From a Teacher Center Journal: Hypotheses about Inservice

1981 ◽  
Vol 163 (2) ◽  
pp. 173-183
Author(s):  
Jinx Bohstedt
Keyword(s):  
First Year ◽  
Federally Funded ◽  
Teacher Center

The first year of operation of a federally funded teacher center is described through a series of excerpts from the author's daily journal. This article focuses upon the practical aspects of implementing such a program while providing anecdotal accounts of the center's development. It offers a chronicle of the center's growth as well as its effects upon the teachers it came to serve during the first operational year, 1979–1980.

Predictors of Inclusive Course Enrollments in Higher Education by Students With Intellectual and Developmental Disabilities

2018 ◽  
Vol 56 (6) ◽  
pp. 458-470 ◽  
Author(s):  
Clare Papay ◽  
Meg Grigal ◽  
Debra Hart ◽  
Ngai Kwan ◽  
Frank A. Smith
Keyword(s):  
Higher Education ◽  
Developmental Disabilities ◽  
Career Development ◽  
College Experiences ◽  
First Year ◽  
Intellectual And Developmental Disabilities ◽  
College Courses ◽  
Federally Funded ◽  
Education Programs ◽  
First Year Students

Abstract Higher education programs for students with intellectual and developmental disabilities (IDD) offer opportunities to engage in college experiences including access to typical college courses. The purpose of the present study was to examine data from federally funded programs in order to describe and identify predictors of inclusive course enrollments. Data on 672 first-year students with IDD who enrolled in 3,233 inclusive college courses were analyzed. Significant predictors were the age of the student, whether the student attended a program that offered access to regular student advising or provided an official transcript, whether the student took any specialized courses, and whether the student had a paid job or participated in particular career development experiences. Implications for higher education programs are discussed.

scholarly journals A Tale of Two Programs: Broadening Participation of Underrepresented Students in STEM at Loyola Marymount University

2018 ◽  
Vol 4 (1) ◽  
pp. 13-22
Author(s):  
David Berube ◽  
Christina Eubanks-Turner ◽  
Edward Mosteig ◽  
Tomas Zachariah
Keyword(s):  
Underrepresented Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Department Of Education ◽  
First Year ◽  
Federally Funded ◽  
Mcnair Scholars ◽  
Graduate Degrees ◽  
Mcnair Scholars Program ◽  
Scientific Scholarship

This paper highlights two programs that successfully support underrepresented students in STEM disciplines at Loyola Marymount University (LMU). ACCESS (A Community Committed to Excellence in Scientific Scholarship) is a program that focuses on academics and critical thinking skills, which provides a threeweek residential component for incoming students and continued mentoring during their first year in college. The LMU McNair Scholars Program is one of over 150 McNair Scholars Program sites federally-funded by the U.S. Department of Education and has the overarching goal of increasing number of graduate degrees awarded to students from underrepresented segments of society. For both ACCESS and McNair, we give an overview of each program and detail about components of the programs that have led to success. In addition, we specifically address the rewards and challenges when providing mentorship at multiple levels.

Changes in role perceptions by first-year dental students

1977 ◽  
Vol 41 (8) ◽  
pp. 507-510 ◽  
Author(s):  
AC Rosen ◽  
M Marcus ◽  
N Johnson
Keyword(s):  
Dental Students ◽  
First Year ◽  
Role Perceptions

Relationship of stress and performance among first-year dental students

1986 ◽  
Vol 50 (5) ◽  
pp. 264-267 ◽  
Author(s):  
GH Westerman ◽  
TG Grandy ◽  
JV Lupo ◽  
RE Mitchell
Keyword(s):  
Dental Students ◽  
First Year ◽  
And Performance ◽  
Relationship Of

Effects of Gender, Parental Role, and Time on Infant- and Adult-Directed Read and Spontaneous Speech

2019 ◽  
Vol 62 (11) ◽  
pp. 4001-4014
Author(s):  
Melanie Weirich ◽  
Adrian Simpson
Keyword(s):  
Parental Involvement ◽  
Gender Identity ◽  
Spontaneous Speech ◽  
First Year ◽  
Space Size ◽  
Vowel Space ◽  
Potential Impact ◽  
Phonetic Features ◽  
And Gender ◽  
Description Task

Purpose The study sets out to investigate inter- and intraspeaker variation in German infant-directed speech (IDS) and considers the potential impact that the factors gender, parental involvement, and speech material (read vs. spontaneous speech) may have. In addition, we analyze data from 3 time points prior to and after the birth of the child to examine potential changes in the features of IDS and, particularly also, of adult-directed speech (ADS). Here, the gender identity of a speaker is considered as an additional factor. Method IDS and ADS data from 34 participants (15 mothers, 19 fathers) is gathered by means of a reading and a picture description task. For IDS, 2 recordings were made when the baby was approximately 6 and 9 months old, respectively. For ADS, an additional recording was made before the baby was born. Phonetic analyses comprise mean fundamental frequency (f0), variation in f0, the 1st 2 formants measured in /i: ɛ a u:/, and the vowel space size. Moreover, social and behavioral data were gathered regarding parental involvement and gender identity. Results German IDS is characterized by an increase in mean f0, a larger variation in f0, vowel- and formant-specific differences, and a larger acoustic vowel space. No effect of gender or parental involvement was found. Also, the phonetic features of IDS were found in both spontaneous and read speech. Regarding ADS, changes in vowel space size in some of the fathers and in mean f0 in mothers were found. Conclusion Phonetic features of German IDS are robust with respect to the factors gender, parental involvement, speech material (read vs. spontaneous speech), and time. Some phonetic features of ADS changed within the child's first year depending on gender and parental involvement/gender identity. Thus, further research on IDS needs to address also potential changes in ADS.

Supervision: Supervision and Clinical Practicum in Telepractice

2011 ◽  
Vol 21 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Sena Crutchley
Keyword(s):  
North Carolina ◽  
Pilot Project ◽  
First Year ◽  
University Of North Carolina ◽  
Speech Language Pathology ◽  
Support Personnel ◽  
Clinical Practicum ◽  
Training Support ◽  
Language Pathology ◽  
The University

This article describes how a telepractice pilot project was used as a vehicle to train first-year graduate clinicians in speech-language pathology. To date, six graduate clinicians have been trained in the delivery of telepractice at The University of North Carolina at Greensboro. Components of telepractice training are described and the benefits and limitations of telepractice as part of clinical practicum are discussed. In addition, aspects of training support personnel involved in telepractice are outlined.

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