Transcript Slide 1

Topical Team 2.2:
Classrooms as Learning Portals Project Summary
Susan Easterbrooks, Brenda Stephenson, and
Elaine Gale
2007 ACE-DHH
Pittsburgh, PA
Background
Year 1
Identified content standards
consistent nationwide
http://www.deafed.net/DeafedForums/Uploads/=76590_Cont
ent%20Standards.doc
Identified twenty literacy and science/math
practices.
http://www.deafed.net/PublishedDocs/RecommendedPractice
s.doc
Year 2
• Developed PowerPoint presentations
surrounding the 20 recommended practices
• Conducted Master Teacher survey
• Reported on both in Denver
• Available in current Annals issue:
• Easterbrooks, S., and Stephenson, B. (2006). An
examination of twenty literacy, science, and mathematics
practices used to educate students who are deaf or hard of
hearing. American Annals of the Deaf, 151(4), .
Available Literacy PowerPoints
Independent Reading
Writing as a Reading Instruction Tool
Writing Graphic Organizer [link not yet available]
Promoting Content Area Reading (includes Biology
example)
• Teaching Vocabulary Meaning Through Semantic-Based
Activities
• Phonemic Awareness (ready, awaiting uploading)
• Visualization (ready, awaiting uploading)
• Promoting Literacy in the Classroom Through Reading-toLearn Strategies
Content Area Literacy
Guided-Free Writing - Promoting Literacy in the Classroom
Through Writing-to-Learn Strategies
Creative Writing - Promoting Literacy in …Through
Writing-to-Learn Strategies
End-of-Class Reflection - Promoting Literacy …Through
Writing-to-Learn Strategies
Available Science/Math PowerPoints
Active Learning for Deaf Students: Teaching Tips for
Enhancing Instruction in Science and Mathematics
Problem-Solving for Deaf Students: Developing Skills in the
Mathematics and Science Classroom
Developing Thinking Skills in Deaf Learners: Strategies and
Priorities for the Science and Mathematics Teacher
•
Click on
“Faculty
Resources”
Click on
“Recommended
Practices”
Click on title to
open the
presentation.
Meanwhile…
back at the ranch…
• Master Teacher Survey of 20 practices- MTs felt that all
practices were beneficial and that they were likely to use
all except phonemic awareness/phonics.
Maximum Likelihood Maximum Benefit All Practices
% Rating Use a Very Likely to Highly Likely
120
100
80
60
40
20
0
0
10
20
30
40
50
60
70
% Rating High to Very High Benefit
80
90
100
• Also available in current Annals issue:
• Easterbrooks, S., Stephenson, B., & Mertens, D.
(2006). Master teacher responses to twenty
literacy and science/math practices in deaf
education. American Annals of the Deaf, 151(4) .
Year 3- Implement Use of
PowerPoints
• Classrooms as Learning Portals project
• Research project: How do practicing
classroom teachers implement these
practices?
“Classroom as Learning Portals” (CLP)
• Focus
• Incorporating Recommended Practices (for
literacy and math/science) into teacher
preparation program activity (usually practicum
or an academic class)
• Collaborations among post-secondary
instructors, Master Teachers, and teachers in
training (preservice teachers, student teachers)
• CLP Results
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Number of project by level
States represented
Titles
Summary
Technical report will be compiled and all
results and posted on BB
Research
• Focused on two practices
• Independent Reading
• Problem-Solving
• Two questions
• How do veteran classroom teachers use these two
practices in their classes?
• Does their use of these practices change after watching
two of the project PowerPoint presentations.
• Participants (N=30)
• 5 elementary and 5 high school teachers from
each of the following three schools
• Atlanta Area School for the Deaf
• Lexington School for the Deaf
• Tennessee School for the Deaf
• At least 3 years of teaching experience
• Procedures
• Graduate research assistant interviews of teachers using
the Levels of Use of the Innovation (LoU) evaluation
tool.
• Teachers watch the PowerPoint presentations developed
• Teachers develop a lesson plan that they taught, and
then will write a reflection on the process
• Follow-up interviews using the LoU.
• Levels of Use of the Innovation (LoU)
• An interview tool
• Concerns-based model of innovation
• Places concerns at one of 8 levels
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0 No use
1 Orientation
2 Preparation
3 Mechanical Use
4a Routine
4b Refinement
5 Integration
6 Renewal
• Intended outcomes
• Knowledge of how veteran teachers implement
these practices
• Important because “school culture” literature
tells us that the professionals first year teachers
meet have a bigger influence on practices
embraced than do practices learned in teacher
prep programs.
• Knowledge of how or why veteran teachers
implement these practices will assist teacher
educators in understanding potential conflicts
first year teachers may face in using these
practices.
• Examples of effective uses of these practices
through lesson plans
AND… Can deaf education sustain a multi-state
research project?
• Status
• IRB approval took 5 months
• Results to date
• Final results will be posted on BB
• Biggest obstacle to research
• Funding
• IRB process
• Problems associate with achieving IRB
approval
Problems Associated with
Achieving IRB Approval
1. CITI Training
2. Consent Form
3. Revisions
What is the CITI Program?
C ollaborative
I nstitutional
T raining
I nitiative
Why CITI?
All proposal for contracts and
grants for research involving
human subjects receive
education for protection of
human research subjects
CITI: Who and Where?
Designed and Updated by a number of IRB Professionals
How does CITI work?
1. Institute Registers with CITI
2. Establishes Learner Groups
3. Designs a specific curriculum
Example
Social Behavioral
Biomedical
Learner Groups
Graduate Student
IRB member or staff
Student
17 Modules
Social Behavioral
Informed Consent
Research with Children
Privacy and Confidentiality
Example Question
• According to the federal regulations, which
of the following is a required element of
consent?
A) An explanation of the purpose of the research
B) A statement that participation is voluntary
C) A description of expected benefits
D) A description of the duration of the research
E) All of the above
CITI Training
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Short questions based on material covered
Average 2-5 hours to complete training
Do not have to complete in one sitting
Score of 80% or better for certificate
Refresher course in 3 years
Language of consent form
Researchers are required
to provide information in a
manner understandable
to the subjects.
What grade level should we aim for?
8th
Readability Statistics
Flesch Reading Ease Score
Flesch-Kincaid Grade
Level Score
60 to 70 points
7th to 8th grade
How to Check For
Readability in Word
• MAC
• Go to Preferences
• Click Show
Readability Statistics
• Go to Tools
• Click Spelling &
Grammar
• PC
• Click Tool
• Click Options
• Click Spelling &
Grammar
• Click Show
Readability Statistics
Consent form Ingredients
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Purpose and background
Procedures
Risk and/or Discomforts
Benefits
Alternatives
Financial considerations
Privacy and confidentially
Withdrawal
Contact information
Signatures
Expect
Revisions
WHY Plan IRB Proposal
in Advance?
1. CITI Training
2. Consent Form
3. Revisions