scholarly journals The Young Engineers Project: One Library’s Collaboration to Foster Fun and Literacy

2015 ◽  
Vol 13 (4) ◽  
pp. 20 ◽  
Author(s):  
Shawn D. Walsh ◽  
Melanie A. Little
Keyword(s):  
Teaching And Learning ◽  
Phone Call ◽  
Educational Service ◽  
Service Center ◽  
Lake County ◽  
Educational Service Center

It started with a phone call from Jovette Hiltunen, director of Teaching and Learning at the Lake County Educational Service Center in Painesville, Ohio, in the fall of 2012, and, unfortunately, it appears to have ended when the money ran out from the grant in the summer of 2014. However, it was an amazing experience, and the kids we worked with touched our hearts. We are so proud of our young engineers.

Using High Technology to Facilitate Educational Equity in Rural Northeastern Utah Schools

1989 ◽  
Vol 9 (4) ◽  
pp. 33-36 ◽  
Author(s):  
George T. W. Miller
Keyword(s):  
School Districts ◽  
Educational Equity ◽  
Economic Resources ◽  
Educational Service ◽  
Service Center ◽  
Delivery Methods ◽  
Local School ◽  
Cooperative Effort ◽  
Educational Service Center ◽  
Alternative Delivery

The northeastern Utah Telelearning Project began in 1985. A cooperative effort by the Northeastern Utah Educational Service Center, local school districts, and the Area Vocational Center pooled their resources and talents to identify alternative delivery methods for providing education to rural schools separated by geography and economic resources. Computers, telephones, dedicated phone lines, simplex and duplex microwave, and UHF television were used to provide classes to six area schools. These communication tools were shown to be effective methods of delivery when traditional means were no longer available. The planning, implementation, and operation of the telelearning system are examined.

scholarly journals A Presença de um Núcleo de Atendimento Educacional e sua Contribuição para a Atenuação de Dificuldades de Leitura e Escrita / The Presence of an Educational Center and its Contribution to the Attenuation of Difficulties in Reading and Writing

2021 ◽  
Vol 15 (57) ◽  
pp. 647-664
Author(s):  
Silas Baleeiro Borges ◽  
Maria Antonieta Pereira Tigre Almeida
Keyword(s):  
Field Research ◽  
Educational Service ◽  
Service Center ◽  
Reading And Writing ◽  
Qualitative And Quantitative ◽  
Inclusive School ◽  
New Perspective ◽  
Education Network ◽  
The City ◽  
Educational Service Center

Resumo: O presente artigo tem por finalidade a busca por estratégias que possam atenuar os déficits de leitura e escrita da rede municipal de educação no município de Aracatu – Bahia. Os objetivos da pesquisa são: Investigar as etapas de construção de um Núcleo de Atendimento Educacional Especializado no município de Aracatu – Ba; Identificar as práticas educativas de inclusão necessárias a um espaço escolar inclusivo; Analisar práticas positivas que poderão ser usadas para contribuir no bom desempenho em leitura e escrita. A metodologia utilizada foi pesquisa de campo com levantamento de informações de professores e coordenadores que atuam nas escolas no ano de 2021, coletando informações e as transformando em dados qualitativos e quantitativos. Conclui-se que o núcleo será um suporte para que professores e famílias entendam como lidarem com situação de crianças com diagnósticos e a maneira como serão incluídas sob um novo olhar de um espaço escolar inclusivo. Palavras – chave: Atendimento Educacional; Educação; Inclusão; Leitura/Escrita.  Abstract: The purpose of this article is to search for strategies that can attenuate reading and writing deficits in the municipal education network in the city of Aracatu – Bahia. The research objectives are: To investigate the stages of construction of a Specialized Educational Service Center in the city of Aracatu – Ba; Identifying the educational practices of inclusion necessary for an inclusive school space; Analyze positive practices that can be used to contribute to good performance in reading and writing. The methodology used was field research with a survey of information from teachers and coordinators who work in schools in 2021, collecting information and transforming it into qualitative and quantitative data. It is concluded that the nucleus will be a support for teachers and families to understand how to deal with the situation of children with diagnoses and how they will be included under a new perspective of an inclusive school space.Keywords: Educational Service; Education; Inclusion; Reading/Writing.

A Personal Journey: Integrating Mathematics and Service Learning

2001 ◽  
Vol 6 (8) ◽  
pp. 440-446
Author(s):  
Barbara D.O Donnell
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Educational Service ◽  
Service Center ◽  
Personal Journey ◽  
Educational Service Center

The NCTM's standards have affected me as a teacher in more ways than I can count. As a teacher of mathematics in the early 1990s, I realized the importance of professional development. My interest was so deep that the local educational service center trained me to teach other teachers about the Standards and their application.

scholarly journals Stepping Out: A Pilot Program to Reduce Falls Risk in People with Mild Cognitive Impairment

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Barbara L. Fischer ◽  
◽  
Allison J. Midden ◽  
Aundrea Hoffmann ◽  
Deborah Urben ◽  
...  
Keyword(s):  
At Risk ◽  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Teaching And Learning ◽  
Procedural Memory ◽  
Falls Prevention ◽  
Phone Call ◽  
Control Group ◽  
Falls Risk ◽  
Specific Teaching

Cognitive impairment significantly increases the risk of accidental falls in older adults, and falls outcomes are more severe in this population. However, few interventions exist to reduce falls among individuals with cognitive impairment. To address this gap, we developed Stepping Out, by modifying the evidenced-based falls prevention program, Stepping On, tailoring it to meet the cognitive needs of individuals with mild cognitive impairment (MCI) who are at risk for falls. Our objectives were to determine whether incorporating specific teaching and learning strategies among people with MCI would be associated with program feasibility as well as with positive trends in reducing fall risk. 16 older veterans with MCI at risk for falls (mean age 77.5, SD 6.75) participated in Stepping Out. The intervention comprised a group program, each with four veterans and their partners, conducted in two-hour weekly sessions for seven weeks, with a follow-up phone call and subsequent booster session. Teaching and learning adaptations for cognitive impairment included cognitive and compensatory strategies, addition of a partner, increased incorporation of procedural memory, and use of principles of self-determination theory to enhance motivation. Pre-post measures included physical measures of balance and mobility and self-reported falls. The program was found to be feasible for participants, as measured by an attendance rate of 95%. While no change was exhibited on balance or mobility tasks, participants displayed a significant reduction in falls over a six-month period (median change 2.00 falls, range 0-12 falls, p=0.002). The findings of this feasibility and pilot study support the notion that individuals with MCI can benefit from specific teaching and learning techniques incorporated into a multifactorial, cognitively-based program to reduce falls risk. Stepping Out has potential for further investigation with a randomized control group to assess efficacy.

scholarly journals DA ESCOLA ESPECIAL AO CENTRO DE ATENDIMENTO EDUCACIONAL ESPECIALIZADO: OLHARES EM MOVIMENTOS

2012 ◽  
Vol 6 (10) ◽  
pp. 411 ◽  
Author(s):  
Grad. Adriana Marques (UFRGS) ◽  
Drª. Carla K. Vasques (UFRGS)
Keyword(s):  
Metropolitan Region ◽  
Special School ◽  
Service Center ◽  
Policy Cycle ◽  
Porto Alegre ◽  
Education Policies ◽  
Inclusive System ◽  
Difference And Equality ◽  
Equality In Education ◽  
Educational Service Center

The content of this text is the implementation of inclusive special education policies. It analyzes the process of transformation of a special school in a specialized educational service center. This is a qualitative study carried out from documentary analyses and semi-directed interviews done in 2012 in a city of the metropolitan region of Porto Alegre/RS. The "Policy Cycle Approach" orients its theoretical-methodological path. As a result, it may be observed that such process is a quick movement, without much planning, focused on specialized services and not on regular schools. Such fragmentation shows disputes, setbacks and advances against the demands for school inclusion as well as the complexity to provide an inclusive system. Movements which seek, in closing and opening doors, to constitute new settings on “difference” and “equality” in education.

scholarly journals The Use of Digital Technologies as a Pedagogical Tool for Students with Visual Impairments

2021 ◽  
Author(s):  
Ana Luiza de Castro Barreto ◽  
Gabrielle Silva de Araújo ◽  
Maria Eduarda Ribeiro Galdino ◽  
Rayça Gomes Batista ◽  
Ana Raquel de Souza Pourbaix Diniz ◽  
...  
Keyword(s):  
Visually Impaired ◽  
Teaching And Learning ◽  
Social Representations ◽  
Digital Technologies ◽  
Assistive Technologies ◽  
Phone Call ◽  
Pedagogical Tool ◽  
The Social ◽  
Research Population ◽  
Impaired Person

This study presents as a problem-question whether the use of the audiobook will provide the visually impaired person with the condition to adhere, take ownership, make individual and collective use ofnew technologies, these human creations whichrepresent the possibility of an increasingly growing mastery of information never imagined and its new ways of use.Within this context, the research has the following objectives: to analyze the importance of the audiobook as a pedagogical tool, as mediator of reading classes for students with visual impairment; to analyze whether digital technologies can be used to support the teaching and learning process.Regarding tothe approach ofthe problem, the research has a qualitative focus. For data collection, interviews and online questionnaires sent by WhatsApp were used. The research population and sample comprised 13 (thirteen) subjects. To carry out the interviews, several technological resources were used: Google Meet; WhatsApp and cell phone (phone call).Due to the pandemic –Covid 19 and the inevitable social isolation, digital technology was the best option for conducting the research. The interviews were transcribed using theTranscriber for Whatsappand Call Recorderapplications. The study reveals that digital technologies can and should be used to support the process of teaching and learning to students with visual impairments.That the audiobook represents another reading alternative, a complement, a support, with its own attractions, benefiting people with or without disabilities.As from the social representations extracted from the research subjects’speeches, it was possible to see that assistive technologies need to gotogether with the Braille system, called as a literacy technology, a method whichallows the visually impaired to read and write without intermediation, in other words, the person has direct contact with the text.

scholarly journals Reflection and Evaluation of Distance Education in School

2020 ◽  
Vol 7 (1/2) ◽  
Author(s):  
Fatima Chahin-Dörflinger
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Action Research ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Service Center ◽  
Scientific Support ◽  
Learning Programs

When schools in Germany were closed in Spring 2020 due to the COVID-19 pandemic, distance teaching and learning was implemented. Teachers and schools strived to recreate learning programs and education in a new and unknown way. To learn about ways that distance learning can work well for students and schools, several teachers and principals started to evaluate their distance teaching and learning with scientific support of the evaluation service center of the Institute of Educational Analysis (IBBW). The findings of this action research led to a model of orientation for reflection and development of digital distance teaching and learning in schools.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

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