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- Creators: Division of Teacher Preparation
- Status: Published
Cultural Perceptions of Leisure and Well-being in Rock Climbing Communities of Peru and Arizona, USA
Families of students with disabilities and those who are culturally and linguistically diverse (CLD), are looking for better educational opportunities. Charter schools offer promise as they were designed to promote student learning with limited control from the state. Charter schools though, have been criticized for relying on exclusionary discipline policies that affect CLD students and students with disabilities disproportionately. This study was designed to understand how Arizona charter schools use exclusionary discipline practices, with a focus on students with disabilities and CLD students. Two participants, a fourth grade and fifth grade teacher from a Phoenix metropolis charter school completed surveys and interviews where they answered questions about their classroom and their school’s discipline policies. Teachers were asked how they have adapted and administered classroom discipline policies and to what extent have positive behavioral strategies been implemented in an online setting due to the COVID-19 pandemic when schools transitioned to virtual learning. The results showed that in a virtual setting, teachers retained the practice of removing students from the “classroom”, expectations had to be modified to meet the needs of the new environment, and the school counselor served in conflicting roles. The findings suggested that charter schools and teachers may be transferring and adapting their reliance on exclusionary discipline practices even for an online setting with classrooms that have students with disabilities and those who are CLD.
As the COVID-19 pandemic globally altered the way education was accessed by students and facilitated by teachers. Educators understand the importance of students engaging in the learning experiences to promote achievement. In this paper, we address the following objectives: (1) provide a conceptualization of student engagement from the perspective of teachers, students, and families, (2) identify the factors that influence student engagement, (3) identify the distinctions and similarities between in-person and virtual learning, and (4) recommend practices to increase student engagement during virtual learning. Research plans were to collect data in Oujda, Morocco and Arizona, USA to examine educational experiences in two different contexts. In this paper, we present data from the Oujda participants. Results indicated various levels of students’ emotional, behavioral, and cognitive engagement due to factors involving technology, supervision, motivation, and teacher pedagogy. Results reflected various perspectives of teachers, students, and parents regarding student engagement, yet all the perspectives indicated that engagement and preference is higher for in-person learning than virtual learning.
Education is known for being powerful in reducing poverty, improving health, promoting healthier economies, and providing peaceful and productive opportunities for young people worldwide. It’s a key to success that has been threatened in the state of Arizona through low funding, teacher shortages, and a lack of resources. Inadequate learning environments further educational inequalities and hinder academic achievement among students. In finding a solution, the objectives of education policy in Arizona are analyzed from an economic and equity standpoint.
performance is limited by poor spectral resolution. Acoustic CI simulation has been widely used
in normal-hearing (NH) listeners to study the effect of spectral resolution on speech perception,
while avoiding patient-related confounds. It is unclear how speech production may change with
the degree of spectral degradation of auditory feedback as experience by CI users. In this study,
a real-time sinewave CI simulation was developed to provide NH subjects with auditory
feedback of different spectral resolution (1, 2, 4, and 8 channels). NH subjects were asked to
produce and identify vowels, as well as recognize sentences while listening to the real-time CI
simulation. The results showed that sentence recognition scores with the real-time CI simulation
improved with more channels, similar to those with the traditional off-line CI simulation.
Perception of a vowel continuum “HEAD”- “HAD” was near chance with 1, 2, and 4 channels,
and greatly improved with 8 channels and full spectrum. The spectral resolution of auditory
feedback did not significantly affect any acoustic feature of vowel production (e.g., vowel space
area, mean amplitude, mean and variability of fundamental and formant frequencies). There
was no correlation between vowel production and perception. The lack of effect of auditory
feedback spectral resolution on vowel production was likely due to the limited exposure of NH
subjects to CI simulation and the limited frequency ranges covered by the sinewave carriers of
CI simulation. Future studies should investigate the effects of various CI processing parameters
on speech production using a noise-band CI simulation.