Auburn City Schools

Abstract Delay discounting entails a choice between one outcome soon and a more valued outcome later. Analyses emphasizing delay mask the role of the outcomes’ magnitudes in shaping the discounting function. Discounting was examined for justice-involved youth (JIY) and college students. Individuals performed a delay-discounting task using a range of smaller-sooner (SS) magnitudes and larger-later (LL) delays. First, a discounting function was formed by mimicking an adjusting amount procedure. A hyperboloid equation modelled the data well, based on information-theoretic model-selection, but many datasets from the JIY had to be eliminated. Second, dichotomous choices (“wait,” “don’t wait”) were modelled using mixed-effects logistic regression that incorporated both SS magnitude and LL delay. All data sets could be included in the second approach, which was based on the concatenated matching law. Datasets that were eliminated from the hyperboloid analysis showed sensitivity to reinforcer magnitudes undetected by the hyperboloid model. JIY discounted at a higher rate than college students in both analyses, partly because of poor sensitivity to the outcomes’ relative magnitudes. The two groups were tested with different modalities, limiting the conclusions drawn about them. Nonetheless, for both groups and testing modalities, incorporating magnitude and delay in mixed-model analyses enhanced the generality of delay-discounting analyses.

Abstract Educational opportunities for children with disabilities in China have increased recently, often due to parent efforts. This qualitative study sought to understand the practice of parents (mothers) accompanying their children with autism and other developmental disabilities to school (peidu), providing individualized support in a variety of school settings. Through interviews with parents of 12 children, and four teachers, four themes emerged from data analysis: 1) lack of formal support resources; 2) building relationships with leaders and teachers; 3) mothers as a bridge with other children; and 4) the essential role of managing behavior. This research shows the important role mothers play in securing and maintaining educational opportunities for their children, by going to school with their children (peidu); yet peidu is not a universal or desirable long-term solution. Challenges of effectively supporting students with disabilities in classrooms are not unique to China, and solutions involve and point to the importance of collaboration in education. We conclude with recommendations for supporting parents and teachers, and directions for future research.

This chapter looks at the delivery of professional development on technological pedagogical content knowledge (TPACK), designed to increase teachers’ abilities to integrate technology into ELA curriculum. Using TPACK and 21st century SCALE frameworks as a foundation, both stipend-based and embedded professional development models provided teachers with skills to integrate mobile technologies into classroom pedagogies, modifying or redesigning selected units of instruction. Change in teacher behavior was evidenced by direct observation of teachers’ integration of technology into classroom practice, and their use of technology to support lesson plans aligned to state and common core learning standards in the classroom. Student outcomes include performance on teacher developed action research, attendance, and increased ability to meet learning standards.

A model for partnership with virtual science content providers creates technology-infused science curriculum using interactive videoconferencing technologies and supporting Web resources. The model, based on the work of Project VIEW, demonstrates the viability of videoconferencing and the integration of interactive digital technologies in K-12 classrooms as means to accessing unique science resources for the classroom to engage students in dynamic, self-constructed learning. By bringing enriched content to schools, new structures for pedagogy are emerging that motivate students to learn more, both with and without teacher assistance, effectively promoting increased cognitive development. The chapter offers research results confirming the progress of the model.Request access from your librarian to read this chapter's full text.

Due to the increases in connectivity capacities prevalent in our nation’s schools, educational administrators are utilizing a variety of resources in their classrooms including the interactive videoconferencing. For videoconferencing to be successful, however, planning for technological infrastructure must occur prior to program implementation. It is important for both schools and providers to be aware of the infrastructure requirements needed in order to provide students with knowledge and learning via videoconference experiences. The purpose of this chapter is to identify the key components of the technological infrastructure needed to support videoconferencing within K-12 the schools such as connectivity needs and essential hardware requirements including computers, cameras, audio essentials, and operating controls, in addition, the chapter provides in easy to read language, an overview of many of the key technical terms used in the videoconferencing literature and provides teachers with a graphical display of use.