The impact of state and federal policies on community college correctional education programs

2021 ◽  
Vol 2021 (196) ◽  
pp. 69-79
Author(s):  
Caroline Thouin
Keyword(s):  
Community College ◽  
Correctional Education ◽  
Education Programs ◽  
Federal Policies ◽  
Correctional Education Programs ◽  
The Impact

Adult Correctional Education Programs

2006 ◽  
Vol 44 (1) ◽  
pp. 81-98 ◽  
Author(s):  
Eric L. Jensen ◽  
Gary E. Reed
Keyword(s):  
Correctional Education ◽  
Education Programs ◽  
Correctional Education Programs

scholarly journals Features of remedial work with disorders of speech perception by ear

2018 ◽  
Vol 7 (1) ◽  
pp. 248-251
Author(s):  
Tatiana Grigorievna Vizel
Keyword(s):  
Hearing Loss ◽  
Speech Perception ◽  
Auditory Perception ◽  
Correctional Education ◽  
Differential Diagnostics ◽  
Education Programs ◽  
Special Place ◽  
Auditory Agnosia ◽  
Remedial Work ◽  
Correctional Education Programs

The paper touches upon the problem of auditory agnosia, and first of all, speech. The author discusses its place in the series of defects of auditory perception, the output of a specific hierarchy from hearing loss to violations of the understanding of speech phonetically. It is emphasized that the children mechanisms, for which speech auditory agnosia takes place, may have origins in the inferiority of the processes of perception of nonverbal sounds. A special place is given to the problems of differential diagnostics of various abnormalities of auditory perception as well as to the fact that the absence of ones own articulated speech in a child directly depends on how well he perceives the speech of others. Thus, it has been affirmed that children articulatory apraxia is not primary. This must be considered in the construction of correctional education programs. Unlike primary hearing loss, the symptoms of speech auditory agnosia can be eliminated or reduced as a measure due to the use of special corrective techniques.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Measuring Entrepreneurial Self-efficacy: A Comprehensive Scale

2021 ◽  
pp. 239395752110196
Author(s):  
Neha Taneja Chawla ◽  
Hitesh Bhatia
Keyword(s):  
Impact Assessment ◽  
Statistical Methods ◽  
Self Efficacy ◽  
Reliability And Validity ◽  
Entrepreneurship Education ◽  
Education Programs ◽  
Entrepreneurial Behaviour ◽  
Indian Context ◽  
The World ◽  
The Impact

With the increasing popularity of entrepreneurship education programs across the world, the impact assessment of such programs has gathered considerable interest of the researchers. Growing number of studies are including entrepreneurial self-efficacy (ESE) as a key predictor of future entrepreneurial behaviour and hence the scale for measuring ESE is central to majority of studies pertaining to entrepreneurship education and entrepreneurial behaviour. This study attempts to refine the existing instruments for measuring ESE by extensively reviewing the notable scales of ESE in literature and develops a comprehensive scale of ESE relevant in the Indian context. The additional components are added to the existing scales through expert discussions with the academicians as well as entrepreneurs. The scale is further verified for its reliability and validity by using appropriate statistical methods.

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