16 research outputs found

    Experience-Based UDL Applications: Overcoming Barriers to Learning

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    The overall purpose of this study was to examine the autobiographical memory narrative as a way for graduate teacher candidates (TCs) to learn to identify (1) barriers to learning, (2) Universal Design for Learning (UDL) checkpoints to remove these barriers, and (3) strategies for addressing the UDL checkpoints and removing these barriers. This phenomenological study explored lived experiences of (a) UDL training in the graduate teacher preparation programs, (b) barriers to learning in the past experience, and (c) application of UDL principles to removing the self-identified barriers to learning among graduate TCs. Having a purposeful criterion sample at a site level to explore central phenomena in the study (Creswell & Poth, 2018), participants in the study included 63 graduate TCs in a teacher certification program at a university in the north eastern region of the United States. The participants dually took roles as a student, who identified barriers to their learning from the past experience, and as a teacher, who applied UDL principles to removing those self-identified barriers. Data were collected through each participant’s autobiographical narrative about (i) their past learning experience at any point in K-16 education, (ii) barrier to their own learning experience in the past, and (iii) UDL application to removing the identified learning barriers. Data were analyzed to identify frequency of barriers and types of strategies to remove these barriers across participants. Discussion includes identified (1) barriers to learning, (2) UDL checkpoints, and (3) strategies to apply the identified UDL checkpoints to removing these barriers. Emerging themes were aligned with the UDL guidelines (2018)

    Knowledge acquisition from video, video with animated graphics, and laboratory experience: Predictors for adolescents with mild mental impairments.

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    The movement toward assistive technology (AT) and access to the general curriculum provided by the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA) has resulted in the need to study instructional methods that employ computer-based multimedia. Although the definition of AT includes interactive multimedia (Blackhurst, 1997), there has been little research on the use of multimedia to provide access to the general education curriculum. The existing literature has provided a theoretical base and investigated the ability of multimedia presentations to improve academic skills, but has failed to identify instructional practices that promote such access through AT. This dissertation used research methods related to instructional practices that promote access to a general education topic and data collection on the relationship between cognitive abilities and learning from multimedia. The research used one 6 x 3 analysis of variance (ANOVA) with six counterbalanced instructional groups and three trials to study the effects of instructional method and measurement. The study used six separate correlations to study the relationships between cognitive abilities (memory and spatial relations) and learning from multimedia presentations. The results indicated that the trials variable produced a significant practice effect, but instructional order and the interaction were not significant. The correlations indicated that memory for sentences predicted knowledge acquisition for the media presentations, but spatial relations skill was not a significant predictor. The finding for memory as a predictor is consistent with Mayer\u27s line of multimedia research (1997). The finding that instructional order was not significant is consistent with Clark\u27s (1983) “delivery†view of multimedia instruction

    Foshay, Arthur W., and John H. Green , Technics of Curriculum Research, Review of Educational Research, 24(June, !954), 246-252.

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    Reviews various needs and approaches to curriculum research and makes suggestions for doing and reporting such research

    RNAase-III enzyme Dicer maintains signaling pathways for differentiation and survival in mouse cortical neural stem cells

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    An important function of the RNAase-III enzyme Dicer is to process microRNA precursors into ~22-nucleotide non-coding small RNAs. But little is known about the role of Dicer in mammalian brain formation and neural stem cell (NSC) development. Here we show that Dicer plays a crucial role in controlling mouse cortical NSC development. We found that Dicer function is essential for expanding cortical neural progenitors and NSCs. We have identified a population of Dicer-deficient NSCs that can self-renew, and that display normal karyotype and heterochromatin protein expression levels but show enlarged nuclei. Dicer-deficient NSCs display abnormal differentiation and undergo cell death when mitogens are withdrawn. Dicer deletion affects the levels of many proteins, as revealed by a mass spectrometry proteomic approach. We have found that an increase of anti-survival and/or pro-apoptosis proteins and a decrease of pro-survival and/or anti-apoptosis proteins contribute to the cell death of Dicer-deficient NSCs, implying a general role for Dicer in protecting cells from apoptosis. Our results demonstrate important functions for Dicer in regulating NSC development by maintaining proper signaling pathways related to cell survival and differentiation

    Introduction to this special issue

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