4,314 research outputs found

    Southern Adventist University Undergraduate Catalog 2023-2024

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    Southern Adventist University\u27s undergraduate catalog for the academic year 2023-2024.https://knowledge.e.southern.edu/undergrad_catalog/1123/thumbnail.jp

    A Phenomenological Study Exploring the Factors That Contribute to Persistence in Online Doctoral Programs for Students With Learning Disabilities or ADHD

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    The purpose of this transcendental phenomenological study was to discover the factors that contributed to persistence in online doctoral programs for students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). The theory guiding this study was Tinto’s theory of student persistence, as it suggested the more students were academically and socially integrated into their institution, the more likely they were to persist in their studies. The Central research question of this study is, “What are the factors that contribute to persistence in online doctoral programs for students with LD and ADHD?” Participants in this study consisted of seven individuals with learning disabilities or ADHD who had completed all of their required coursework in their current online doctoral program and had started the dissertation phase of their program, and four who had graduated from their online doctoral programs within the last two years. Candidates were selected using purposive sampling. Perspectives of students with LD and ADHD as they related to their academic persistence were shared. The lived experiences of online doctoral students with LD and ADHD were studied using online discussion board prompts, individual interviews, and focus groups. The data were collected and analyzed using Moustakas’ transcendental phenomenology approach and generated six themes and commonalities among the participants in this study. The themes were Overcoming Challenges and Barriers, Adaptation and Coping Strategies, Motivation, Self-Efficacy, Support Systems, and Personal Determination and Perseverance. The data analysis revealed empirical, practical, and theoretical implications along with recommendations for future research

    UNI Alumni Magazine, issue 05, 2023

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    In This Issue: Building the UNI tomorrow needs --- 06Conquering the approaching enrollment cliff --- 16Student life of tomorrow --- 26The future of learning --- 32Strong. Mighty. Powerful. --- 40Religion in real life --- 46UNI\u27s biggest virtual campus tour ever is on Amazon Prime --- 50Shaping the future of health --- 52Panthers go pro --- 60Notable happenings --- 66The latest on Panthers around the globe --- 68https://scholarworks.uni.edu/unimagazinenews/1004/thumbnail.jp

    Reshaping Higher Education for a Post-COVID-19 World: Lessons Learned and Moving Forward

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    Full Issue: Journal on Empowering Teaching Excellence, Volume 7, Issue 1, Spring 2023

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    The full-length Spring 2023 issue (Volume 7, Issue 1) of the Journal on Empowering Teaching Excellence Access the online Pressbooks version (with downloadable EPUB format) here. The Spring 2023 issue presents research and guidance on topics related to student self-reflection, participatory learning, and returning to the in-person learning following the COVID-19 pandemic. The first article takes a critical approach to understanding pedagogy with adult learners by involving students in the creation of course syllabi as a way to challenge ideologies related the roles of instructor and students. The second article blends research and narrative to explore how the experiences of the COVID-19 shift to online learning can be translated to in-person learning environments to redefine what participation looks like and to advance faculty collaboration. The third article continues to explore how the COVID-19 pandemic can lead to opportunities for improved course development and delivery as faculty and students return to the classroom, particularly in the areas of communication, equity, and inclusion. The fourth article presents a selection of prompts used to promote student learning through written reflection tasks and describes how such tasks can be applied to various teaching contexts. The fifth article describes the use of a digital poverty simulation with business students and examines how the activity affected the students\u27 attitudes toward poverty

    Making Connections: A Handbook for Effective Formal Mentoring Programs in Academia

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    This book, Making Connections: A Handbook for Effective Formal Mentoring Programs in Academia, makes a unique and needed contribution to the mentoring field as it focuses solely on mentoring in academia. This handbook is a collaborative institutional effort between Utah State University’s (USU) Empowering Teaching Open Access Book Series and the Mentoring Institute at the University of New Mexico (UNM). This book is available through (a) an e-book through Pressbooks, (b) a downloadable PDF version on USU’s Open Access Book Series website), and (c) a print version available for purchase on the USU Empower Teaching Open Access page, and on Amazon

    Southern Adventist University Undergraduate Catalog 2022-2023

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    Southern Adventist University\u27s undergraduate catalog for the academic year 2022-2023.https://knowledge.e.southern.edu/undergrad_catalog/1121/thumbnail.jp

    Dialogue without barriers. A comprehensive approach to dealing with stuttering

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    Practitioners’ Perceptions and Attitudes Towards Inclusion of Children with Special Educational Needs and/or Disabilities [SEND] in a Primary Mainstream School

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    In the 1970s, mounting pressure from the Education (Handicapped Children) Act (DES, 1970), requiring children who were previously deemed 'Ineducable' to attend school, led to a United Kingdom government inquiry into standards of national provision for children with Special Educational Needs (DES, 1978: 6) chaired by Lady Warnock. The Warnock report (1978) proposed three models to integrate children with disabilities: Locational, Social and Functional Integration, marking a major shift in special needs and disability discourse. Warnock (1978) introduced Special Educational Needs as an umbrella term, replacing the ten ‘handicap’ categories set out in the 1944 ‘Education Act’ regulations. The SEN and SEND acronyms emerged due to the SEND Code of Practices (DfES, 2001; DfE, 2014). The Salamanca agreement (UNESCO, 1994), a United Nations initiative, introduced the terms ‘Inclusion’ and ‘education for all’ (Unesco, 1994: ix), with a vision for all children with Special Educational Needs to be educated in primary mainstream settings. The Salamanca agreement recognised some children with disabilities would be best supported in a special school; however, it also stressed that children attending a special school should not be segregated and, thus, encouraged part-time attendance in a mainstream setting (Unesco, 1994). The notion of Inclusion shifted in light of multiple policies introduced after 1994. Research and this inquiry reveal that Inclusion’s success depends on practitioners’ attitudes (Brown, 2016), which are grounded in a complex web of training, support, expertise in SEND, specialists’ input and the complexity of Special Needs. This inquiry examined practitioners' perceptions and attitudes towards Inclusion for children with SEND attending a primary mainstream school. This research was conducted in a three-form entry school in England, teaching approximately 750 children with various abilities and disabilities. The research design was a case study comprising nine interviews and 27 questionnaires. Qualitative data were collected from practitioners [teachers, teaching assistants, learning mentor, headteacher, Chief Education Officer] via semi-structured interviews; the questionnaires accumulated qualitative and quantitative data. This inquiry used thematic analysis (Braun and Clarke 2013), examining themes and patterns of meaning associated with Inclusion and SEND. Extensive literature was examined, accentuating mixed reviews about Inclusion’s success in a primary mainstream school. While practitioners supported Inclusion in a mainstream school, they voiced concerns about the challenges of achieving Inclusion. Practitioners expressed concerns about the expectations of teaching children with diverse/complex SEND, irrespective of practitioner confidence, depleting funding, support, resources, training, and SEND expertise. The unrealistic expectations created challenges, resulting in some children facing Functional Integration, not Inclusion, as practitioners struggled to cater for all children’s SEND
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