economic austerity. On the text analysis level, an important semiological change found in this guide is a reduction in rhetorical figures compared to previous versions. This change can be inter- preted as an effort by the emitter to assist the reader to better understand the content of the guide, since it can be argued that rhetorical figures require a more complex level of language proficiency. If the guide is now the primary source of learning and is linked to a written exam, a reduction of figures of speech seems a reasonable outcome. A rhetorical instrument is used by the text to refer to the citizenship test results, with a euphemism via litotes that skirts mentioning the pass/fail system and instead focuses on declaring that the citizenship candidates will be informed if they are successful passing the test. In this sense, the reader of this guide is presented as a test-ready citizen preparing for a written standardized test, a position further supported by the inclusion of an entire section with study questions representing 16% of the content of the guide. Furthermore, the very introduction of the guide sets the parameters for the reader: "This book is meant to help you to prepare for your citizenship test. It is also for anyone who would like a basic introduction to Canada" (Citizenship and Immigration Canada 1995, 2). It could be argued that this paragraph creates a hierarchy in which passing the test comes first. All the analyzed guides mention that citizenship entails rights (sometimes called privileges) and responsibilities (sometimes called disabilities). The most prevalent privileges are to vote and carry a Canadian passport, while the common responsibilities found across the guides are obedience to the laws and volunteerism. All the analyzed guides also contain information on topics that may be considered part of a civics education curriculum, specifically content related to how democracy works in Canada, the structure of government, voting procedures, law-abidance and respect for individual rights. It could be further argued that five of the six guides-Guide to Canadian Citizenship (1963 edition), Canada. Guide for Citizenship (1976 edition), The Canadian Citizen guide (1978 edition), A Look at Canada (1995 edition) and Discover Canada (2009 edition)-include not only elements pertaining to civics education, but also what may be considered citizenship education topics: volunteerism, multiculturalism, the individual's responsibility with fellow citizens, and human rights. It is important to note that while the Guide to Canadian Citizenship (1963 edition), A Look at Canada (1995 edition) and Discover Canada (2009 edition) mention these citizenship education topics, the Canada. Guide for Citizenship (1976 edition) and The Canadian Citizen guides (1978 edition) go beyond mentioning the topics and actively ask the reader to take action on citizenship education topics. There are disruptions in the way that the analyzed guides present the views on what constitutes positive citizenship behaviours and what the new citizen is expected to do after Canadian citizenship is granted. The How to become a Canadian Citizen guide ( 1947 edition) presents what can be described as a view of a citizen that is law abiding and whose allegiance is with Canada over the country of birth/origin. The publication Guide to Canadian Citizenship (1963 edition) seems to highlight the importance of western democracy as a value and the standard of living that a nascent welfare state is bringing to all Canad ans, a choice that could have been influenced by the Cold War. The Canada. Guide for Citizenship (1976 edition) and The Canadian Citizen guide (1978 edition) break from the previous guides on the issue of expectations, adding a political activism and the importance of working towards social justice as key aspects of a 'good' citizen. The A Look at Canada guide (1995 edition) reduces significantly the political expectations for the new citizen, while still keeping social justice as a value that citizens should strive for. It could be said that the Discover Canada guide (2009 edition) returns to the position seen in the Guide to Canadian Citizenship (1963 edition), with the addition of joining the military or a law enforcement agency as a positive action that citizens should consider.


Reference Type:  Journal Article
Record Number: 13
Author: Sorrell, Melanie, Norton, Derek, McAdams, Jeff, Winterling, Rachael and Dipple, Kathleen
Year: 2017
Title: Creating an Online Scientific Art Exhibit Formatted for People with a Visual Impairment
Journal: Journal of Web Librarianship
Volume: 11
Issue: 2
Pages: 105-123
Short Title: Creating an Online Scientific Art Exhibit Formatted for People with a Visual Impairment
ISSN: 1932-2909
DOI: 10.1080/19322909.2017.1300788
Keywords: Article
Academic Libraries
Accessibility
Alternative Text
Assistive Technologies
Online Exhibit
Science Education
Screen Reader
Usability
Visual Impairment
Abstract: ABSTRACT An online exhibit accessible by people with a visual impairment was created to accompany a university library's physical exhibit of microscopic images generated by researchers on campus as “scientific art.” This online exhibit consisted of a web page formatted for screen-reading software so that those individuals could hear descriptions of the images and envision the image patterns, shapes, textures, and perhaps colors while learning about the scientific research performed on campus. The library promoted this web page through various outlets to a wide audience to benefit patrons on and off campus. The exhibit was successful, and lessons learned through this project can be applied by other libraries undertaking similar efforts, to navigate problems and improve efficiency in implementing online exhibits for people with a visual impairment.


Reference Type:  Journal Article
Record Number: 136
Author: Splendiani, Bruno and Ribera, Mireia
Year: 2015
Title: A Proposal for the Inclusion of Accessibility Criteria in the Publishing Workflow of Images in Biomedical Academic Articles
Journal: Procedia Computer Science
Volume: 67
Issue: C
Pages: 67-76
Short Title: A Proposal for the Inclusion of Accessibility Criteria in the Publishing Workflow of Images in Biomedical Academic Articles
ISSN: 1877-0509
DOI: 10.1016/j.procs.2015.09.250
Keywords: Accessibility
Accessible Images,Electronic Publishing
Image Alternative Text
Image Description
Behavioural Change.
Abstract: In spite of the importance of visual content in academic publishing, biomedical articles do not offer accessible images, mainly because of the lack of text alternatives. According to a process-oriented accessibility philosophy, this article proposes the use of image-related texts, such as captions or mentions, as text alternatives of images, since they are solutions based on the current practices of authors of biomedical images. We also present two tools created to guide authors in writing comprehensive text alternatives. The aim of this proposal is to increase the opportunities of an actual application of accessibility principles within the biomedical academic publishing.


Reference Type:  Journal Article
Record Number: 31
Author: Splendiani, Bruno, Ribera, Mireia, Garcia, Roberto and Termens, Miquel
Year: 2014
Title: Do Physicians Make Their Articles Readable for Their Blind or Low-Vision Patients? An Analysis of Current Image Processing Practices in Biomedical Journals from the Point of View of Accessibility
Journal: The Journal of the Society for Computer Applications in Radiology
Volume: 27
Issue: 4
Pages: 419-442
Short Title: Do Physicians Make Their Articles Readable for Their Blind or Low-Vision Patients? An Analysis of Current Image Processing Practices in Biomedical Journals from the Point of View of Accessibility
ISSN: 0897-1889
DOI: 10.1007/s10278-014-9674-3
Keywords: Medical images
Publishing
Biomedical journals
Accessibility policies
Image description
Alternative text
Visual impairment
Disabilities
Publications
Abstract: Visual content in biomedical academic papers is a growing source of critical information, but it is not always fully readable for people with visual impairments. We aimed to assess current image processing practices, accessibility policies, and submission policies in a sample of 12 highly cited biomedical journals. We manually checked the application of text-based alternative image descriptions for every image in 12 articles (one for each journal). We determined whether the journals claimed to follow an accessibility policy and we reviewed their submission policy and their guidelines related to the visual content. We identified important features concerning the processing of images and the characteristics of the visual and the retrieval options of visual content offered by the publishers. The evaluation shows that the actual practices of textual image description in highly cited biomedical journals do not follow general guidelines on accessibility. The images within the articles analyzed lack alternative descriptions or have uninformative descriptions, even in the case of journals claiming to follow an accessibility policy. Consequently, the visual information of scientific articles is not accessible to people with severe visual disabilities. Instructions on image submission are heterogeneous and a declaration of accessibility guidelines was only found in two thirds of the sample of journals, with one third not explicitly following any accessibility policy, although they are required to by law.


Reference Type:  Journal Article
Record Number: 43
Author: Splendiani, Bruno, Ribera, Mireia, Garcia, Roberto and Termens, Miquel
Year: 2014
Title: Do Physicians Make Their Articles Readable for Their Blind or Low-Vision Patients? An Analysis of Current Image Processing Practices in Biomedical Journals from the Point of View of Accessibility
Journal: The Journal of the Society for Computer Applications in Radiology
Volume: 27
Issue: 4
Pages: 419-442
Short Title: Do Physicians Make Their Articles Readable for Their Blind or Low-Vision Patients? An Analysis of Current Image Processing Practices in Biomedical Journals from the Point of View of Accessibility
ISSN: 0897-1889
DOI: 10.1007/s10278-014-9674-3
Keywords: Medical images
Publishing
Biomedical journals
Accessibility policies
Image description
Alternative text
Visual impairment
Disabilities
Publications
Abstract: Visual content in biomedical academic papers is a growing source of critical information, but it is not always fully readable for people with visual impairments. We aimed to assess current image processing practices, accessibility policies, and submission policies in a sample of 12 highly cited biomedical journals. We manually checked the application of text-based alternative image descriptions for every image in 12 articles (one for each journal). We determined whether the journals claimed to follow an accessibility policy and we reviewed their submission policy and their guidelines related to the visual content. We identified important features concerning the processing of images and the characteristics of the visual and the retrieval options of visual content offered by the publishers. The evaluation shows that the actual practices of textual image description in highly cited biomedical journals do not follow general guidelines on accessibility. The images within the articles analyzed lack alternative descriptions or have uninformative descriptions, even in the case of journals claiming to follow an accessibility policy. Consequently, the visual information of scientific articles is not accessible to people with severe visual disabilities. Instructions on image submission are heterogeneous and a declaration of accessibility guidelines was only found in two thirds of the sample of journals, with one third not explicitly following any accessibility policy, although they are required to by law.


Reference Type:  Journal Article
Record Number: 100
Author: Su-Chi, Fang and Wen-Xin, Zhang
Year: 2016
Title: Identifying Effective Design Features of Technology-Infused Inquiry Learning Modules: A Two-Year Study of Students' Inquiry Abilities
Journal: Journal of Educational Technology & Society
Volume: 19
Issue: 2
Pages: 228-244
Short Title: Identifying Effective Design Features of Technology-Infused Inquiry Learning Modules: A Two-Year Study of Students' Inquiry Abilities
ISSN: 11763647
Keywords: Educational Technology
Inquiry Method
Learning
Student Behavior
Inquiry Abilities
Instructional Design
Technology-Infused Learning
Scientific Inquiry
Learning Module
Abstract: The two-year study aimed to explore how students' development of different inquiry abilities actually benefited from the design of technology-infused learning modules. Three learning modules on the topics of seasons, environmental issues and air pollution were developed to facilitate students' inquiry abilities: questioning, planning, analyzing, and modeling. Two classes of seventh graders (13-14 years old) were randomly assigned to an inquiry group (n = 24) and a baseline group (n = 27). The two groups engaged in three technology-infused learning modules and conventional instruction respectively, and took two inquiry ability tests three times throughout two years. The test results showed that the inquiry group performed significantly better than the baseline group with respect to several inquiry sub-abilities. The instructional components of the tasks (i.e., design features) for which students exhibited significant improvements were further analyzed with respect to the task complexity, the function of the prompts, and the types of representations presented in the tasks. These design features identified provided useful insights into future design of technology-infused learning tasks for different inquiry abilities.


Reference Type:  Journal Article
Record Number: 132
Author: Sullivan, Florence R. and Heffernan, John
Year: 2016
Title: Robotic Construction Kits as Computational Manipulatives for Learning in the STEM Disciplines
Journal: Journal of Research on Technology in Education
Volume: 48
Issue: 2
Pages: 105-128
Short Title: Robotic Construction Kits as Computational Manipulatives for Learning in the STEM Disciplines
ISSN: 1539-1523
DOI: 10.1080/15391523.2016.1146563
Keywords: Article
Abstract: Abstract This article presents a systematic review of research related to the use of robotics construction kits (RCKs) in P–12 learning in the STEM disciplines for typically developing children. The purpose of this review is to configure primarily qualitative and mixed methods findings from studies meeting our selection and quality criterion to answer the review question: How do robotic construction kits function as computational manipulatives in P–12 STEM education? Our synthesis of the literature has resulted in four key insights that are new to the field. First, RCKs have a unique double application: They may be used for direct instruction in robotics (first-order uses) or as analogical tools for learning in other domains (second-order uses). Second, RCKs make possible additional routes to learning through the provision of immediate feedback and the dual modes of representation unique to RCKs. Third, RCKs support a computational thinking learning progression beginning with a lower anchor of sequencing and finishing with a high anchor of systems thinking. And fourth, RCKs support evolving problem-solving abilities along a continuum, ranging from trial and error to heuristic methods associated with robotics study. Furthermore, our synthesis provides insight into the second-order (analogical) uses of RCKs as computational manipulatives in the disciplines of physics and biology. Implications for practice and directions for future research are discussed. (Keywords: computational manipulatives, constructionism, computational thinking, problem solving, robotics, STEM)


Reference Type:  Journal Article
Record Number: 15
Author: Supalo, Cary A., Humphrey, Jennifer R., Mallouk, Thomas E., David Wohlers, H. and Carlsen, William S.
Year: 2016
Title: Examining the use of adaptive technologies to increase the hands-on participation of students with blindness or low vision in secondary-school chemistry and physics
Journal: Chem. Educ. Res. Pract.
Volume: 17
Issue: 4
Pages: 1174-1189
Short Title: Examining the use of adaptive technologies to increase the hands-on participation of students with blindness or low vision in secondary-school chemistry and physics
ISSN: 1109-4028
DOI: 10.1039/c6rp00141f
Keywords: Assistive Technology
Hands On Science
Science Instruction
Secondary School Science
Chemistry
Physics
Blindness
Visual Impairments
Science Laboratories
Student Participation
Coding
Video Technology
Interviews
Student Attitudes
Teacher Attitudes
Technology Uses In Education
Educational Technology
Qualitative Research
Statistical Analysis
Abstract: To determine whether a suite of audible adaptive technologies would increase the hands-on participation of high school students with blindness or low vision in chemistry and physics courses, data were examined from a multi-year field study conducted with students in mainstream classrooms at secondary schools across the United States. The students worked with sighted laboratory partners. Four categories of data were analyzed with regard to levels of hands-on participation, including quantitative coding of video-recorded laboratory lessons, qualitative assessment of the same videos, student interviews, and teacher interviews. Evidence in support of the efficacy of the technologies to increase the students' hands-on participation during laboratory lessons was substantial. However, certain factors affected the quantitative interpretation of the data: students with usable low vision experienced similar levels of participation both with and without the adaptations, and students with little usable vision often required more time than did students with full vision to accomplish some laboratory tasks. Additional factors inherent to natural educational environments were also determined to have strong effects on student outcomes.


Reference Type:  Journal Article
Record Number: 99
Author: Supalo, Cary A., Humphrey, Jennifer R., Mallouk, Thomas E., David Wohlers, H. and Carlsen, William S.
Year: 2016
Title: Examining the use of adaptive technologies to increase the hands-on participation of students with blindness or low vision in secondary-school chemistry and physics
Journal: Chem. Educ. Res. Pract.
Volume: 17
Issue: 4
Pages: 1174-1189
Short Title: Examining the use of adaptive technologies to increase the hands-on participation of students with blindness or low vision in secondary-school chemistry and physics
ISSN: 1109-4028
DOI: 10.1039/c6rp00141f
Keywords: Assistive Technology
Hands On Science
Science Instruction
Secondary School Science
Chemistry
Physics
Blindness
Visual Impairments
Science Laboratories
Student Participation
Coding
Video Technology
Interviews
Student Attitudes
Teacher Attitudes
Technology Uses In Education
Educational Technology
Qualitative Research
Statistical Analysis
Abstract: To determine whether a suite of audible adaptive technologies would increase the hands-on participation of high school students with blindness or low vision in chemistry and physics courses, data were examined from a multi-year field study conducted with students in mainstream classrooms at secondary schools across the United States. The students worked with sighted laboratory partners. Four categories of data were analyzed with regard to levels of hands-on participation, including quantitative coding of video-recorded laboratory lessons, qualitative assessment of the same videos, student interviews, and teacher interviews. Evidence in support of the efficacy of the technologies to increase the students' hands-on participation during laboratory lessons was substantial. However, certain factors affected the quantitative interpretation of the data: students with usable low vision experienced similar levels of participation both with and without the adaptations, and students with little usable vision often required more time than did students with full vision to accomplish some laboratory tasks. Additional factors inherent to natural educational environments were also determined to have strong effects on student outcomes.


Reference Type:  Journal Article
Record Number: 121
Author: Sutton, Agneta
Year: 2015
Title: Transhumanism: A New Kind of Promethean Hubris
Journal: The New Bioethics
Volume: 21
Issue: 2
Pages: 117-127
Short Title: Transhumanism: A New Kind of Promethean Hubris
ISSN: 2050-2877
20502877
DOI: 10.1179/2050287715Z.00000000060
Keywords: Transhumanism
Materialism
Dualism
Evolution
Enhancement
Eugenics
Abstract: Asking whether transhumanist hopes of overcoming ageing and cognitive and other shortcomings are realistic, this paper pitches a Christian anthropology against a transhumanist anthropology. It is shown that on critical examination many of the technologies proposed by transhumanists in order to better or extend human life raise questions about dualism and materialism, about our nature as relational beings, and indeed even about what it means to be alive.


Reference Type:  Journal Article
Record Number: 122
Author: Sutton, Agneta
Year: 2015
Title: Transhumanism: A New Kind of Promethean Hubris
Journal: The New Bioethics
Volume: 21
Issue: 2
Pages: 117-127
Short Title: Transhumanism: A New Kind of Promethean Hubris
ISSN: 2050-2877
20502877
DOI: 10.1179/2050287715Z.00000000060
Keywords: Transhumanism
Materialism
Dualism
Evolution
Enhancement
Eugenics
Abstract: Asking whether transhumanist hopes of overcoming ageing and cognitive and other shortcomings are realistic, this paper pitches a Christian anthropology against a transhumanist anthropology. It is shown that on critical examination many of the technologies proposed by transhumanists in order to better or extend human life raise questions about dualism and materialism, about our nature as relational beings, and indeed even about what it means to be alive.


Reference Type:  Journal Article
Record Number: 71
Author: Talbot, Debra
Year: 2016
Title: 'To be numerate is to be someone...': Tracing the doings of students labelled 'at risk'
Journal: Australian Educational Researcher
Volume: 43
Issue: 4
Pages: 419-436
Short Title: 'To be numerate is to be someone...': Tracing the doings of students labelled 'at risk'
ISSN: 03116999
DOI: 10.1007/s13384-016-0207-6
Keywords: Numeracy
At Risk
Naplan
Sociological Theory
Institutional Ethnography
Abstract: Scores from the Australian National Assessment Program--Literacy and Numeracy (NAPLAN) identify students 'at risk' of not meeting minimum standards deemed necessary for future success in school and employment. The NAPLAN tests include items related to numeracy but also mathematics content and skills. Research in the area of mathematics education examining the effectiveness of pedagogical interventions in improving student scores on NAPLAN and other international measures is not only shaped by the standardised testing regime, it also effectively corrals the problem within the school context. As such, it is unable to answer questions related to other factors implicated in the lives of those who continue to 'fail' in relation to numeracy outcomes. This paper critically examines the type of funded research being done in relation to numeracy and mathematics education, the 'social' turn and the disconnect between this research and the widening 'gap' in NAPLAN numeracy outcomes. It argues for a research approach informed by institutional ethnography that begins with the 'doings' of individual students labelled 'at risk'.


Reference Type:  Journal Article
Record Number: 5
Author: Tatomir, Jennifer and Tatomir, Joanna
Year: 2012
Title: Collection Accessibility: A Best Practices Guide for Libraries and Librarians
Journal: Library Technology Reports
Volume: 48
Issue: 7
Pages: 36-42
Short Title: Collection Accessibility: A Best Practices Guide for Libraries and Librarians
ISSN: 00242586
Keywords: Web Sites
Handicapped Accessibility
Studies
Research & Development–R&D
Librarians
Library Resources
Programming Languages
Disability
Design
Compliance
Data Bases
Online Instruction
Abstract: The purpose of chapter 5 of Library Technology Reports (vol 48, no. 7) "Making Libraries Accessible: Adaptive Design and Assistive Technology" is to provide libraries and librarians with best practices for increasing the accessibility of library collections to patrons with print disabilities. The chapter summarizes demographic, legal, and technological information that is relevant when considering how to improve library accessibility
it also discusses the methods for enhancing access to library resources, print and digital. [PUBLICATION ABSTRACT]


Reference Type:  Journal Article
Record Number: 21
Author: Taylor, Michael
Year: 2016
Title: Improving Accessibility for Students with Visual Disabilities in the Technology-Rich Classroom
Journal: PS, Political Science & Politics
Volume: 49
Issue: 1
Pages: 122-127
Short Title: Improving Accessibility for Students with Visual Disabilities in the Technology-Rich Classroom
ISSN: 10490965
DOI: 10.1017/S1049096515001134
Keywords: Higher Education
Technology
College Students
Disabled Students
Abstract: As higher education has increasingly embraced digital technologies, we have been too slow to acknowledge accessibility issues for students with visual disabilities. One of the earliest promises of information and communication technology was increased accessibility to content. In theory, digitized content should be as equally accessible as the printed word on a screen, a braille keyboard, or an audible voice on a speaker. In the majority of educational technology, this promise has gone unfulfilled, and faculty members are largely unaware of the myriad obstacles that students with visual disabilities confront while navigating the technology-rich classroom. The principles of Universal Design in Instruction (UDI) provide guidance for developing curriculum that maximizes accessibility and usability of course content for all learners, including those with disabilities. This article examines the development of political science courses through the lens of UDI.


Reference Type:  Journal Article
Record Number: 50
Author: Taylor, Matthew S.
Year: 2018
Title: Computer Programming With Pre-K Through First-Grade Students With Intellectual Disabilities
Journal: The Journal of Special Education
Volume: 52
Issue: 2
Pages: 78-88
Short Title: Computer Programming With Pre-K Through First-Grade Students With Intellectual Disabilities
ISSN: 0022-4669
DOI: 10.1177/0022466918761120
Keywords: Intellectual Disabilities
Elementary
Technology
Computer Programming
Robotics
Education
Abstract: <p> Researchers suggest students in early elementary grade levels are active learners and creators and need to be exposed to science, technology, engineering, and mathematics (STEM) curriculum. The need for student understanding in STEM curriculum is well-documented, and positive results in robotics and computer programming are leading researchers and policy makers to introduce new standards in education. The purpose of this single-case design study is to research the potential for PreK-1st grade students with intellectual disabilities (ID) to learn skills in computer programming through explicit instruction, concrete manipulatives, and tangible interfaces. Students were assessed through baseline, treatment, and generalization phases. The students with ID were found to successfully program the robot, following explicit instruction, although they had difficulty generalizing skills to tablet application. Discussion of results, future research, and limitations is provided. </p>


Reference Type:  Journal Article
Record Number: 167
Author: Thompson, Michael and Thompson, Lynda
Year: 2016
Title: Current Practice of Neurofeedback: Where We Are and How We Got There
Journal: Biofeedback (Online)
Volume: 44
Issue: 4
Pages: 181-205
Short Title: Current Practice of Neurofeedback: Where We Are and How We Got There
ISSN: 1081-5937
DOI: 10.5298/1081-5937-44.4.02
Keywords: Biofeedback – Methods
Biofeedback – Forecasts and Trends
Abstract: This article tracks the evolution of the practice of neurofeedback over the past quarter century from the perspective of services offered at a private clinic. It describes why and how the authors changed their practices from interventions including medication, psychotherapy, and tutoring to biofeedback interventions. Their evolving practices required complex assessments including single- and two-channel quantitative electroencephalograph (QEEG) and later 19-channel QEEG combined with evoked potentials, heart rate variability, continuous performance testing, and neuropsychological assessment. The article stresses that interventions require a multimodal approach. The neuroanatomical rationale for combining neurofeedback and heart rate variability (HRV) training is provided as well as a discussion of how a systems theory of neural synergy helps explain how neurofeedback influences brain networks. Assessment procedures are described in some detail because that information is used to develop effective interventions that typically combine neurofeedback (single-channel or LORETA Z-score neurofeedback, as indicated) with HRV training. The authors stress using evidence-based approaches, basing intervention on assessment, and keeping current with new developments in applied neuroscience.


Reference Type:  Journal Article
Record Number: 88
Author: Thuneberg, Helena, Salmi, Hannu and Fenyvesi, Kristof
Year: 2017
Title: Hands-On Math and Art Exhibition Promoting Science Attitudes and Educational Plans
Journal: Education Research International
Volume: 2017
Short Title: Hands-On Math and Art Exhibition Promoting Science Attitudes and Educational Plans
ISSN: 2090-4002
20904002
DOI: 10.1155/2017/9132791
Keywords: Finland
Teaching
Marketing
Applied Mathematics
Learning Disabilities
Concrete
Science Education
Mathematics Teachers
Art Exhibits
Mathematics Education
Creativity
Core Curriculum
Attitudes
Learning
Skills
Abstract: The current science, technology, engineering, art, math education (STEAM) approach emphasizes integration of abstract science and mathematical ideas for concrete solutions by art. The main aim was to find out how experience of learning mathematics differed between the contexts of school and an informal Math and Art Exhibition. The study participants ( N = 256 ) were 12-13 years old from Finland. Several valid questionnaires and tests were applied (e.g., SRQ-A, RAVEN) in pre- and postdesign showing a good reliability. The results based on General Linear Modeling and Structural Equation Path Modeling underline the motivational effects. The experience of the effectiveness of hands-on learning at school and at the exhibition was not consistent across the subgroups. The lowest achieving group appreciated the exhibition alternative for math learning compared to learning math at school. The boys considered the exhibition to be more useful than the girls as it fostered their science and technology attitudes. However, for the girls, the attractiveness of the exhibition, the experienced situation motivation, was much more strongly connected to the attitudes on science and technology and the worthiness of mathematics. Interestingly, the pupils experienced that even this short informal learning intervention affected their science and technology attitudes and educational plans.


Reference Type:  Journal Article
Record Number: 70
Author: Tomlinson, Brianna, Batterman, Jared, Chew, Yee, Henry, Ashley and Walker, Bruce
Year: 2016
Title: Exploring Auditory Graphing Software in the Classroom: The Effect of Auditory Graphs on the Classroom Environment
Journal: ACM Transactions on Accessible Computing (TACCESS)
Volume: 9
Issue: 1
Pages: 1-27
Short Title: Exploring Auditory Graphing Software in the Classroom: The Effect of Auditory Graphs on the Classroom Environment
ISSN: 1936-7228
DOI: 10.1145/2994606
Keywords: Auditory Displays
Educational Technologies
Social Welfare & Social Work
Abstract: <p><p>Students who are visually impaired make up a population with unique needs for learning. Some tools have been developed to support these needs in the classroom. One such tool, the Graph and Number line Input and Exploration software (GNIE), was developed by the Georgia Institute of Technology Sonification Lab. GNIE was deployed for use in a middle school math classroom at the Georgia Academy for the Blind (GAB) for 2 years starting in fall 2012. We interviewed the middle school math teacher throughout the deployment to learn about the challenges faced when teaching: lesson planning, execution, and review. We also observed how these changed when using GNIE compared to traditional teaching materials. During these 2 years, we conducted interviews and focus groups with students to learn about their attitudes toward tactile graphs compared to auditory graphs. With these in mind, we present lessons learned from the use of GNIE in a real-world classroom and implications for design of software to aid graphical learning for students with vision impairments.</p></p>


Reference Type:  Journal Article
Record Number: 72
Author: Trott, Clare
Year: 2018
Title: Dyscalculia and Transitions into Higher Education and the Workplace
Journal: Perspectives on Language and Literacy
Volume: 44
Issue: 1
Pages: 21-25
Short Title: Dyscalculia and Transitions into Higher Education and the Workplace
ISSN: 19351291
Keywords: New York
United Kingdom–UK
Higher Education
Psychology
Students
Science
Learning Disabilities
Secondary Education
Mathematics
Anxieties
Dyslexia
Social Sciences
Learning
Routledge
Loughborough University
Abstract: Grant (2013) cites five key factors: past history
current situation
a standardized mathematics test with the score less than a perceptual reasoning score
a mathematics score that does not result from either poor memory or slow processing, and finally, a measure of numerosity. Trott (2015, p. 411) contends that, although provision for one-on-one study skills support for dyslexic students is available in almost all Higher Education Institutions, a similar service for dyscalculic students is not commonplace. [...]work might involve the use of analogue and digital clocks, menus and shopping tasks as well as measures of lengths or weights. Since dyscalculic students often have good language skills and are procedural in their approach, it can be advantageous to take a route that equips students with step-wise algorithms rather than conceptual, notation-laden solutions. [...]for Qualified Teacher Status, for those students who wish to become teachers, tests of numerical reasoning are set before a student can enter a postgraduate teacher training course.


Reference Type:  Journal Article
Record Number: 94
Author: Trump, Cary E., Pennington, Robert C., Travers, Jason C., Ringdahl, Joel E., Whiteside, Erinn E. and Ayres, Kevin M.
Year: 2018
Title: Applied Behavior Analysis in Special Education: Misconceptions and Guidelines for Use
Journal: TEACHING Exceptional Children
Volume: 50
Issue: 6
Pages: 381-393
Short Title: Applied Behavior Analysis in Special Education: Misconceptions and Guidelines for Use
ISSN: 0040-0599
DOI: 10.1177/0040059918775020
Keywords: Education


Reference Type:  Journal Article
Record Number: 171
Author: Van, Christina, Condro, Michael, Zhu, Ruoyan, Ricaflanca, Patrick, Ko, Henly, Diep, Anna, Hoang, Anh, Pisegna, Joseph, Rohrer, Hermann and Waschek, James
Year: 2018
Title: PACAP/PAC1 Regulation of Inflammation via the Sympathetic Nervous System in a Model of Multiple Sclerosis
Journal: Journal of Molecular Neuroscience
Pages: 1-13
Short Title: PACAP/PAC1 Regulation of Inflammation via the Sympathetic Nervous System in a Model of Multiple Sclerosis
ISSN: 08958696
DOI: 10.1007/s12031-018-1137-8
Keywords: Neurons
Receptors
Experimental Allergic Encephalomyelitis
Immunoregulation
Gene Deletion
Lymphocytes T
Homeostasis
Brain
Immune System
Central Nervous System
Lymph Nodes
Rodents
Developmental Stages
Multiple Sclerosis
Deletion
Bone Marrow
Lymphocytes
Autonomic Nervous System
Sympathetic Nervous System
Inflammatory Response
Thymus
Sclerosis
Helper Cells
Time Dependence
Mice
Encephalomyelitis
Chromaffin Cells
Spleen
Disease Control
Clonal Deletion
Pac1 Protein
Adrenal Glands
Antiinflammatory Agents
Innervation
Hydroxylase
Nervous System
Dopamine
Experimental Autoimmune Encephalomyelitis
Pacap
Pac1
Inflammation
Regulatory T Cells
Th Cells
Tamoxifen
Abstract: The sympathetic nervous system (SNS) serves to maintain homeostasis of vital organ systems throughout the body, and its dysfunction plays a major role in human disease. The SNS also links the central nervous system to the immune system during different types of stress via innervation of the lymph nodes, spleen, thymus, and bone marrow. Previous studies have shown that pituitary adenylate cyclase-activating polypeptide (PACAP, gene name adcyap1) exhibits anti-inflammatory properties in the experimental autoimmune encephalomyelitis (EAE) model of multiple sclerosis. Because PACAP is known to regulate SNS function, we hypothesized that part of the immunoprotective action of PACAP is due to its neuromodulatory effects on sympathetic neurons. To examine this, we used an inducible, targeted approach to conditionally disrupt not only the PACAP-preferring PAC1 receptor gene (adcyap1r1) in dopamine β-hydroxylase-expressing cells, which includes postganglionic sympathetic neurons, but also catecholaminergic neurons in the brain and adrenomedullary chromaffin cells. In contrast to our previous EAE studies using PACAP global knockout mice which developed severe and prolonged EAE, we found that mice with conditional loss of PAC1 receptors in catecholaminergic cells developed a delayed time course of EAE with reduced helper T cell type 1 (Th1) and Th17 and enhanced Th2 cell polarization. At later time points, similar to mice with global PACAP loss, mice with conditional loss of PAC1 exhibited more severe clinical disease than controls. The latter was associated with a reduction in the abundance of thymic regulatory T cells (Tregs). These studies indicate that PAC1 receptor signaling acts in catecholaminergic cells in a time-dependent manner. At early stages of disease development, it enhances the ability of the SNS to polarize the Th response towards a more inflammatory state. Then, after disease is established, it enhances the ability of the SNS to dampen the inflammatory response via Tregs. The lack of concordance in results between global PACAP KO mice and mice with the PAC1 deletion targeted to catecholaminergic cells during early EAE may be explained by the fact that PACAP acts to regulate inflammation via multiple receptor subtypes and multiple targets, including inflammatory cells.


Reference Type:  Journal Article
Record Number: 144
Author: van Der Meij, Hans, van Der Meij, Jan and Harmsen, Ruth
Year: 2015
Title: Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environmentrr
Journal: Educational Technology, Research and Development
Volume: 63
Issue: 3
Pages: 381-403
Short Title: Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environmentrr
ISSN: 10421629
DOI: 10.1007/s11423-015-9378-5
Keywords: Motivation
Learning
Science Education
Students
Studies
Kinematics
Abstract: This study focuses on the design and testing of a motivational animated pedagogical agent (APA) in an inquiry learning environment on kinematics. The aim of including the APA was to enhance students' perceptions of task relevance and self-efficacy. Given the under-representation of girls in science classrooms, special attention was given to designing an APA that would appeal to the female students. A review of the literature suggested that the best design solution would be an agent who was female, young, attractive, and "cool". An experiment compared three conditions: agent (image and voice), voice (no image), and control (no image and no voice). The research question was whether students' motivation and knowledge changed over time as they worked in the inquiry learning environment, and whether condition and gender affected such changes. Participants were 61 third-year students (mean age 14.7 years) from a secondary school. Gender was distributed evenly within and across conditions. A significant main effect of time on self-efficacy was found, with self-efficacy beliefs increasing significantly for both boys and girls. In addition, there was a significant interaction between time, condition, and gender for self-efficacy. About halfway during training, girls' self-efficacy beliefs significantly increased in both experimental conditions and decreased in the control condition. For boys the opposite pattern was found. Girls also gave higher appraisals for the agent. Students in all three conditions realized significant knowledge gains, which did not differ by gender. The discussion critically considers the need for, and design of motivational scaffolding in inquiry learning environments.


Reference Type:  Journal Article
Record Number: 145
Author: van Der Meij, Hans, van Der Meij, Jan and Harmsen, Ruth
Year: 2015
Title: Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environmentrr
Journal: Educational Technology, Research and Development
Volume: 63
Issue: 3
Pages: 381-403
Short Title: Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environmentrr
ISSN: 10421629
DOI: 10.1007/s11423-015-9378-5
Keywords: Motivation
Learning
Science Education
Students
Studies
Kinematics
Abstract: This study focuses on the design and testing of a motivational animated pedagogical agent (APA) in an inquiry learning environment on kinematics. The aim of including the APA was to enhance students' perceptions of task relevance and self-efficacy. Given the under-representation of girls in science classrooms, special attention was given to designing an APA that would appeal to the female students. A review of the literature suggested that the best design solution would be an agent who was female, young, attractive, and "cool". An experiment compared three conditions: agent (image and voice), voice (no image), and control (no image and no voice). The research question was whether students' motivation and knowledge changed over time as they worked in the inquiry learning environment, and whether condition and gender affected such changes. Participants were 61 third-year students (mean age 14.7 years) from a secondary school. Gender was distributed evenly within and across conditions. A significant main effect of time on self-efficacy was found, with self-efficacy beliefs increasing significantly for both boys and girls. In addition, there was a significant interaction between time, condition, and gender for self-efficacy. About halfway during training, girls' self-efficacy beliefs significantly increased in both experimental conditions and decreased in the control condition. For boys the opposite pattern was found. Girls also gave higher appraisals for the agent. Students in all three conditions realized significant knowledge gains, which did not differ by gender. The discussion critically considers the need for, and design of motivational scaffolding in inquiry learning environments.


Reference Type:  Journal Article
Record Number: 47
Author: Villanueva, Idalis
Year: 2017
Title: Narrative Inquiry on the Teaching of STEM to Blind High School Students
Journal: Education Sciences
Volume: 7
Issue: 4
Pages: 89
Short Title: Narrative Inquiry on the Teaching of STEM to Blind High School Students
ISSN: 20763344
DOI: 10.3390/educsci7040089
Keywords: Teaching
Stem Education
Researchers
Instructional Design
Narratives
Blindness
Science Teachers
Disabled Students
Secondary School Students
Abstract: This study aimed to elevate the experiences and voices of teachers who led the STEM informal education program summer series: National Federation of the Blind Engineering Quotient (NFB EQ). Through its integration with science, technology, engineering, and math (STEM), NFB EQ opened opportunities from 2013-2016 in Baltimore, Maryland, for 60 blind students (Grades 9-12) to learn about engineering. The purpose of this narrative inquiry study was to understand how teachers foster interest towards STEM among blind students. The participants were two sighted teachers, one blind teacher, one sighted teacher-researcher, and one sighted researcher participant. We collected data in the form of field notes, semi-structured interviews, personal narratives, collective narratives, a focus group discussion, and teaching artifacts. We engaged in conversation analysis and used MAXQDA 12 software for data analysis. Guided by the principles of community of practices and universal design for learning, our results identified the importance of teacher awareness and positionalities in guiding blind students’ inclusion and identity in the STEM classroom. Findings also suggest teachers are in a unique position to allow or prevent inclusive opportunities from occurring in their classrooms.


Reference Type:  Journal Article
Record Number: 178
Author: Vossen, Mirjam and Van Gorp, Baldwin
Year: 2017
Title: The Battle of Ideas About Global Poverty in the United Kingdom, The Netherlands, and Flanders
Journal: The European Journal of Development Research
Volume: 29
Issue: 4
Pages: 707-724
Short Title: The Battle of Ideas About Global Poverty in the United Kingdom, The Netherlands, and Flanders
ISSN: 09578811
DOI: 10.1057/s41287-016-0055-2
Keywords: Netherlands
Flanders Belgium
United Kingdom–UK
Interest Groups
Cadres
Journalists
Poverty
Newspapers
Nongovernmental Organizations
Developing Countries
Effectiveness
Framing
Media
Development Organisations
Global Poverty
Communication
Abstract: The purpose of this research is to uncover the manner in which newspapers and non-governmental organisation (NGO) campaigns in the United Kingdom, the Netherlands, and Flanders represent poverty in developing countries. An inductive framing analysis, based on a social constructionist approach, reveals nine frames through which this subject is portrayed. The analysis shows how these frames propagate opposing positions about global poverty and how they drive the debates about aid effectiveness and the case for aid. The study is of relevance to NGOs, journalists, and other stakeholders who wish to increase insight into communications about global poverty and international development.


Reference Type:  Journal Article
Record Number: 189
Author: Wan, Didi, Zhang, Zi Chao, Zhang, Xiaoyan, Li, Qian and Han, Junhai
Year: 2015
Title: X chromosome-linked intellectual disability protein PQBP1 associates with and regulates the translation of specific mRNAs
Journal: Human Molecular Genetics
Volume: 24
Issue: 16
Pages: 4599-4614
Short Title: X chromosome-linked intellectual disability protein PQBP1 associates with and regulates the translation of specific mRNAs
ISSN: 0964-6906
DOI: 10.1093/hmg/ddv191
Abstract: X chromosome-linked intellectual disability is a common developmental disorder, and mutations of the polyglutamine-binding protein 1 (PQBP1) gene have been linked to this disease. In addition to existing in the nucleus as a splicing factor, PQBP1 is also found in cytoplasmic RNA granules, where it associates with RNA-binding proteins. However, the roles of cytoplasmic PQBP1 are largely unknown. Here, we show that the Drosophila homolog of PQBP1 (dPQBP1) is present in the cytoplasm of photoreceptor cells, and its loss results in defective rhabdomere morphogenesis, which is due to impaired Chaoptin translation. We also show that dPQBP1 regulates mRNA translation by interacting with dFMR1, which binds to specific mRNAs and facilitates their assembly into translating ribosomes, a function that is conserved for human PQBP1 and FMRP. Our findings reveal the conserved function of PQBP1 in mRNA translation and provide molecular insights into the pathogenic mechanisms underlying Renpenning syndrome.


Reference Type:  Journal Article
Record Number: 28
Author: Wang, Jan-Li, Weng, Teng-Hua, Hwang, Sheue-Ling, Huang, Cin-Wei and Young, Shwu-Ching
Year: 2015
Title: A preliminary study on instructional design of Chinese input method for blind students
Journal: Journal of Computers in Education
Volume: 2
Issue: 2
Pages: 123-144
Short Title: A preliminary study on instructional design of Chinese input method for blind students
ISSN: 2197-9987
DOI: 10.1007/s40692-015-0028-z
Keywords: Blind student
Chinese input method
Character identification
E-learning
NVDA
Abstract: Although the screen reader affords the blind to manipulate and input Chinese characters into a computer, a major problem still exists because the blind have difficulties in selecting the right character among those candidates having the same pronunciation but with different meanings. In consequence, the frequent typos shown on entering texts have hindered the readers from understanding their writing, which in turn affects their performance in school and workplace. Thus, this study aims to help blind children improve their typing accuracy from when they start learning Chinese in the elementary school. For this purpose, we first investigated a suitable Chinese typing method for the visually impaired, and then designed and constructed a self-learning instruction for blind students with assistive technology to learn an effective Chinese input method. This study was conducted in three phases: I. Examining a suitable Chinese typing method for the visually impaired in Taiwan
II. Designing and implementing instructional materials based on the results from phase I
and III. Evaluating the effectiveness of the course materials. Two out of the six participants completed the course training, and a six-month follow-up was conducted. It was found that the accuracy rates of Chinese character input for the two subjects were greatly enhanced in this preliminary study. The inspiring and promising results indicate that there is a need to further apply this input method to more visually impaired children in our future study. We hope more blind children can benefit from this input method and courseware through our long-term efforts.


Reference Type:  Journal Article
Record Number: 73
Author: Ward, Tony J., Delaloye, Naomi, Adams, Earle Raymond, Ware, Desirae, Vanek, Diana, Knuth, Randy, Hester, Carolyn Laurie, Marra, Nancy Noel and Holian, Andrij
Year: 2016
Title: Air Toxics Under the Big Sky : examining the effectiveness of authentic scientific research on high school students’ science skills and interest
Journal: International Journal of Science Education
Volume: 38
Issue: 6
Pages: 1-17
Short Title: Air Toxics Under the Big Sky : examining the effectiveness of authentic scientific research on high school students’ science skills and interest
ISSN: 0950-0693
DOI: 10.1080/09500693.2016.1167984
Keywords: Article
Environmental Science
Ngss 8 Practices
Open Inquiry
Secondary Education
Authentic Science Research
Abstract: ABSTRACTAir Toxics Under the Big Skyhow the program affects student understanding of scientific inquiry and researchhow the open-inquiry learning opportunities provided by the program increase student interest in science as a career path Air Toxics Under the Big Sky is an environmental science outreach/education program that incorporates the Next Generation Science Standards (NGSS) 8 Practices with the goal of promoting knowledge and understanding of authentic scientific research in high school classrooms through air quality research. This research explored: (1) how the program affects student understanding of scientific inquiry and research and (2) how the open-inquiry learning opportunities provided by the program increase student interest in science as a career path . Treatment students received instruction related to air pollution (airborne particulate matter), associated health concerns, and training on how to operate air quality testing equipment. They then participated in a yearlong scientific research project in which they developed and tested hypotheses through research of their own design regarding the sources and concentrations of air pollution in their homes and communities. Results from an external evaluation revealed that treatment students developed a deeper understanding of scientific research than did comparison students, as measured by their ability to generate good hypotheses and research designs, and equally expressed an increased interest in pursuing a career in science. These results emphasize the value of and need for authentic science learning opportunities in the modern science classroom.


Reference Type:  Journal Article
Record Number: 64
Author: Watt, Sarah J., Watkins, Jessie R. and Abbitt, Jason
Year: 2016
Title: Teaching Algebra to Students With Learning Disabilities: Where Have We Come and Where Should We Go?
Journal: Journal of Learning Disabilities
Volume: 49
Issue: 4
Pages: 437-447
Short Title: Teaching Algebra to Students With Learning Disabilities: Where Have We Come and Where Should We Go?
ISSN: 0022-2194
DOI: 10.1177/0022219414564220
Keywords: Strategies
Instruction
Mathematics
Medicine
Education
Psychology
Abstract: <p> This review investigates effective interventions for teaching algebra to students with learning disabilities and evaluates the complexity and alignment of skills with the Common Core State Standards in math. The review includes the results of 10 experimental and 5 single-subject designs (N = 15) producing a moderate overall effect size (g = 0.48). A total of five interventions were identified and analyzed across the studies using effect size data. </p>


Reference Type:  Journal Article
Record Number: 97
Author: Weeden, Kim, Thébaud, Sarah and Gelbgiser, Dafna
Year: 2017
Title: Degrees of Difference: Gender Segregation of U.S. Doctorates by Field and Program Prestige
Journal: Sociological Science
Volume: 4
Issue: 6
Pages: 123-150
Short Title: Degrees of Difference: Gender Segregation of U.S. Doctorates by Field and Program Prestige
ISSN: 2330-6696
DOI: 10.15195/v4.a6
Keywords: Field Segregation
Gender Inequality
Gender Segregation
Higher Education
Prestige Segregation
Women in Stem
Abstract: Women earn nearly half of doctoral degrees in research fields, yet doctoral education in the United States remains deeply segregated by gender. We argue that in addition to the oft-noted segregation of men and women by field of study, men and women may also be segregated across programs that differ in their prestige. Using data on all doctorates awarded in the United States from 2003 to 2014, field-specific program rankings, and field-level measures of math and verbal skills, we show that (1) "net" field segregation is very high and strongly associated with field-level math skills
(2) "net" prestige segregation is weaker than field segregation but still a nontrivial form of segregation in doctoral education
(3) women are underrepresented among graduates of the highest-and to a lesser extent, the lowest-prestige programs
and (4) the strength and pattern of prestige segregation varies substantially across fields, but little of this variation is associated with field skills.


Reference Type:  Journal Article
Record Number: 153
Author: Weinstein, Maya, Green, Dido, Rudisch, Julian, Zielinski, Ingar M., Benthem-Muñiz, Marta, Jongsma, Marijtje L. A., McClelland, Verity, Steenbergen, Bert, Shiran, Shelly, Ben Bashat, Dafna and Barker, Gareth J.
Year: 2018
Title: Understanding the relationship between brain and upper limb function in children with unilateral motor impairments: A multimodal approach
Journal: European Journal of Paediatric Neurology
Volume: 22
Issue: 1
Pages: 143-154
Short Title: Understanding the relationship between brain and upper limb function in children with unilateral motor impairments: A multimodal approach
ISSN: 1090-3798
DOI: 10.1016/j.ejpn.2017.09.012
Keywords: Cerebral Palsy
Mirror Movements
Motor
Mri
Tms
EEG
Abstract: Atypical brain development and early brain injury have profound and long lasting impact on the development, skill acquisition, and subsequent independence of a child. Heterogeneity is present at the brain level and at the motor level
particularly with respect to phenomena of bilateral activation and mirrored movements (MMs). In this multiple case study we consider the feasibility of using several modalities to explore the relationship between brain structure and/or activity and hand function: Electroencephalography (EEG), both structural and functional Magnetic Resonance Imaging (sMRI, fMRI), diffusion tensor imaging (DTI), transcranial magnetic stimulation (TMS), Electromyography (EMG) and hand function assessments. Methods15 children with unilateral CP (ages: 9.4 ± 2.5 years) undertook hand function assessments and at least two additional neuroimaging and/or neurophysiological procedures: MRI/DTI/fMRI (n = 13), TMS (n = 11), and/or EEG/EMG (n = 8). During the fMRI scans and EEG measurements, a motor task was performed to study cortical motor control activity during simple hand movements. DTI tractography analysis was used to study the corpus-callosum (CC) and cortico-spinal tracts (CST). TMS was used to study cortico-spinal connectivity pattern. ResultsType and range of severity of brain injury was evident across all levels of manual ability with the highest radiological scores corresponded to children poorer manual ability. Evidence of MMs was found in 7 children, mostly detected when moving the affected hand, and not necessarily corresponding to bilateral brain activation. When moving the affected hand, bilateral brain activation was seen in 6/11 children while 3/11 demonstrated unilateral activation in the contralateral hemisphere, and one child demonstrated motor activation predominantly in the supplementary motor area (SMA). TMS revealed three types of connectivity patterns from the cortex to the affected hand: a contralateral (n = 3), an ipsilateral (n = 4) and a mixed (n = 1) connectivity pattern
again without clear association with MMs. No differences were found between children with and without MMs in lesion scores, motor fMRI laterality indices, CST diffusivity values, and upper limb function. In the genu, midbody, and splenium of the CC, higher fractional anisotropy values were found in children with MMs compared to children without MMs. The EEG data indicated a stronger mu-restoration above the contralateral hemisphere in 6/8 children and above the ipsilateral hemisphere in 2/8 children. ConclusionThe current results demonstrate benefits from the use of different modalities when studying upper-limb function in children with CP
not least to accommodate to the variations in tolerance and feasibility of implementation of the differing methods. These exposed multiple individual brain-reorganization patterns corresponding to different functional motor abilities. Additional research is warranted to understand the transactional influences of early brain injury, neuroplasticity and developmental and environmental factors on hand function in order to develop targeted interventions. •Different modalities exposed multiple individual brain-reorganization patterns.•Assessments of motor parameters are not consistent for individuals across different techniques.•Simplistic conceptualization of neuroplasticity, ipsi-vs. contra-lateral CST, do not explain function.


Reference Type:  Journal Article
Record Number: 148
Author: Weisskopf, Marc, Kioumourtzoglou, Marianthi-Anna and Roberts, Andrea
Year: 2015
Title: Air Pollution and Autism Spectrum Disorders: Causal or Confounded?
Journal: Current Environmental Health Reports
Volume: 2
Issue: 4
Pages: 430-439
Short Title: Air Pollution and Autism Spectrum Disorders: Causal or Confounded?
DOI: 10.1007/s40572-015-0073-9
Keywords: Autism spectrum disorders
Air pollution
Particles
Epidemiology
Confounding
Causality
Abstract: In the last decade, several studies have examined the association between perinatal exposure to ambient air pollution and risk of autism spectrum disorder (ASD). These studies have largely been consistent, with associations seen with different aspects of air pollution, including hazardous air toxics, ozone, particulate, and traffic-related pollution. Confounding by socioeconomic status (SES) and place of residence are of particular concern, as these can be related to ASD case ascertainment and other potential causal risk factors for ASD. While all studies take steps to address this concern, residual confounding is difficult to rule out. Two recent studies of air pollution and ASD, however, present findings that strongly argue against residual confounding, especially for factors that do not vary over relatively short time intervals. These two studies, conducted in communities around the USA, found a specific association with air pollution exposure during the 3rd, but not the 1st, trimester, when both trimesters were modeled simultaneously. In this review, we discuss confounding possibilities and then explain—with the aid of directed acyclic graphs (DAGs)—why an association that is specific to a particular time window, when multiple exposure windows are simultaneously assessed, argues against residual confounding by (even unmeasured) non-time-varying factors. In addition, we discuss why examining ambient air pollution concentration as a proxy for personal exposure helps avoid confounding by personal behavior differences, and the implications of measurement error in using ambient concentrations as a proxy for personal exposures. Given the general consistency of findings across studies and the exposure-window-specific associations recently reported, the overall evidence for a causal association between air pollution and ASD is increasingly compelling.


Reference Type:  Journal Article
Record Number: 112
Author: Weng, Cathy, Otanga, Sarah, Weng, Apollo and Cox, Joanne
Year: 2018
Title: Effects of interactivity in E-textbooks on 7th graders science learning and cognitive load
Journal: Computers & Education
Volume: 120
Pages: 172-184
Short Title: Effects of interactivity in E-textbooks on 7th graders science learning and cognitive load
ISSN: 0360-1315
DOI: 10.1016/j.compedu.2018.02.008
Keywords: E-Textbook
Cognitive Load
Interactivity
Perceived Learning
Abstract: This study investigated the effects of interactive e-textbooks on 7th grade students' learning and cognitive load. The specific objective was to investigate how multimedia interactivity of an e-textbook affects students’ perceived learning, grades, and cognitive load compared to a static PDF e-textbook. The study involved two groups of students trialing an interactive e-textbook and a static PDF e-textbook within the environmental unit of science class. Both quantitative and qualitative approaches were employed to analyze the data. Data was collected from student surveys, unit final test and teacher interviews. Results indicated that students using the static PDF e-textbook performed better on the unit final test. Significant differences were obtained in perceived learning between the two groups with students using the interactive e-textbook having higher perceived cognitive and affective learning scores than those using the static PDF e-textbook. There were no significant differences between the groups regarding their cognitive load levels. We hope that the findings of this study would assist in future design and implementation of interactivity in classroom e-textbooks for K-12. •An interactive e-textbook was created to measure effects on students' learning and cognitive load.•There were significant differences in perceived learning between the interactive and static PDF e-textbook group.•The static PDF e-textbook group performed better on the unit final test.


Reference Type:  Journal Article
Record Number: 79
Author: Wery, Jessica and Diliberto, Jennifer
Year: 2017
Title: The effect of a specialized dyslexia font, OpenDyslexic, on reading rate and accuracy
Journal: Annals of Dyslexia
Volume: 67
Issue: 2
Pages: 114-127
Short Title: The effect of a specialized dyslexia font, OpenDyslexic, on reading rate and accuracy
ISSN: 07369387
DOI: 10.1007/s11881-016-0127-1
Keywords: Dyslexia
Accuracy
Reading Rate
Reading
Orthography
Learning Disabilities
Reading and Writing Disabilities
Decoding
Fluency
Font
Opendyslexic
Abstract: A single-subject alternating treatment design was used to investigate the extent to which a specialized dyslexia font, OpenDyslexic, impacted reading rate or accuracy compared to two commonly used fonts when used with elementary students identified as having dyslexia. OpenDyslexic was compared to Arial and Times New Roman in three reading tasks: (a) letter naming, (b) word reading, and (c) nonsense word reading. Data were analyzed through visual analysis and improvement rate difference, a nonparametric measure of nonoverlap for comparing treatments. Results from this alternating treatment experiment show no improvement in reading rate or accuracy for individual students with dyslexia, as well as the group as a whole. While some students commented that the font was “new” or “different”, none of the participants reported preferring to read material presented in that font. These results indicate there may be no benefit for translating print materials to this font.


Reference Type:  Journal Article
Record Number: 84
Author: Wexler, Jade, Mitchell, Marisa A., Clancy, Erin E. and Silverman, Rebecca D.
Year: 2017
Title: An Investigation of Literacy Practices in High School Science Classrooms
Journal: Reading & Writing Quarterly
Volume: 33
Issue: 3
Pages: 258-277
Short Title: An Investigation of Literacy Practices in High School Science Classrooms
ISSN: 1057-3569
DOI: 10.1080/10573569.2016.1193832
Keywords: Article
Abstract: ABSTRACT This study reports findings from an exploration of the literacy practices of 10 high school science teachers. Based on observations of teachers’ instruction, we report teachers’ use of text, evidence-based vocabulary and comprehension practices, and grouping practices. Based on interviews with teachers, we also report teachers’ perceptions regarding their role in implementing literacy instruction and the alignment of these perceptions with their practices. In total, we observed for 3,167 min across teachers. Coding of observations revealed that teachers rarely used expository text and implemented a minimal amount of vocabulary and comprehension strategy instruction. They used a variety of grouping practices but most often utilized whole-class instruction and independent work. Coding of interviews revealed that teachers supported the idea of integrating text and literacy instructional practices into their lessons but perceived a wide range of barriers to implementing these practices. We provide implications and directions for future research.


Reference Type:  Generic
Record Number: 1
Author: White, Laurel
Year: 2017
Title: Pursuit of stem enrollment in high school and higher education for Latino and Caucasian students with disabilities
Secondary Author: Chattin-McNichols, John
Publisher: ProQuest Dissertations Publishing
Short Title: Pursuit of stem enrollment in high school and higher education for Latino and Caucasian students with disabilities
Keywords: Community College Education
Special Education
Science Education
Hispanic American Studies
Social Sciences
Education
Career and Technical Education (Cte)
Caucasian
Disability
Enrollment
Female
High School
Latino
Male
Stem
Student Enrollment
Students With Disabilities
Abstract: This study examined course enrollments for female and male Latino and Caucasian students with disabilities (SWD) in Science, Technology, Engineering, and Math (STEM) to establish baseline data in one region of the state of Washington. The study analyzed five academic years of STEM course enrollment in one high school Career and Technical Education (CTE) program and one comprehensive community college. The study uncovered the following findings: (a) Latino and Caucasian SWD STEM enrollment percentages were not significantly different in the high school CTE program, but were significantly different in the STEM program in the comprehensive community college
(b) more females enrolled in Science and males in Engineering than anticipated, (c) Mathematics had the smallest enrollment pattern by ethnicity and gender in both settings, and (d) more males than females enrolled in Technology courses in the comprehensive community college. This research suggests the use of universal design of learning, theory of mind, and the ecological learning theory to encourage STEM enrollment for students with disabilities. Keywords: Career and Technical Education (CTE), Caucasian, comprehensive community college, disability, enrollment, female, high school, Latino, male, STEM, student enrollment, and students with disabilities.


Reference Type:  Journal Article
Record Number: 139
Author: Wilkerson, Michelle, Shareff, Rebecca, Laina, Vasiliki and Gravel, Brian
Year: 2018
Title: Epistemic gameplay and discovery in computational model-based inquiry activities
Journal: An International Journal of the Learning Sciences
Volume: 46
Issue: 1
Pages: 35-60
Short Title: Epistemic gameplay and discovery in computational model-based inquiry activities
ISSN: 0020-4277
DOI: 10.1007/s11251-017-9430-4
Keywords: Model-based inquiry
Scientific modeling
Epistemic games
Middle school
Simulation
Abstract: In computational modeling activities, learners are expected to discover the inner workings of scientific and mathematical systems: First elaborating their understandings of a given system through constructing a computer model, then “debugging” that knowledge by testing and refining the model. While such activities have been shown to support science learning, difficulties building and using computational models are common and reduce learning benefits. Drawing from Collins and Ferguson (Educ Psychol 28(1):25–42, 1993), we conjecture that a major cause for such difficulties is a misalignment between the epistemic games (modeling strategies) learners play, and the epistemic forms (model types) a given modeling environment is designed to support. To investigate, we analyzed data from a study in which ten groups of U. S. fifth graders (n = 28) worked to create stop motion animations and agent-based computational models (ABMs) to discover the particulate nature of matter. Content analyses revealed that (1) groups that made progress—that is, that developed increasingly mechanistic, explanatory models—focused on elements, movement, and interactions when developing their models, a strategy well-aligned with both animation and ABM
(2) groups that did not make progress focused on sequences of phases, a strategy well-aligned with animation but not with ABM
and (3) struggling groups progressed when they received guidance about modeling strategies, but not when they received guidance about model content. We present summary analyses and three vignettes to illustrate these findings, and share implications for research and curricular design.


Reference Type:  Journal Article
Record Number: 49
Author: Wille, Sarah, Century, Jeanne and Pike, Miriam
Year: 2017
Title: Exploratory Research to Expand Opportunities in Computer Science for Students with Learning Differences
Journal: Computing in Science & Engineering
Volume: 19
Issue: 3
Pages: 40-50
Short Title: Exploratory Research to Expand Opportunities in Computer Science for Students with Learning Differences
ISSN: 1521-9615
DOI: 10.1109/MCSE.2017.43
Keywords: Best of Respect 2016
Abstract: The computer science (CS) education field is engaging in unprecedented efforts to expand learning opportunities in K-12 CS education, but one group of students is often overlooked: those with specific learning disabilities and related attention deficit disorders. As CS education initiatives grow, K-12 teachers need research-informed guidance to make computing more accessible for students who learn differently. This article reports on the first phase of a National Science Foundation-supported exploratory research study to address this problem. The authors present their education research-practice partnership, initial findings, and highlights of a collaborative process that has furthered their work to support more equitable learning in CS.


Reference Type:  Journal Article
Record Number: 143
Author: Wiseman, Frances, Al-Janabi, Tamara, Hardy, John, Karmiloff-Smith, Annette, Nizetic, Dean, Tybulewicz, Victor L., Fisher, Elizabeth M. and Strydom, André
Year: 2015
Title: A genetic cause of Alzheimer disease: mechanistic insights from Down syndrome
Journal: Nature Reviews. Neuroscience
Volume: 16
Issue: 9
Pages: 564-574
Short Title: A genetic cause of Alzheimer disease: mechanistic insights from Down syndrome
ISSN: 1471003X
DOI: 10.1038/nrn3983
Abstract: Down syndrome, which arises in individuals carrying an extra copy of chromosome 21, is associated with a greatly increased risk of early-onset Alzheimer disease. It is thought that this risk is conferred by the presence of three copies of the gene encoding amyloid precursor protein (APP) -- an Alzheimer disease risk factor -- although the possession of extra copies of other chromosome 21 genes may also play a part. Further study of the mechanisms underlying the development of Alzheimer disease in people with Down syndrome could provide insights into the mechanisms that cause dementia in the general population.


Reference Type:  Generic
Record Number: 74
Author: Wiseman, Kaylie, McArdell, Laura, Bottini, Summer and Gillis, Jennifer
Year: 2017
Title: A Meta-Analysis of Safety Skill Interventions for Children, Adolescents, and Young Adults with Autism Spectrum Disorder
Place Published: New York
Publisher: Springer Science & Business Media
Volume: 4
Pages: 39-49
Short Title: A Meta-Analysis of Safety Skill Interventions for Children, Adolescents, and Young Adults with Autism Spectrum Disorder
ISBN/ISSN: 21957177
DOI: 10.1007/s40489-016-0096-7
Keywords: Meta-Analysis
Autism
Intervention
Safety
Autism Spectrum Disorder
Single-Case Research
Safety Skills
Abstract: Safety skills are a crucial area of instruction for individuals with autism spectrum disorder (ASD). The present meta-analysis of single-case studies evaluated the effectiveness of safety skill interventions for individuals with ASD. Targeted skills included abduction prevention, seeking assistance when lost, fire safety, and household safety. Eleven articles, published from 1993 to 2014, investigating safety skill interventions for young individuals with ASD were included. Tau-U, a more recent measure of effect size, was utilized in addition to an evaluation of experimental control. Medium-to-large effect sizes were demonstrated across interventions, and no differences in effectiveness were found across intervention methods or settings. Overall, safety skill interventions demonstrated promising evidence for use with individuals with ASD. Future research is needed to address the limited number of published studies in this domain and expand the evidence-base for these essential skills.


Reference Type:  Journal Article
Record Number: 48
Author: Young, Jemimah L., Young, Jamaal R. and Ford, Donna Y.
Year: 2017
Title: Standing in the Gaps: Examining the Effects of Early Gifted Education on Black Girl Achievement in STEM
Journal: Journal of Advanced Academics
Volume: 28
Issue: 4
Pages: 290-312
Short Title: Standing in the Gaps: Examining the Effects of Early Gifted Education on Black Girl Achievement in STEM
ISSN: 1932202X
DOI: 10.1177/1932202X17730549
Keywords: Research
Gender Differences
Enrollments
Students
Careers
Studies
Science Education
Elementary Schools
Color
Stem Education
Researchers
Social Exclusion
Mathematics
Females
Gifted Education
Race
Civil Rights
Secondary Schools
Learning
Professions
Census of Population
Bureau of the Census
Stem
Black Girls
Achievement Gap
Academic Achievement
Stem Identity
Stem Interests
Abstract: The purpose of this study was to explore the differential effects of access to gifted education on the mathematics and science achievement of fourth-grade Black girls. This study utilized mean difference effect sizes to examine the magnitude of differences between groups. By convention, White girls were included as a comparison group. Girls receiving gifted instruction and girls not receiving gifted instruction were the populations of interest (N = 13,868). The mathematics results suggest that Black girls participating in gifted education statistically significantly outperform Black girls in the comparison group. The mean difference effect sizes for within-group differences were almost twice as large for Black girls compared with White girls. The science results indicate that Black girls receiving gifted instruction outperformed Black girls in the comparison group. White girls, regardless of access to gifted instruction, statistically significantly outperformed Black girls in science. These results inform the recommendations provided.


Reference Type:  Journal Article
Record Number: 183
Author: Zhang, Ting, Duerstock, Bradley and Wachs, Juan
Year: 2017
Title: Multimodal Perception of Histological Images for Persons Who Are Blind or Visually Impaired
Journal: ACM Transactions on Accessible Computing (TACCESS)
Volume: 9
Issue: 3
Pages: 1-27
Short Title: Multimodal Perception of Histological Images for Persons Who Are Blind or Visually Impaired
ISSN: 1936-7228
DOI: 10.1145/3026794
Keywords: Sensorial Substitution
Blind or Visually Impaired
Haptics
Image Perception
Multi-Modality
Vibrotactile
Social Welfare & Social Work
Abstract: <p><p>Lack of suitable substitute assistive technology is a roadblock for students and scientists who are blind or visually impaired (BVI) from advancing in careers in science, technology, engineering, and mathematics (STEM) fields. It is challenging for persons who are BVI to interpret real-time visual scientific data which is commonly generated during lab experimentation, such as performing light microscopy, spectrometry, and observing chemical reactions. To address this problem, a real-time multimodal image perception system was developed to allow standard laboratory blood smear images to be perceived by BVI individuals by employing a combination of auditory, haptic, and vibrotactile feedback. These sensory feedback modalities were used to convey visual information through alternative perceptual channels, thus creating a palette of multimodal, sensory information. Two sets of image features of interest (primary and peripheral features) were applied to characterize images. A Bayesian network was applied to construct causal relations between these two groups of features. In order to match primary features with sensor modalities, two methods were conceived. Experimental results confirmed that this real-time approach produced higher accuracy in recognizing and analyzing objects within images compared to conventional tactile images.</p></p>


Reference Type:  Journal Article
Record Number: 157
Author: Zhu, Xinhui, Zhou, Ying, Tao, Ran, Zhao, Jianmei, Chen, Jianping, Liu, Chun, Xu, Zhongling, Bao, Guofeng, Zhang, Jinlong, Chen, Minhao, Shen, Jiabing, Cheng, Chun and Zhang, Dongmei
Year: 2015
Title: Upregulation of PTP1B After Rat Spinal Cord Injury
Journal: Inflammation
Volume: 38
Issue: 5
Pages: 1891-1902
Short Title: Upregulation of PTP1B After Rat Spinal Cord Injury
ISSN: 0360-3997
DOI: 10.1007/s10753-015-0169-2
Keywords: spinal cord injury (SCI)
protein tyrosine phosphatase 1B (PTP1B)
neuronal apoptosis
endoplasmic reticulum stress (ER stress)
Abstract: Protein tyrosine phosphatase 1B (PTP1B), a member of the protein tyrosine phosphatase family, attaches to the endoplasmic reticulum (ER) via its C-terminal tail. Previous studies have reported that PTP1B participates in various signal transduction pathways in many human diseases, including diabetes, cancers, osteoporosis, and obesity. It also plays an important role in the ER stress. ER stress induced by spinal cord injury (SCI) was reported to result in cell apoptosis. Till now, the role of PTP1B in the injury of the central nervous system remains unknown. In the present study, we built an adult rat SCI model to investigate the potential role of PTP1B in SCI. Western blot analysis detected a notable alteration of PTP1B expression after SCI. Immunohistochemistry indicated that PTP1B expressed at a low level in the normal spinal cord and greatly increased after SCI. Double immunofluorescence staining revealed that PTP1B immunoreactivity was predominantly increased in neurons following SCI. In addition, SCI resulted in a significant alteration in the level of active caspase-3, caspase-12, and 153/C/EBP homologous transcription factor protein, which were correlated with the upregulation of PTP1B. Co-localization of PTP1B/active caspase-3 was also detected in neurons. Taken together, our findings elucidated the PTP1B expression in the SCI for the first time. These results suggested that PTP1B might be deeply involved in the injury response and probably played an important role in the neuro-pathological process of SCI.


Reference Type:  Journal Article
Record Number: 18
Author: Zhuhadar, Leyla, Carson, Bryan, Daday, Jerry, Thrasher, Evelyn and Nasraoui, Olfa
Year: 2016
Title: Computer-Assisted Learning Based on Universal Design, Multimodal Presentation and Textual Linkage
Journal: Journal of the Knowledge Economy
Volume: 7
Issue: 2
Pages: 373-387
Short Title: Computer-Assisted Learning Based on Universal Design, Multimodal Presentation and Textual Linkage
ISSN: 18687865
DOI: 10.1007/s13132-016-0371-y
Keywords: Citizens
Access to Education
Handicapped Accessibility
Colleges & Universities
Software
Internet of Things
Social Policy
Schools and Educational Services
Communications & Information Management
Management Science/Operations Research
Experimental/Theoretical
Smart Citizens
Smart Cities
Universal Design
Video Captioning
Abstract: Refining city services is gradually being placed in the hands of the citizens, or, as in the case of IBM's initiative, "let's build a planet of smarter cities" (https://www-03.ibm.com/press/us/en/pressrelease/35573.wss), at their fingertips. By reducing cost and gaining control in building smart transportation management systems, IBM provided a grant to the city of Chicago to reinvigorate Chicago's K-12 schools and city college. Similarly, Catherine Bracy (https://www.codeforamerica.org/people/catherine-bracy/) and her team at Code for America are using technology to "build governments for the people and by the people in the twenty-first century." It is evident that smart cities should accommodate every citizen, most especially those who may struggle with accessing information through conventional mediums. Specifically, smart cities must ensure that full participation is available to those citizens with communication and learning disabilities and new immigrant populations who experience difficulties understanding the language of their new home county. The biggest challenge for these citizens is using the Internet for learning because of the need to read, view, or listen to content published online. Disabled students enrolled in science, technology, engineering, and mathematics (STEM) courses at colleges and universities are at a particular disadvantage since the use of empirical observation is critical in scientific learning and research. In this paper, we propose an intervention using a new software product and workflow for video captioning--a Universal Video Captioning platform (UVC). This platform provides a semi-automatic approach to synchronize the captioning into accessible STEM-related videos. It has the potential to transform learning and teaching for students with disabilities and those whose native language is not English by integrating synchronized captioned educational videos into undergraduate and graduate STEM disciplines. While accessing scientific content can pose unique challenges for disabled students and those who have just started learning a new language, the UVC platform has the potential to provide students with disabilities and recent immigrants the ability to pursue new and deeper learning opportunities.


Reference Type:  Journal Article
Record Number: 46
Author: Zhuhadar, Leyla, Carson, Bryan, Daday, Jerry, Thrasher, Evelyn and Nasraoui, Olfa
Year: 2016
Title: Computer-Assisted Learning Based on Universal Design, Multimodal Presentation and Textual Linkage
Journal: Journal of the Knowledge Economy
Volume: 7
Issue: 2
Pages: 373-387
Short Title: Computer-Assisted Learning Based on Universal Design, Multimodal Presentation and Textual Linkage
ISSN: 18687865
DOI: 10.1007/s13132-016-0371-y
Keywords: Citizens
Access to Education
Handicapped Accessibility
Colleges & Universities
Software
Internet of Things
Social Policy
Schools and Educational Services
Communications & Information Management
Management Science/Operations Research
Experimental/Theoretical
Smart Citizens
Smart Cities
Universal Design
Video Captioning
Abstract: Refining city services is gradually being placed in the hands of the citizens, or, as in the case of IBM's initiative, "let's build a planet of smarter cities" (https://www-03.ibm.com/press/us/en/pressrelease/35573.wss), at their fingertips. By reducing cost and gaining control in building smart transportation management systems, IBM provided a grant to the city of Chicago to reinvigorate Chicago's K-12 schools and city college. Similarly, Catherine Bracy (https://www.codeforamerica.org/people/catherine-bracy/) and her team at Code for America are using technology to "build governments for the people and by the people in the twenty-first century." It is evident that smart cities should accommodate every citizen, most especially those who may struggle with accessing information through conventional mediums. Specifically, smart cities must ensure that full participation is available to those citizens with communication and learning disabilities and new immigrant populations who experience difficulties understanding the language of their new home county. The biggest challenge for these citizens is using the Internet for learning because of the need to read, view, or listen to content published online. Disabled students enrolled in science, technology, engineering, and mathematics (STEM) courses at colleges and universities are at a particular disadvantage since the use of empirical observation is critical in scientific learning and research. In this paper, we propose an intervention using a new software product and workflow for video captioning--a Universal Video Captioning platform (UVC). This platform provides a semi-automatic approach to synchronize the captioning into accessible STEM-related videos. It has the potential to transform learning and teaching for students with disabilities and those whose native language is not English by integrating synchronized captioned educational videos into undergraduate and graduate STEM disciplines. While accessing scientific content can pose unique challenges for disabled students and those who have just started learning a new language, the UVC platform has the potential to provide students with disabilities and recent immigrants the ability to pursue new and deeper learning opportunities.