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Students with intellectual disabilities aged 18–21 are increasingly receiving transition services on college campuses during the last years of public schooling. These students may attend college courses, work in the community, access community recreational activities, and engage in age-appropriate experiences with peers without disabilities. However, there is little research that documents the types of practices included, the perspectives of consumers, or the outcomes of these transition services. Results from this case study depict how one public school program on a community college campus incorporated recommended transition practices and how students with intellectual disabilities and their families perceived these practices. 相似文献
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Emiddia Longobardi Pietro Spataro Marialuisa Renna Clelia Rossi-Arnaud 《European Journal of Psychology of Education - EJPE》2014,29(2):257-275
The present study examined the use of narrative categories and mental state words in the fictional, personal, and hypothetical stories written by 150 children in the third, fourth, and fifth grades of primary school. There were three main results. First, children were better able to write fictional and hypothetical than personal stories, when considering the total number of narrative categories and the percentages of stories including at least one complete episode. Second, there was clear evidence of differentiation between the three tasks, both in terms of narrative categories and mental state language. Third, the use of mental state words correlated with the frequency of subordinate propositions and the number of narrative categories included in the stories. These findings support the hypothesis of a bidirectional interaction between lexical and syntactic development and suggest that narrative writing involves metalinguistic abilities directly related to the spontaneous use of psychological lexicon. Educational implications are discussed. 相似文献
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AbstractIn December 2017, Clemson University’s administration via the Assistant Vice President for Strategic Diversity Leadership charged each college and the University Libraries with creating and implementing a diversity strategic plan to align with the ClemsonForward institutional strategic plan and assessment system. Clemson University Libraries answered this charge by creating a Libraries Diversity Plan Working Group (LDPWG), which applied a provided institutional framework to conduct an inventory of current diversity, equity, and inclusion (DEI) initiatives and obtain input, feedback, and support from all the Libraries’ faculty and staff as well as the organization and institution administration to create an ambitious diversity strategic plan. The LDPWG worked for sixteen months to create an updated organization mission statement, a sustainable diversity statement, and an accountable roadmap, furthering Clemson University Libraries’ DEI initiatives and impact regarding six strategic priority areas: climate and infrastructure, recruitment and retention, education and training, research and scholarship, leadership support and development, and strategic partnerships. 相似文献
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Sharing a variety of characteristics and theories, critical inquiry and information literacy have the potential to complement one another in a higher education setting. This article explores an initiative at the University of South Carolina Aiken to help students with their critical thinking and reasoning skills through the implementation of a new, one-credit, freshman seminar course. The class, entitled Critical Inquiry, would address three student learning outcomes, including one directed at information literacy. A case study of how the initiative was implemented is discussed. 相似文献
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Gregory Goins Mingxiang Chen Catherine White Dominic Clemence Thomas Redd Vinaya Kelkar 《CBE life sciences education》2010,9(3):241-247
At North Carolina A&T State University (NCATSU), there was a critical need to better coordinate genuine research and classroom experiences for undergraduates early in their academic career. We describe the development and implementation of a faculty alliance across academic departments to increase biomathematics research opportunities for underrepresented minorities. Our faculty alliance is called the Integrative Biomathematical Learning and Empowerment Network for Diversity (iBLEND). The fundamental purpose of the iBLEND alliance was to inspire underrepresented minorities to pursue research careers by increasing the visibility of research conducted at the interface of mathematics and biology at NCATSU. Because of the many positive impacts, iBLEND gained significant buy-in from administration, faculty, and students by 1) working from the ground up with administration to promote campus-wide biomathematics research and training, 2) fostering associations between research and regular undergraduate academic courses, 3) creating and disseminating biomathematics teaching and learning modules, and 4) enhancing learning community support at the interface of mathematics and biology. Currently, iBLEND is viewed as a productive site for graduate schools to recruit underrepresented minority students having specific competencies related to mathematical biology. 相似文献
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While research outside economics has found that drinking has a negative effect on cognitive skills, some economists have failed to find any negative relationship between drinking and academic performance. This paper argues that the reason for this discrepancy is due to the way education is measured in the economic literature. Herein, binge drinking in the senior year of high school is found to reduce the probability of receiving a high school diploma and to increase the probability of graduating with a General Education Development (GED). Moreover, this study finds that alcohol policies do not affect the dropout rate measured at the age of 25, but they do affect the probability that a student will graduate on time. In conclusion, bingeing is found to be responsible for inducing individuals to temporarily drop out of school. Eventually, these individuals return to school to complete their education, most likely by obtaining a GED diploma. 相似文献
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Idan Harat Nicolas W. Clark David Boffey Chad H. Herring Erica R. Goldstein Michael J. Redd 《Journal of sports sciences》2020,38(14):1615-1623
ABSTRACT Post-activation potentiation likely acutely improves power-based performance; however, few studies have demonstrated improved endurance performance. Forty collegiate female rowers performed isometric potentiating (ISO), dynamic potentiating (DYN) and control (CON) warm-up protocols on a rowing ergometer, followed by a three-minute all-out test to evaluate their total distance, peak power, mean power, critical power, anaerobic working capacity (W’) and stroke rate. Fifteen-second splits were also analysed. ISO consisted of 5 × 5-second static muscle actions with the ergometer handle rendered immovable with a nylon strap, while DYN consisted of 2 × 10-second all-out rowing bouts, separated by a 2-minute rest interval. The participants were divided into high and low experience groups by median experience level (3.75 years) for statistical analysis. Significant differences (DYN > CON; p < 0.05) were found for distance (+5.6 m), mean power (+5.9 W) and W’ (+1561.6 J) for more experienced rowers (n = 19) and no differences for less experienced rowers (n = 18). Mean power in DYN was significantly greater than CON and ISO in the 15–30, 30–45, 45–60 and 60–75 second intervals independent of experience level. These results suggest that DYN may benefit experienced female rowers and that these strategies might benefit a greater power output over shorter distances regardless of experience. 相似文献
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