The effects of one-to-one computing for students with disabilities in an inclusive language arts class

Technology has become increasingly prominent in schools. The purpose of this study was to examine the integration of technology with students with disabilities, particularly the use of one-to-one computing when used in inclusive classrooms. This study took a qualitative approach exploring how one teacher integrated one-to-one computing into her curriculum and how students with disabilities perceived that integration. The nine week study took place in a rural, Midwest, eighth grade inclusive language arts classroom. The general education language arts teacher and two students who received special education services were participants in the study. Data were collected from teacher interviews, student interviews, transcripts of classroom activities, observational field notes, and document analysis. The data analysis resulted in 11 themes in response to the three research questions. The results suggested that this teacher used a variety of resources while integrating one-to-one laptops to engage her students. The students specifically described the teacher as a role model on how to use new technological applications for academic purposes such as completing and submitting assignments electronically. The findings from teacher and student data revealed perceived learning benefits and barriers of using one-to-one computing. One significant benefit of one-to-one computing was how it assisted the teacher\u27s integration of 21st century skills in the curriculum. This integration of one-to-one laptops leveled the playing field for students with disabilities by increasing access, promoting social benefits, and practicing the content at their level. Students in this study experienced learning benefits as their student responsibilities changed. Despite some barriers to one-to-one implementation, students\u27 preference would be to continue to learn with one-to-one laptops rather than going back to traditional methods of receiving instruction. Several recommendations to increase the integration of technology were suggested. Recommendations included structured professional development such as technology training, differentiated instruction, and constructivist teaching, additional time for peer collaboration, becoming familiar with students\u27 IEPs, and sharing district goals for one-to-one computing. Suggestions for future research consisted of comparing first to third year one-to-one implementation for students with disabilities, differences in technology integration between novice and experienced teachers, and the effects of gaming for students with disabilities

Is all culture learning created equal : students' perceptions of Persian language and culture

textThis study explores how cultural inquiry was integrated into a third-year Persian class via printed texts, film, WebQuests and PowerPoint presentations, and how that cultural inquiry was made sense of and understood by the students in the course. Specifically, this qualitative study addresses two research questions: 1. How do students experience the cultural inquiry pedagogy? 2. How do students' understandings about Persian culture develop? The study’s participants were four college students in a fifth semester Persian language course at a large southwestern university during fall of 2009. Students were exposed to two sets of cultural integration including two films and WebQuest activities. The collected data included a demographic questionnaire, classroom observations, individual interviews and students’ reflective journals. Data were analyzed using Constant Comparative Method (Glaser & Strauss, 1967). A major finding of this study was that that in all four cases, participants felt they benefited from the content presented through multimedia and technology and the knowledge they gained through the cultural inquiry activities contributed to the development of their cultural awareness. In addition, the development of learners’ cultural knowledge and awareness was another important finding of this study. The study also revealed the deconstruction of some of the stereotypes that students brought with them to the classroom. Through the cultural inquiry pedagogy and exposure to different types of texts and group discussions, some of these stereotypes were deconstructed and new ideas were formulated. Another important finding of the study was the importance of utilizing cultural inquiry pedagogy. This study showed in particular the crucial role of group discussions, the importance of pre- and post- viewing activities related to filmic texts and WebQuest activities as benefiting the students most in their cultural inquiry. The study’s findings have implications for educators and curriculum developers to understand better the kinds of experiences and opportunities students have when they are engaged in cultural inquiry activities and are exposed to multimedia and technology, which contribute to the development of their cultural knowledge and awareness.Foreign Language Educatio

Determinants of Academic Success of Cambodian American Students

Cambodian Americans\u27 (CAs) children still exhibit the second lowest rate of academic achievement in the United States, despite the tenets of the No Child Left Behind Act of 2002 that promote equality in American education. Furthermore, there is a gap in the literature on the relationship between the academic success of Cambodian American students (CASs) and the parents\u27 and the children\u27s factors. Using a structural strain theory of deviance of functionalism theory, this correlational study (a) explored whether education, income, birthplace, and gender of parents and age at immigration and gender of children the determinants of academic success of CASs and (b) examined the dimension of gender practices in CAs\u27 households that might affect CASs\u27 academic success. Survey data were collected from a purposive sample of 153 CASs\u27 parents in Long Beach, CA, using a researcher-developed survey. Multiple linear regression was run for the correlation questions and frequency descriptive statistics were run for the gender practices. Findings indicated a significant relationship (p \u3c .05) between academic success of CASs and the parents\u27 education in Cambodia and the children\u27s age at immigration to America. The descriptive statistics determined gender disparity in the participant households that might affect the academic achievement of female CASs. The positive social change implications stemming from this study include recommendations to school administrators, nonprofits, local government, and federal government to collect segregate data on CASs\u27 academic outcomes, develop social policies and programs, and allocate appropriate fund to support programs and cultural humility and competency training enhancing CASs\u27 success and parents\u27 involvement in their children\u27s education

The Impact That The Power Scholars’ Academy Program Has On The Achievement Of Students In Reading And Math

The purpose of the study is to examine the impact of a summer learning loss prevention program that is designed to improve the academic achievement gap. The target population for this research study was participants of the Power Scholars Academy (PSA) program. PSA is a collaboration of BellXcel, local school districts, and community organizations. BellXcel as the creator of the program, provided the curriculum for extended learning opportunities during out of school time. For this study, BellXcel partnered with the school district located in the second largest county in the Commonwealth of Kentucky. The study analyzed 1,567 students who participated in the PSA program between 2017 and 2021. Participants came from low-income communities in Kentucky with many scoring in the low fortieth percentile on their Measure of Academic Progress (MAP) test. The aim of the study is to examine the impact that the PSA program has on the summer learning of students. Data used for the study was pre-existing and provided from BellXcel. The following dependent variables were evaluated in the study: (1) pretest scores, (2) post-test scores, and (3) the correlation of the summer test scores, and the demographics of the population will be examined. A causal-comparative research design was used for the study to seek to find the relationships between independent and dependent variables within this quantitative research study. Study findings concluded the PSA program had a positive impact on overall student achievement in both literacy with +1.05 - +3.7 months’’ growth and +1.5 - +5.88 months’’ growth in math. Therefore, this study provides insight into how summer learning programming can work to mitigate learning loss for students and close the achievement gap