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Sprachliche Individualisierung mittels digitaler Medien
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In: Haider, Michael [Hrsg.]; Schmeinck, Daniela [Hrsg.]: Digitalisierung in der Grundschule. Grundlagen, Gelingensbedingungen und didaktische Konzeptionen am Beispiel des Fachs Sachunterricht. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 140-153 (2022)
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Enseñar y aprender matemáticas en lengua indígena. La experiencia del proyecto T'arhexperakua en Michoacán, México
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But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices
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In: National Youth Advocacy and Resilience Conference (2020)
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O neofalantismo no ensino secundario: un espazo sen lexitimar ; New-Speakerness in Compulsory Secondary Education: An Unlegitimized Space
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Oral History Interview with Nafeesa Mahdi on July 16, 2020
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In: Dream Storytelling Interviews (2020)
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Oral History Interview with Shaykh Momodou Ceesay on October 24, 2020
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In: Dream Storytelling Interviews (2020)
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Дистанционный курс письменной коммуникации по немецкому языку как иностранному
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In: Nauchnyy Dialog / Scientific Dialogue ; 10 ; 324-333 (2019)
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Learning to produce a financial plan : student perceptions of integrating knowledge and skills
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Cull, Michelle (R12261). - : Mount Gravatt, Qld., Griffith University, 2019
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| 11 |
A language on mission : a history of french language and teaching planning in Palestine ; Une langue en mission: Histoire des politiques linguistiques et didactiques françaises en Palestine
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In: https://hal.archives-ouvertes.fr/tel-02060587 ; Linguistique. Université de Tours, 2018. Français (2018)
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Strategic Approaches: Academic Success Strategies For At Risk Students
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In: National Youth Advocacy and Resilience Conference (2018)
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| 13 |
What is Your Social Justice IQ: Leading Social Justice in Higher Education
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2018)
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| 14 |
Intervention Planning for Children who use Augmentative and Alternative Communication: Exploring the Expert-Novice Gap in Speech-Language Pathologists’ Clinical Reasoning
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Abstract:
Although supporting people who use augmentative and alternative communication (AAC) is included in the American Speech-Language-Hearing Association’s certification standards, many speech-language pathologists are not competent supporting AAC (Costigan & Light, 2010; Ratcliff & Beukelman, 1995; Ratcliff, Koul, & Lloyd, 2008). The purposes of the study were to (a) inform a working definition of competency in AAC service provision, and (b) describe the bottlenecks to student learning in this area. The expert-novice gap in intervention planning was explored. Eight experts, practicing speech-language pathologists with work activities primarily related to AAC participated, as well as eight novices, speech-language pathology students who had completed their first semester of graduate study, including an AAC course or clinical practicum. Participants completed two think-aloud tasks. They read two case studies of children who used AAC and thought aloud as they developed intervention plans for therapy. Data were qualitatively analyzed using grounded theory methodology. Member checks and peer debriefing validated the accuracy of the findings. Four themes emerged, representing groups of clinical reasoning skills used by both groups: (1) developing intervention plans, (2) measuring and evaluating progress, (3) decision-making, and (4) teaming. Experts and novices used the following clinical reasoning skills similarly: planning activities, selecting or developing materials, planning teaching strategies, selecting targets, collecting data, goal setting, summarizing, interpreting, hypothesizing, and rationalizing. Clinical reasoning differed across groups in selecting treatment style, feature matching, comparing, deferring, seeking outside input, collaborating, and educating others. Novice speech-language pathologists in the study were developing competency in developing intervention plans, measuring and evaluating progress, decision-making, and teaming. Data analysis provided preliminary evidence that novices were developing skills in generating intervention plans, goal setting, collecting data, seeking outside input, and collaborating, but additional implementation data would be useful in triangulating these findings. Novices needed additional knowledge and skills related to feature matching and educating others. It is recommended that educators help novices build a database of prototypes during their graduate programs, so that they can more effectively compare clients and populations of clients and also defer less frequently during practice. Limitations and recommendations for future research are discussed.
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Keyword:
augmentative and alternative communication; clinical reasoning; expert-novice gap; intervention planning; scholarship of teaching and learning; Speech therapy; speech-language pathology
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URL: http://hdl.handle.net/1808/28007
http://dissertations.umi.com/ku:16052
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| 15 |
The Intentional Student: Strategies to Help Students of Low-Socioeconomic Status Succeed at Post-Secondary Institutions
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In: National Youth Advocacy and Resilience Conference (2017)
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| 16 |
Reflexão linguística em sala de aula : novas possibilidades para um projeto de ensino de língua portuguesa
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Authentizität und Lernen - das Fach in der Fachdidaktik. Gesellschaft für Didaktik der Chemie und Physik Jahrestagung in Berlin 2015
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Maurer, Christian Hrsg.. - : Universität Regensburg, 2016. : Regensburg, 2016. : pedocs-Dokumentenserver/DIPF, 2016
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In: Regensburg : Universität Regensburg 2016, 610 S. - (Gesellschaft für Didaktik der Chemie und Physik; 36) (2016)
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Um estudo interpretativo sobre linguística cognitiva e planejamento em língua portuguesa
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 14
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Instructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 3 of 15
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