35 research outputs found

    ACUTA Journal of Telecommunications in Higher Education

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    In This Issue President\u27s Message From the ACUTA CEO Legislative/Regulatory Update Technology Supports Learning at the University of Illinois App Development as a Learning Tool Death by Popcorn It\u27s a Bird...lt\u27s a Plane...lt\u27s a Drone! Beating the Cell Capacity Crunch Flipping the Classroom Saving College Dropouts Hybrid lT-The new Campus Landscape The George Washington University lntroduces CAAREN Flipping Classrooms to Change College STEM Teaching Project Fi-the Wi-Fi-First Cell Phon

    ACUTA Journal of Telecommunications in Higher Education

    Get PDF
    In This Issue President\u27s Message From the ACUTA CEO Legislative/Regulatory Update Technology Supports Learning at the University of Illinois App Development as a Learning Tool Death by Popcorn It\u27s a Bird...lt\u27s a Plane...lt\u27s a Drone! Beating the Cell Capacity Crunch Flipping the Classroom Saving College Dropouts Hybrid lT-The new Campus Landscape The George Washington University lntroduces CAAREN Flipping Classrooms to Change College STEM Teaching Project Fi-the Wi-Fi-First Cell Phon

    Birth to Three Language Acquisition: Influences of Ambient Language in the Montessori Setting

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    BIRTH TO THREE LANGUAGE ACQUISITION: INFLUENCES OF AMBIENT LANGUAGE IN THE MONTESSORI SETTING Claudine Campanelli Long Island University, New York, 2021 Dissertation Chair: Lynn Cohen, PhD There is an expanse of literature looking at various topics supporting Montessori education, especially in preschool; however, there is a lack of research in infant and toddler Montessori classrooms. Most of the empirical data regarding language acquisition has focused on the child’s acquisition of vocabulary through direct instruction, rather than the learning capability from overhearing a third party in a naturalistic setting. The purpose of this intervention study was to add to the limited empirical research on language acquisition in infant and toddler Montessori environments. More specifically, the intervention assessed if infants and toddlers could indirectly acquire new vocabulary through the Absorbent Mind from teachers and peers’ ambient dialogue during the Montessori three-period lesson. The research utilized a descriptive, correlational pre-and-post quasi-experimental design to assess and analyze vocabulary and ambient language. Data collection occurred in three Association Montessori Internationale (AMI) and American Montessori Society (AMS) infant and toddler mixed-aged environments throughout New York State and Maryland. The Language Environmental Analysis (LENA) system was used to analyze audio recordings. Transcriptions of audio recordings quantified vocabulary acquisition and ambient language. Paired t-tests and ANCOVA were used to analyze children’s acquired vocabulary. A fidelity scale analyzed the extent to which Montessori trained teachers adhered to the three-period lesson intervention. The findings provide opportunities to improve infant and toddler teachers\u27 classroom practice related to language acquisition. Suggestions were offered for early childhood teacher preparation programs

    ACUTA Journal of Telecommunications in Higher Education

    Get PDF
    In This Issue President\u27s Message From the ACUTA CEO Legislative/Regulatory Update Technology Supports Learning at the University of Illinois App Development as a Learning Tool Death by Popcorn It\u27s a Bird...lt\u27s a Plane...lt\u27s a Drone! Beating the Cell Capacity Crunch Flipping the Classroom Saving College Dropouts Hybrid lT-The new Campus Landscape The George Washington University lntroduces CAAREN Flipping Classrooms to Change College STEM Teaching Project Fi-the Wi-Fi-First Cell Phon

    Family Child Care Providers’ Experiences of California’s Quality Rating Improvement System

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    U.S. policy makers continue to struggle with identifying inclusive strategies that effectively support the needs of individual family child care (FCC) providers, who tend to have low quality rating improvement systems (QRIS) scores. To ensure program quality, there is a need to identify supportive strategies and evidence-based practices that build on FCC programs\u27 strengths and learning contexts. The purpose of this basic qualitative study was to explore the perspectives of FCC providers about the factors that contribute to the number of low-quality, low-tier rated FCC programs that are part of California’s QRIS initiative. The conceptual framework was based on Blasberg’s model for quality in home-based child care. Semistructured interviews were conducted with 10 current Quality Start California participants who were licensed operators of an FCC program in California. Participants responded to questions about the factors that contributed to the number of low-quality, low-tier rated programs, the challenges they experienced, and suggestions they had to improve program delivery. Data analysis involved open coding and categorization to identify patterns and themes. Results revealed that participants faced many challenges within the QRIS system. Individualized supports such as professional development opportunities, financial incentives, relational-based approaches, and parent engagement strategies may improve quality and tier ratings in FCC programs. This study may contribute to positive social change in the early care and education field by providing a better understanding of how FCC providers can be supported, which may help to improve the quality of care they provide to young children

    Practitioner Perception of the Implementation of Evidence-Based Practices in the Special Education Classroom: A Case Study

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    The purpose of this qualitative instrumental case study was to identify factors that inform the decision-making process of 11 special education practitioners for the implementation of evidence-based practices in the classroom at Central Combined School (pseudonym). The theoretical framework for this study is Lipsky’s street-level bureaucracy theory. Street-level bureaucracy theory states that social services workers use discretion to administer required policies. Understanding how special educators act as street-level bureaucrats will provide new insights into teacher perception of the decision-making process for implementing evidence-based practices. The central research question asked, What are the factors that inform the decision-making process for special education practitioners for the implementation of evidence-based practices in the classroom? Data were collected using individual interviews, an online focus group, and documents/archival records. Data analysis consisted of categorical aggregation, development of naturalistic generalizations, and development of themes. Five themes developed from the research of this study: collaboration, expectations, environment, individualization, and training. This study revealed that substantial administrative support, mentoring, collaboration, coaching, ongoing professional development, and access to resources were vital factors to implementing new practices within schools

    Environmental justice education and atmospheric particulate analysis in urban environmental health policy development : indoor airborne particulate concentrations in preschools of asthmatic children in Newark

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    Analysis suggests that several residential areas in Newark, New Jersey (USA) have Black/African-American and Hispanic populations, which may be at high risk with respect to the adverse health effects of particulate air pollution. This study analyzes the community locations and evaluates literature and other available air pollution data for the target communities in the city of Newark. The study focuses on asthma or reactive airway diseases as a target health risk. It also performs data collection on particulate pollutants and levels of trace metals in particulate matter in target communities and schools of preschool children in two of the five Wards of Newark. In addition to the environmental issues, the analysis includes social issues related to the preschool communities-at-large. The data is used (data-driven approach) for environmental health policy recommendations, development and implementation of pollution abatement in the preschools. The specific target communities are identified as the East and the South Wards because preliminary demographic research has shown that the East and South Wards of Newark are two old, densely populated communities of over 56,000 people each. And, the majority of this Newark population consists of Black/African-Americans, Hispanics, Portuguese, and low-income families who are experiencing the highest cumulative pollution burdens and environmental respiratory health risks in the State of New Jersey. Data obtained and summarized include: historical literature on the inhalation toxicological effects of particulate matter (PM) on children, parent-reported histories and statistics on asthmatic preschool children, analysis for indoor levels of total airborne PM and selected trace metals in the particles. Moderate to low volume air particulate samplers were used for two sampling campaigns in the winter and spring months. Data results from microwave acid digestion and inductively coupled plasma mass spectrometry analysis of the filtered-collected PM10 samples determined that significant levels of some hazardous air pollutants were present in the indoor air of the pre-school classroom. Metal particulate species specifically analyzed included: zinc, lead, manganese, vanadium, and nickel, which are shown to significantly contribute to poor indoor air quality; and be associated with adverse health effects of asthmatic children. Presentation of data to the preschool community has provided an urban environmental-health awareness regarding asthma triggers; and has identified a policy that creates an asthma-friendly preschool environment in the East and South Ward communities. The pre-school administrators have been made aware of the research study during Urban Environmental Health Fairs; and therefore, as part of a school intervention program, they have agreed to a policy on installation of air cleaners in classrooms where significant numbers of asthmatic children are in attendance. Their actions have created model environmental health policies for the indoor environment of urban children, and discussed an indoor air quality Tools for Schools Program. The incorporation of an environmental science data analysis and evaluation along with social justice issues has resulted in an accepted community pre-school urban air pollution abatement model based on an environmental justice framework
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