Presented by: Thomas Haynes, Ryan Brown, and Esther Ntuli, Illinois State University, USA
Theme: Assessment, Education, and Accountability
Time offered: Poster Session
Description: The Southern Regional Education Board (SREB) reports that the U.S. has had a fairly constant graduation rate over the last 30 years. However, today’s high school completion rate has declined. Toch, Jerald, and Dillon (2007) indicate that “only 68% of the nation’s high school freshmen graduate on time” (p. 434). In 2004, the U.S. ranked 17th in the world regarding high school completion (SREB, 2004). Recent comparative studies show that the U.S. is no longer in the leading position in terms of mathematics, science, and technology education (Symonds, 2004; Schleicher, 2007). The comparative studies indicate that U.S. students have fallen far behind competitors like Western Europe and advanced Asian countries like Japan and South Korea. In order for the U.S. to improve students’ academic achievement, their high school completion rate, and career and post secondary education success, several key issues associated with the current level of academic performance need to be addressed. Attendees of this presentation will gain insight into several key data points that suggest to what degree 18 Illinois high schools in the High Schools That Work (HSTW) network have succeeded in using HSTW Key Practices to improve student success with in the domains presented above. Participants will examine and discuss data presented that will focus on: bridging the gap between middle school and high school; implementing a high expectations rigorous high school curriculum; blending high school academics, career and technical education; and the role of adult mentoring and guidance in student success.
Presented by: Marina Dyuzhakova, Voronezh State Pedagogical University, Russia
Theme: Special Education and Diversity
Time offered: Poster Session
Description: At the beginning of the 1990s Russia met a new phenomenon—forced migration. It caused challenges in secondary education throughout the country (I.S. Bessarabova). Together with parents, children changed their residences. Traditionally mono-ethnic Russian school accepted non-traditional students who came to new schools with their own culture, languages, and traditions. In the Central Black-Soil region of Russia most teachers had no experience in working in diverse classrooms and were not ready to deal with migrant children. According to demographic prognosis, in the near future Russia has to draw in immigrants from former Soviet Union republics to take part in its economy. In the most recent 50 years it is the only way to development virgin lands, because the population of Russia is reducing from year to year. There is a great necessity to prepare teachers who will be able to work with migrant children. In situations of local community resistance to immigrants and the lack of understanding, the value of diversity, teacher preparation becomes more challenging. The main problems for teachers include lack of multicultural education, and skills in communication with children of different nationalities. Teachers do not know the cultural peculiarities of migrant children. Not all teachers are able to teach Russian as a second language. Some suggestions for preparing teachers to work with migrant children are the following: prepare teachers for teaching Russian language as a second language through special philological courses in university; offer special courses of multicultural education; during the pedagogical practice, teach students different aspects of communication with migrant children; and learn foreign experience in multicultural education (J. Banks).
Presented by: Laura Ray Kelly, Illinois State University, USA
Theme: Special Education and Diversity
Time offered: Poster Session
Description: Due to differences in social, economic, and technological changes and the need to meet the ever-changing needs of students, it is hypothesized that professional development needs will vary between special education teachers in England and the United States. This study aims to provide researchers, teacher educators, general and special education teachers, and administrators with information related to the preparation and professional development of special education and general education teachers. This presentation will discuss the differences in needs for both special and general education teachers in both America and England.
Presented by: Mark Carper, University of Alaska–Anchorage, USA
Theme: Science, Technology, Engineering and Math
Time offered: Poster Session
Description: The multiple assignments and activities in the writing intensive course, “People, Places, and Ecosystems,” required of all primary education majors, are meant to make participants aware of the co-evolution of human societies, the biosphere, and the continuing interrelationship between humans and the physical arena in which we operate. These activities include the following: 1) "Consumer’s Dilemma" game in which the positive and negative impacts of resource consumption choices, for individuals as well as the group, are played out; 2) metering, reflection, and commentary on personal consumption; 3) community project in which students pair up with local community partners to assist in various projects (a requirement from the community partners on this is that the project be skills developing for the student); and 4) Kiva Project in which students utilize this Internet-based facilitator for micro-lending to entrepreneurs in developing nations, the aim being to familiarize students with the socio-environmental circumstances of other locations, to have them decide, declare, and justify the priorities they would bring to this decision-making, to whom monies should be lent, and to put this activity on a more personal level as students are assisting a specific person or group and the stories of success are related back. (Made possible by a generous, private donor, an account has been set up and credited with funds from which the students draw. These funds are replenished as loans are paid back, and the activity is then possible for subsequent semesters.)
Presented by: Sarah Hoekstra, Sarah Alber and Sam Manser, Illinois State University, USA
Theme: Special Education and Diversity
Time offered: Poster Session
Description: This session will provide information about an innovative practice in the field of special education called Family Assessment Portfolios (FAPs). FAPs consist of scrapbooks, Web-based profiles, and movies that families create to introduce their children to educators, establish good communication between home and school, and influence planning for special education services and the provision of individualized supports. FAPs were developed as a way to address longstanding challenges associated with home and school collaboration by using modern multimedia technology to enhance communication. Current literature shows that while home and school collaboration is very important, family/school relationships are often difficult to establish and maintain. Creating the FAP assists the family in sharing their "voice" in a school system's educational assessment and planning process. Although some of the information in FAPs parallels what is found in typical assessment reports (e.g., information about words known and how the child communicates, functional descriptions of motor abilities and challenges, descriptions of specialized equipment, background information on the child's disability), this information is presented in an accessible, personal, "user friendly" format. Participants in this session will learn about the guidelines for developing the FAP and see several examples of FAPs that were created by families of children with disabilities with technical assistance from ISU students and faculty members. Additionally, a program of research to systematically investigate the influence FAPs on educators and parents will be described. Finally, preliminary data from a social validity study involving interviews of parents and surveys of pre-service educators will be shared.
Presented by: Kyoko Oga and Jiro Abe, Hokkaido University of Education, Japan
Theme: Special Education and Diversity
Time offered: Poster Session
Description: In today's world of linguistic and cultural diversity, many students enroll in schools where their native languages are not spoken. In Japan, the number of students who have no/a limited knowledge of Japanese are increasing rapidly. Despite their low proficiency in Japanese, many teachers primarily try to resolve their nonlinguistic problems in their classrooms without focusing much on the teaching of Japanese as a second language (JSL). In order to ensure equal educational opportunities for students, it is indispensable for schools to provide effective JSL education and develop their conversational skills and academic language proficiency. This study aims to investigate the current situation of education for students who need JSL education in Japan and proposes measures for improving the quality of education provided in schools. From the questionnaire surveys for in-service teachers, the problems identified are as follows: 1) insufficient expertise among many JSL teachers; 2) a lack of understanding of JSL education among mainstream teachers; and 3) a lack of awareness about the necessity of academic language proficiency among many teachers. We argue that the lack of knowledge and understanding of JSL diverts teachers' focus to the nonlinguistic issues faced by JSL students in classrooms. We believe that teacher-training institutions and local boards of education should collaborate to provide pre-service and in-service teachers with training courses on JSL and JSL education in order to raise the quality of school education for JSL students. Attendees will learn the difficulties that JSL/ESL teachers face and exchange ideas to promote effective language teaching.
Presented by: Karliene Pfalzgraf and Amy Dignan, Illinois State University, USA
Theme: Special Education and Diversity
Time offered: Poster Session
Description: Two undergrad students in the Deaf/Hard of Hearing teacher preparation program conducted home visits with a child with Smith Magenis Syndrome. A sign language training intervention was requested by the child's parents. Smith Magenis Syndrome is a rare syndrome causing frequent otitis media and a 50 to 75 percent risk of acquiring a conductive hearing loss. Individuals with this syndrome display delays in expressive speech and loss of hearing is found in over two-thirds of them. The undergrad students have taken and passed the Sign Communication Proficiency Interview (SCPI) administered at ISU by the Illinois School for the Deaf (ISD) at Jacksonville, Illinois. One student is deaf and communicates through voice and sign language. The other student holds an Interpreter Skills Assessment Screening Level 2 in Transliterating, a Level 1 in Interpreting for the State of Illinois, and a 3.5 on the Educational Interpreter Performance Assessment. A pre-assessment of sign language vocabulary was administered and a sign language training intervention was conducted beginning in December 2007 and continued through May 2008. The child was given the Carolina Picture Vocabulary Test, a pre-assessment on sign language production. The parents completed a MacArthur-Bates Communicative Development Inventories Words and Gestures on their child's communication. Signed one-to-one toy and play sessions was provided during one-hour sessions twice a week. The child was exposed to sign language vocabulary and brief signed utterances within the toy and play sessions. The mother was present for all sessions.
Presented by: Samantha Walte, Illinois State University, USA
Theme: Special Education and Diversity
Time offered: Poster Session
Description: People with autism, their parents, teachers, therapists, community members, and peers are all very much affected by autism’s social and behavior implications. With the growing emphasis on educating the whole child, and knowing more about each student, it is important to learn about the effects of having a sibling with autism. When one sibling has autism, the other child will undoubtedly have a different childhood experience than children with typically-developing siblings. Past research has investigated the impact on siblings genetically, behaviorally, socially, and emotionally. For the purpose of this study, the focus excluded social and emotional effects. This study also looked at the general population of siblings of children with any disability or disorder to be able to pinpoint how autism differs. This presentation will provide information to teachers, parents, and other related services personnel about the culture of living with a sibling with autism.
Presented by: Kristi Gillespie, Illinois State University, USA
Theme: Special Education and Diversity
Time offered: Poster Session
Description: Children with developmental disabilities are not the only ones who need services. Family support services offer a variety of services to parents, siblings, and families of children with special needs. Some examples of family support include: counseling, support groups, respite, play libraries, and social events. The purpose of this needs assessment is to gather and analyze data that will help the agency best determine how to reallocate their funding to appropriately to meet the needs of parents and families who have children with developmental disabilities. A random sample of all current families being serviced by the agency was drawn (n=120). That group of 120 participants received a survey regarding family support services and needs. The survey was designed to find out which family support services parents feel they need the most and find most beneficial. The participants were asked to fill out the survey and return it to the agency. Survey responses were entered into a Microsoft Excel file to allow for analysis. Preliminary results indicate that the majority of families are satisfied with the services that their child receives. However, the data also suggests that family support services are being under-utilized. The most familiar family support services were events, counseling, and parent education and support groups. The most requested service was to have more parent education groups about specific disabilities. These preliminary results are consistent with the current professional literature regarding supportive services for families of children with special needs. These findings could potentially have a positive impact on the agency and help to restructure their family support programs to ultimately better serve the needs of their clients.
Presented by: Tetsuya Asakawa, Hokkaido University of Education, Japan
Theme: Assessment, Education, and Accountability
Time offered: Poster Session
Description: Currently in Japan, teaching profession postgraduate research institute is installed from 2008, and teaching certificate update system comes into operation from 2009. With the implementation, various actions to raise the quality of the teacher are coming into operation, and reforms aimed at being filled up in practical education are performed in many universities. Hokkaido University of Education started the Study in Educational Field as a new educational program for experience and introspection from 2006. It was based on the report of the model core curriculum research project of Association of Japanese Teachers' College in 2004. As for the contents of this class subject, there is little difference in our three teacher training campuses (Sapporo, Asahikawa and Kushiro). The following contents are common: 1) students have practical and educational experiences in various fields outside the campus, 2) students compile results as a report and introspect in own experience, and 3) students report their practice orally in the presence of other students and they share the experience of each person. This class subject is related with Teaching Practice which is performed with a third grader and is a first-line subject in the teacher training college. In Asahikawa campus, we established Study in Educational Field IV. This presentation will report the contents of Study in Educational Field I-IV and the implementation forms of these in Sapporo campus and Kushiro campus.
Presented by: Martha Hatch, Sarah Gerken, Frances Pekar and Patricia Heiser, University of Alaska–Anchorage, USA
Theme: Science, Technology, Engineering and Math
Time offered: Poster Session
Description: This poster presentation describes an innovative, integrated approach to science learning developed by multidisciplinary faculty at the University of Alaska–Anchorage (UAA) College of Arts and Sciences working with the College of Education (UAA). The curriculum was developed in 2000 and has been field tested for the past eight years, with impressive learning results among education majors on their Praxis II scores. For example, LSIS 201: Life on Earth examines bio-diversity on earth, in the context of chemistry, cell biology, physiology, genetics, ecology, and evolution. Laboratories are designed to increase understanding of the process of science, phythesis testing, experimental design, classification, and content knowledge. It is also writing and speaking intensive. Students design and carry out two experiments, write three papers, make three presentations, and take part in a class science project (e.g., local stream sampling for pollutants and water quality). Two other core science courses that link Geology, Physics, and Chemistry (5 credits each) complete the science curriculum, following one credit introduction to the nature and histories of science. Session attendees will learn how to construct integrated science courses.
Presented by: Inna Gorlova and David Anderson, Eastern Michigan University, USA
Theme: Assistive and Instructional Technology
Time offered: Poster Session
Description: In order to raise the performance of Russian students on the PISA international test, the Ministry of Education of the Russian Federation conducted the Festival of Ideas and Innovations in Education in 2007. The purpose of the Festival was to collect the best teaching practices from selected regions and to support teachers in their efforts to improve teaching through multimedia usage. Eight hundred thirty works in five subject areas were received, reviewed, and honored at the federal and regional levels. The aim of this study was to explore the instructional approaches that are used in Russian schools to prepare students to live, work, and succeed in this Global Era. Using theories on globalization (C.Torres), social reproduction (T.Bilton), and behaviorism/constructivism (J.Piaget), this study synthesized the empirical data from 20 officially recognized best projects and addressed the level of internationalization, cultural competence, and global consciousness in Russian secondary education. Overall, this study found that Russian students are active participants of the teaching-learning process, lesson contents are very often interdisciplinary, and usage of multimedia technologies is spreading across schools located in large cities, towns, and villages at all educational levels. However, other findings show strong reproduction features of the authoritarian system mirrored in limited instructional approaches. These instructional practices include: superficial use of multimedia technology; direct transfer of material from textbooks to multimedia; and excessive use of limited multimedia enhancements to the detriment of the content. It was also found that multimedia is used more often in teaching mandatory subjects and less often for elective courses.
Presented by: Kiyoyuki Ohshika, Osamu Abe, Tetsuya Asakawa, Haruo Jaana, Keiji Wada and Koichi Furuya, Hokkaido University of Education, Asahikawa Campus, Japan
Theme: Science, Technology, Engineering and Math
Time offered: Poster Session
Description: In Japan, educational reforms have begun such as the revision of course of study and the introduction of a renewal system for teacher license. As for the science education, the promotion and application of scientific inquiry, scientific literacy, and experiential learning is emphasized. In addition, some projects to promote science education in elementary and junior high school are implemented by the government. The Hokkaido University of Education has restarted the new curriculum and course system from 2006. In particular, we are emphasizing the teacher training course of the junior high school in Asahikawa campus. We are trying to develop new science curriculum to enhance the practical ability and skill for science major students who can contribute to the Hokkaido area. Furthermore, we are going to carry out new training and practical program for in-service education in science teaching. Our goal is the development of continuous curriculum system for science education. In this research, we held a survey for students to clarify the ability and skill for science teachers, and the image of excellent teachers. As a result, it is found that students tend to need pedagogical and psychological knowledge more than the academic or scientific one. It is also found that they want to teach moral and discipline for human than science as a subject matter. Based on these results, we will introduce the new challenge to improve the practical ability and skill for teachers and students.
Presented by: Timothy J. Lester and Letitia Fickel, University of Alaska–Anchorage, USA
Themes: Special Education and Diversity
Time offered: Poster Session
Description: This session presents findings from research that examined intercultural field experiences as a strategy to prepare culturally responsive teachers in Alaska. During 2007-2008, 19 pre-service teachers from the University of Alaska–Anchorage participated in a pilot project in which they spent two weeks working in schools in Alaska Native villages. A primary goal of the project was to better prepare teachers to work effectively with Alaska's indigenous students. This qualitative case study analyzed what the interns did, saw, and heard and how they explained these experiences; their perceptions of culture, Alaska Natives, and the community in which they stayed; their views of schooling in rural Alaska; and the connections they made between their visit and their work as educators in Alaska. Findings were useful in conceptualizing the role of intercultural field experiences in teacher education in Alaska, as well as providing information for program development. The attendees will learn about schooling in Alaska and teacher education at the University of Alaska–Anchorage. Attendees will also learn about using intercultural field experiences as a strategy to prepare culturally responsive teachers.
Presented by: Sukhirin Yensawad, Mahasarakham University, Thailand
Theme: Special Education and Diversity
Time offered: Poster Session
Description: The purpose of thesis research was to study autistic children's communication skills by using a communication board. The study group consisted of a six year-old male who was diagnosed as autistic by a doctor from Srinagarind Hospital Khon Kaen. He had problems in language and communication and was in a parallel classroom at Banphai Patomsuksa School. The research method was Single Subject Design Form A-B. The data was collected by video recording while the child was interacting with others when the communication board was being used. The video was recorded daily, two times a day, ten minutes each and the total time of experimental period was five weeks. Phase A was baseline lasting for one week. Physical Exchange teaching was focused in phase B1. Expanding Spontaneity teaching was focused in phase B2. Picture discrimination teaching phase B3. The fifth phase was the follow-up phase. The data was analyzed by using graphs, and comparing percentage of behavioral periods in each phase of the experiment. Some of the findings from this research show that teaching communication skills to autistic children by using a communication board positively affected their communication skills. In particular, the nonverbal communication skill increased. However, the child's verbal language skill did not change. This study presents the findings from a Masters thesis completed by the author.
Presented by: Sara Hlad, Illinois State University, USA
Theme: Special Education and Diversity
Time offered: Poster Session
Description: The poster includes information regarding the importance of directly teaching life skills to students with behavior disorders.
Presented by: Makato Watakabe, Kuniya Shibaki, Tamotsu Oonishi, Yukichika Sakata, and Jyunko Kawabe, Hokkaido University of Education, Asahikawa Campus, Japan
Theme: Science, Technology, Engineering and Math
Time offered: Poster Session
Description: Attracting students to the Science, Technology, Engineering, and Math (STEM) fields is getting more and more difficult over time. The purpose of this report is to introduce the competitive events related to the technology and home economics education in junior high school and to discuss effective strategies to attract the students to the STEM fields. These competitive events are held in All-Japan levels and each of the seven traditional geographic regions of Japan (Hokkaido, Tohoku, Kanto/Koushin-etsu, Tokai/Hokuriku, Kinki, Chugoku/Shikoku, and Kyushu). In the All Japan Fair, not only were there competitive events, but also several exhibitions related to Technology and Home Economics were made available to visitors. The students who got excellent results in the regional competition were recommended to attend the All-Japan Fair. The All-Japan Fair has been held eight times now, but the Hokkaido Fair is comparatively new. The authors organized the executive committee for the third fair in Hokkaido, which was held in January of 2008. The junior high school attendees entered their educational projects in the fair. Four competitive events were planned, and students attended one of these four events according to their interests. The two events related to Technology Education were a Woodworking skill contest and a Robot competition. The other two events, in the category of Home Economics Education, were a knife handling skill contest and a sewing skill contest. For the teachers, the fair becomes an opportunity for refining their abilities in assessment of student achievement and to evaluate their own teaching method.
Presented by: Frances Pekar and Sarah Gerken, University of Alaska–Anchorage, USA
Themes: Science, Technology, Engineering and Math; Special Education and Diversity
Time offered: Poster Session
Description: Fall of 2008 University of Alaska–Anchorage students enrolled in Liberal Studies Integrated Sciences Life on Earth Laboratory will engage in a joint observational study of Wisconsin Fast Plants with Akiachak, Alaska students enrolled in high school biology. Akiachak, Alaska is a rural Native Alaskan village in western Alaska. This session will describe asynchronous online collaboration through Blackboard and DabbleDB database. An outline of outcomes to be assessed include pre-elementary teacher attitudes toward challenges in rural education, rural student attitudes toward becoming teaching professionals, and rural student comfort levels using distance delivery technology.
Presented by: Juri Ishikawa, Illinois State University, USA
Theme: Special Education and Diversity
Time offered: Poster Session
Description: The purpose of this presentation is to report findings of a group comparison study on how instructional presentation software and a LCD projection system with a sequenced and recursive curriculum to teach young children who are at–risk for disabilities in the development of early literacy skills. The sample included 78 children enrolled in a Midwestern early childhood center within a public school district which serves students identified as at-risk through screening procedures. The students are four to five years in age and are predominantly ethnic minorities. Measures included two research-validated instruments: Individual Growth and Development Indicators (IGDIs) (Early Childhood Research Institute on Measuring Growth and Development, 1998) and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) (Good & Kaminski, 2002). A pre-post treatment acceptability rating was administered to staff (Lane & Beebe-Frankenberger, 2004). Fidelity was monitored through direct observation. Findings suggest that students are highly engaged with Microsoft© PowerPoint™ learning activities, teachers implement fidelity, and teachers find the intervention an acceptable way to teach preschool children phonological awareness to young children. Children appear to benefit from direct instruction program combined with the Microsoft© PowerPoint™ learning activities. The learning activities taught critical phonological awareness skills including initial sound fluency, alliteration, and rhyming. Implications of the study will be discussed for classroom teachers of young children. Suggestions for future research on applications of instructional technology will be presented. It is critical that we advance our understanding of how to teach young children early literacy to keep pace with the 21st century needs of students.