Overview of Post-baccalaureate Student Needs

This study aims to develop learning comic media that valid good environment and bad environment toward natural sciences learning in environment theme for class III elementary school.. Data collection instrument consicts of interview sheet, questionnaire on teacher needs, quesionnaire on student needs, quesionnaire on professional media valid, quesionnaire on material expert, quesionnaire teacher responses and quesionnaire students responses. Result from this study showed that data analysis, professional media valid and learning material expert indicate assessment of comic media with average of value professional media I is 91,67% and professional media II is 85% while result material expert I is 91,67% and maerial expert II is 85%. From that average result indicate that media is reasonable and valid for used to be learning media.

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Ya Era Tiempo (It’s About Time): Latinas/os Training to be Counselors Share the Meaning of Obtaining Recognition for their Spanish Proficiency

Journal of Hispanic Higher Education ◽

10.1177/15381927211005071 ◽

2021 ◽

pp. 153819272110050

Author(s):

Fernando Estrada ◽

Brianna Angèle ◽

Fannie Martinez

Keyword(s):

Graduate Students ◽

Language Proficiency ◽

Counseling Students ◽

Spanish Language ◽

Baccalaureate Education ◽

Post Baccalaureate ◽

Bilingual Proficiency

In the current study, an initiative that focuses on bilingual proficiency among masters-level counseling students provided the opportunity to qualitatively answer the question: For Latina/o bilingual graduate students who are training to be licensed counselors, what is the meaning behind pursuing and obtaining recognition of their Spanish language proficiency? The thematic findings from ten interviews illuminate topics related to bilingualism in post-baccalaureate education with respect to programing and scholarship.

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Implementing Asynchronous Instructional Materials for Students With Learning Disabilities

Intervention in School and Clinic ◽

10.1177/10534512211001847 ◽

2021 ◽

pp. 105345122110018

Author(s):

Matthew L. Love ◽

Kathy B. Ewoldt

Keyword(s):

Learning Disabilities ◽

Instructional Materials ◽

Academic Standards ◽

Asynchronous Learning ◽

Student Needs ◽

Students With Learning Disabilities ◽

Learning Materials ◽

Instructional Environments ◽

Students With Ld ◽

K 12

Online learning continues to be an increasingly popular option in K–12 and postsecondary settings As this trend continues, it is important that the developers of online instructional environments and materials proactively consider the needs of all students. This includes determining how special education and specially designed instruction can be provided in online environments. For students with learning disabilities (LD), a systematic process for determining whether available learning materials address academic standards and specific student needs is key. To support practitioner lesson planning, this column provides guidance for aligning asynchronous learning materials to academic standards and the needs of students with LD. Guidance for supplementing and augmenting available materials is also provided.

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