Facilitation Of Language Acquisition Viewed Through An Interpretative Lens: The Role Of Authenticity

A paradigm is the conceptual framework or lens one uses to view reality. The field of speech-language pathology is traditionally rooted in the empirical paradigm, which believes that language can be fragmented into isolated skills and taught in a hierarchal fashion. This belief has resulted in service delivery models that remove students from naturalistic contexts for decontextualized exercises. Progress in language acquisition is measured objectively. The empirical belief is exemplified by the accountability requirements in special education law (e.g., IEP). It is compounded by the realities of public school speech-language pathologists (SLPs), such as high caseload numbers, multiple buildings, and paperwork/meetings required. These realities, viewed through the empirical paradigm, frequently cause SLP\u27s to feel ineffective with students. The interpretative paradigm views language acquisition holistically. It takes into account contextual/personal factors involved in a child\u27s communication success. This belief encourages SLPs to facilitate language acquisition in authentic environments (e.g., classroom), using a collaborative service delivery model. In this paradigm, qualitative research methods are valued. This methodology views language as a dynamic phenomenon that cannot be separated from the context and culture of an individual. The purpose of this study was to rethink the role of context in the facilitation of language acquisition by SLPs. Writing conferences were held with three third grade students diagnosed with language learning impairments. Authentic inquiry, critical moment teaching, and scaffolding were used to facilitate language growth and measured qualitatively. The growth was described in relation to the student\u27s IEP goals/objectives. A rich description of the findings showed that authentic contexts and techniques do support language growth for students with language learning impairments. Fieldnotes, teacher/student/SLP interviews, and student artifacts were used to triangulate the data from transcribed conferences. A discussion on realistic ways that SLPs can use authentic contexts, goals, and techniques with students to best understand language ensues. Suggestions on ways to transfer qualitative data to the objective requirements of IEPs are given. The study encourages school-based SLP\u27s the view their position through an interpretative lens to facilitate systematic change in the child\u27s communicative context

A mixed methods study of online course facilitators\u27 perceptions of mobile technology, design, and TPaCK affordances

The increase in mobile technology options for students in post-secondary, continuing education influences how instructors design and implement courses, specifically online courses (Sözcü, İpek, & Kınay, 2016). Much of the current research addresses technological, pedagogical, and content knowledge (TPaCK), course design, and/or mobile technology as separate topics. There is limited research addressing the combination of TPaCK, design, and mobile technology from the course instructors’ perspective. The mixed methods study addressed design for online, mobile learning with a new layer of the TPaCK instructional framework in three phases. Phase 1 involved a pilot study of a survey that measured TPaCK, lesson design practices, and design perceptions. The pilot study responses informed Phase 2. In Phase 2, the survey was given to 33 current online course facilitators from PBS TeacherLine, an online continuing education course provider. Responses were gathered. In Phase 3, a qualitative interview designed to understand online course instructors’ perceptions of their use of mobile technology, design decisions, and the TPaCK, instructional framework was conducted with a random sample of twelve people from the survey participant pool. The threefold data collection process allowed for a triangulation of the findings, which heightened construct validity and comprehensive understanding. In Finding 1, 100% of the online continuing education course facilitators integrated TPaCK in their courses through the use of mobile and digital tools. In Finding 2, 100% of the online continuing education course facilitators made dynamic and innovative mobile and digital design decisions through the creation of supplemental course content. In Finding 3, 92% of online continuing education course facilitators utilized mobile technology in their online courses through an innovative inclusion of both mobile devices and mobile apps. Five conclusions resulted from the study and are discussed. The study contributes to existing literature by providing a 6-point effectiveness checklist, with the acronym “SCROLL” to operationalize for the professional development of pre-service and current online course facilitators

Selection Criteria for Commercial Off-the-Shelf (COTS) Video Games for Language Learning

This article addresses criteria for choosing commercial off-the-shelf(COTS) games and their implementation in the classroom and other L2learning environments. The proposal and discussion of a set of suchcriteria, which include the categories of motivation and flow, clearlydefined and spaced goals, game skills and game mechanics, content,story and narrative, multimodality, agency, course integration andscaffolding, and financial, technical, and administrative considerationsare the focus of this article. This discussion is followed by the analysesof three examples of COTS games (Buzz, Heavy Rain, and SingStar)which may be suitable in a L2 learning context

Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective

The importance of undergraduate science learning for the workforce and scientific literacy is consistently emphasized by prominent organizations and influential publications such as the American Association for the Advancement of Science (AAAS) (1993, 2013), the National Research Council (NRC) (2010, 2011, 2012a, 2012b, 2013) and the Coalition for Reform of Undergraduate Science, Technology, Engineering, and Math (STEM) Education (CRUSE) (2014). Moreover, important undergraduate and K-12 reform policy documents including the National Research Council (NRC) (2012) and the Next Generation Science Standards (NGSS) (Achieve Inc., 2013) set lofty goals aimed at improving science education. At the same time, science curricula content and assessment are shifting to virtual formats (Smetana & Bell, 2012), and enabling learning and assessment to be depicted in more dynamic and interactive ways. Furthermore, assessment scholarship offers opportunities to make instructional decisions with the aim to aid student learning (e.g. Bell, 2007; Black & Wiliam, 1998, NRC, 2012; Shepard, 2000). Nonetheless, harnessing the full potential of virtual formats to reach these goals for science learning and assessment has proven challenging. Therefore, in this research study, I explored how the technology in one online undergraduate biological science course can impact how an instructor can aid student learning. ... The findings have implications for instruction and research and suggest that learning communities may want to consider that student centered learning theories and student-centered course design for online education could be incomplete. The primary implication includes ways to support formative assessment practices for science instructors in virtual environments by looping instructor formative assessment opportunities throughout a course. Finally, these findings can help others develop assessments that fully support student learning by including the instructor's assessment needs and abilities. The conclusions I present cannot be considered a solution to all courses. However, I encourage other researchers to consider alternative explanation(s) by thinking with theory.Includes bibliographical reference

Concept Mapping and the Cognitive Orientation to Daily Occupational Performance (CO-OP) Approach As An Intervention Framework for Adolescents with Autism Spectrum Disorder (ASD)

Individuals who are diagnosed with Autism Spectrum Disorder (ASD) experience a range of difficulties that impact their daily occupational performance. The current body of research identifies the importance of occupational engagement and competence as fundamental elements in facilitating an individual’s social connections, development of personal autonomy and overall wellbeing. This dissertation explores the use of concept mapping embedded within the meta-cognitive framework of the Cognitive Orientation to Daily Occupational Performance (CO-OP) approach, to engage adolescents with ASD in meaningful occupations. This thesis contains three manuscripts, an introductory and a final reflection chapter. The first manuscript is a methodological paper that outlines a qualitative concept mapping framework that can be applied within the field of occupational science. The second manuscript explores how concept mapping can be theoretically embedded with the CO-OP approach to facilitate the engagement, occupational competence, relatedness and autonomy of adolescents with ASD. The third manuscript presents the findings of a focused sensory ethnography exploration that explores the personalized and socio-cultural perceptions of adolescents with ASD while participating in a novel intervention. The third manuscript is analyzed using an occupational science framework, and highlights the themes identified by the participants through their concept maps and personal reflections. The data were analyzed using the qualitative concept mapping framework presented in the first manuscript, and through deductive thematic analysis using a theoretical codebook derived and highlighted in the third manuscript. This thesis contributes new knowledge to shaping the development and delivery of interventions focused on enhancing the occupational performance of adolescents with ASD in meaningful goals important in the transition to adulthood. It has expanded the limited research that approaches the topic from the frameworks of qualitative research, multi-modal and multi-sensory methods. It also uniquely explores the concept of human occupation as it relates to culture of ASD, and the development of meaningful life skills within a group environment. This work has implications for the future methodologies and research questions for studies exploring the lives of adolescents with ASD, the CO-OP approach, and the use of visual methods in exploring occupational meaning

Exploring Student Perseverance in Problem Solving

ABSTRACT Many high school Geometry students lack the perseverance required to complete complex and time-consuming problems. This project tests the hypothesis that if students were provided with a means of organizing their problem solving work they will be less apt to quit when faced with complex and time-consuming mathematical problems. This study involved students enrolled in 10th grade Geometry and 10th grade Honors Geometry in two similar high schools. After trying unsuccessfully to implement methods adapted from an engineering workshop, I designed a graphic organizer that was simple to use and acceptable to the students. Ultimately, I did not detect a direct effect on perseverance, but the graphic organizer appeared to increase student communications about problem solving and aided the teacher in quickly diagnosing student problem-solving progress. Thus, it did help to create classroom conditions conducive to student engagement

Using Geospatial Thinking And Reasoning Skills To Examine Vector Borne Disease Transmission Through Web Gis In Undergraduate Students Studying Public Health

Geospatial thinking and reasoning skills (GSTR) are currently not routinely integrated into public health curriculum for undergraduate students in institutions of higher education. However, integrating GSTR skills into curriculum has been shown to increase spatial thinking skills which leads to better cognitive thinking and problem solving skills. An Examining Vector Borne Disease Transmission (EVBDT) curriculum unit was developed using the geospatial curriculum approach to investigate malaria, dengue fever and zika disease patterns and spread in relation to the environment and to promote GSTR. The purpose of this design based research study was to understand public health content learning and GSTR skill acquisition with undergraduate learners through use of the geospatial curriculum approach. The undergraduate students who participated in this study (n = 95) were enrolled in public health content classes at two separate institutions. Data was collected for this study using a classroom observation instrument, pre-test and post-test measures for the Spatial Habits of the Mind (SHOM) survey, a pre-test, post-test 1 and delayed post-test 2 EVBDT assessment that included public health content and GSTR skill items, as well as a post implementation survey to understand students’ perceptions of GIS use in the curriculum. Findings demonstrated significant mean differences showing growth in public health content learning and GSTR skills. Three GSTR subscales - inferences, relationships, and reasoning – resulted in significant gains. Additionally, results revealed complete adherence to the design principles of the geospatial curriculum approach during implementation. The findings provide support that Web GIS with appropriate curriculum design can engage students and impact both learning outcomes and geospatial thinking and reasoning skills in public health education

Assessing Organic Chemistry Students? Understanding Of Chemical Bonding Concepts and their Perception of a Project-based Lab

Organic Chemistry students’ understanding of Organic Chemistry is shaped by their prior experiences, in-class experiences, and laboratory experiences. One essential prior General Chemistry experience that affects Organic Chemistry students is the understanding of chemical structures and bonding. This fundamental topic is the basis of the structure-function relationship and it highlights the numerous conceptual interconnections present in chemistry. However, many students possess incoherent knowledge structures regarding this topic. Therefore, more effective assessments are needed to identify these interconnected misconceptions. The use of concept-mapping and think-aloud interviews were used to investigate the knowledge structures of undergraduate Organic Chemistry students’ understanding of bonding concepts, resonance and Lewis structures for the first chapter of this dissertation. The study found that understanding of electronegativity was weak among students with low concept map scores (LS students) in comparison to students with high concept map scores (HS students). Additionally, several common misconceptions over the three topics were revealed through student interviews. An examination of LS student interviews further revealed that a lack of understanding of electronegativity led to a misunderstanding of polar covalent bonding. The think-aloud interviews reflected the connections students made with the concepts of electronegativity and polar covalent bonding in their concept maps. Chemistry labs are also considered a critical component of Organic Chemistry education. Laboratory instruction is presented in a variety of styles such as traditional or “cookbook”, project-based, open inquiry, and guided inquiry. Students can experience these laboratory environments in a variety of ways which directly affects how they learn or what they take away from the laboratory experience. The second half of this dissertation characterizes undergraduate students’ perspectives of a project-based Organic Chemistry laboratory and their perceptions of success and purpose in that laboratory using the theoretical framework of phenomenography. Eighteen participants were interviewed in a semi-structured interview format to collect their perspectives. A situated cognition framework was also used to design an outcome space that describes students’ engagement in the laboratory environment and its relationship to learning