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Descriptors:
Immigrants; Children; Preschool Teachers; Semi Structured Interviews; Mothers; Japanese Americans; Preschool Education; Mother Attitudes; Communication Strategies; Interpersonal Relationship; Educational Attitudes

Abstract:
Japanese immigrants have been living in the United States for nearly 150 years. Yet, despite the continued presence of this population, there is not a lot of research to suggest why Japanese families have not become more active participants in preschools across the United States (US). In an attempt to understand this phenomenon, this paper examined the voices of nine Japanese immigrant mothers living in the US and articulates their major concerns and ideas; it also provides suggestions to early childhood professionals regarding these insights. Fundamental to this study is the belief that both Japanese parents and preschool teachers need to make a sincere effort to learn and employ communicative strategies and to acquire fundamental knowledge for building effective relationships. Data were drawn from semi-structured interviews and conducted over 12 months of fieldwork. Implications for early childhood professionals are explicated and briefly discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Genetic Disorders; Coaching (Performance); Interpersonal Communication; Communication Skills; Interaction; Adults; Intention; Communication Strategies

Abstract:
Rett syndrome (RTT) occurs primarily in females and is characterized by deficits in cognition, communication, hand use and ambulation. This quasi-experimental study explored the use of a coaching program to increase communicative interactions between girls with RTT and their communication partners. Communication coaching strategies were provided to adults who worked with four girls with RTT during mealtime in their classrooms. Data analysis revealed that the number of bids for communication increased over time for all girls with RTT. Feeders waited longer for girls to respond, used fewer conversational fillers and responded to the girls' behaviors as if they were intentional. These observations suggest communication coaching may be a valuable tool clinicians can use to enrich communicative interactions in the classroom for these individuals with severe communication impairments. Limitations and suggestions for further research are discussed. (Contains 2 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evolution; Documentaries; Learning Experience; Communication Strategies; Computer Games; Exhibits; Elementary Schools; Secondary Schools; Instructional Materials; Web Sites

Abstract:
Studies in the history of science and education have documented that the reception and understanding of evolutionary theory is highly contingent on local factors such as school systems, cultural traditions, religious beliefs, and language. This has important implications for teaching evolution in primary and secondary schools. No universal strategy can be applied in overcoming the barriers of learning that exist and that are part of the practical and daily life in classrooms all over the world. In light of this, a huge challenge is to make high standard teaching materials fit to specific target audiences readily available. As more and more schools require teachers to use low cost or free web-based materials, in the research community we need to take seriously how to facilitate that demand in communication strategies on evolution. This article addresses this challenge by presenting the learning experience of making a digital archive of Danish Darwin editions that marked the beginnings of a series of public engagement and teaching initiatives including, among other things, comprehensive new websites, exhibits, lecture series, television documentaries, and a computer game. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Autism; Developmental Disabilities; Stimuli; Mental Retardation; Handheld Devices; Educational Technology; Literature Reviews; Academic Achievement; Job Training; Job Skills; Communication Strategies; Leisure Time; Transitional Programs; Children; Young Adults; Pervasive Developmental Disorders

Abstract:
We conducted a systematic review of studies that involved iPods[R], iPads[R], and related devices (e.g., iPhones[R]) in teaching programs for individuals with developmental disabilities. The search yielded 15 studies covering five domains: (a) academic, (b) communication, (c) employment, (d) leisure, and (e) transitioning across school settings. The 15 studies reported outcomes for 47 participants, who ranged from 4 to 27 years of age and had a diagnosis of autism spectrum disorder (ASD) and/or intellectual disability. Most studies involved the use of iPods[R] or iPads[R] and aimed to either (a) deliver instructional prompts via the iPod Touch[R] or iPad[R], or (b) teach the person to operate an iPod Touch[R] or iPad[R] to access preferred stimuli. The latter also included operating an iPod Touch[R] or an iPad[R] as a speech-generating device (SGD) to request preferred stimuli. The results of these 15 studies were largely positive, suggesting that iPods[R], iPod Touch[R], iPads[R], and related devices are viable technological aids for individuals with developmental disabilities. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Therapy; Autism; Family Environment; Nonverbal Communication; Young Children; Communication Strategies; Program Effectiveness; Speech Language Pathology; Comparative Analysis

Abstract:
The purpose of this study was to compare the efficacy of Melodic Based Communication Therapy (MBCT) to traditional speech and language therapy for eliciting speech in nonverbal children with autism. Participants were 12 nonverbal children with autism ages 5 through 7 randomly assigned to either treatment group. Both groups made significant progress after treatment. The MBCT group progressed significantly in number of verbal attempts after weeks 1 through 4 and number of correct words after weeks 1 and 3, while the traditional group progressed significantly after weeks 4 and 5. No significant differences in number of verbal attempts or number of correct words were noted between groups following treatment. A significant number of new words were heard in the home environment for the MBCT group (p = 0.04). Participants in the MBCT group had more imitative attempts (p = 0.03). MBCT appears to be a valid form of intervention for children with autism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Program Implementation; State Departments of Education; Communication Strategies; Organizational Communication; State Agencies; Institutional Advancement; Program Improvement; Stakeholders

Abstract:
State education agencies (SEAs) are central players in initiating and leading new reform efforts and in supporting and implementing Federal initiatives. Traditional approaches to providing public information are not adequate for producing public awareness and support and in supporting program implementation at the local level. With limited resources for communication, SEAs often have very few staff devoted to communication systems. As SEAs seek to communicate information about new programs, policies and outcomes, there is a need to have a strategic vision and a proactive, coordinated plan for communication rather than a reactive response. Many SEAs are seeking support in developing the capacity to be more strategic and effective in developing and implementing a communication system. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Safety; School Size; Path Analysis; Educational Environment; Parent Participation; Parent School Relationship; Middle Schools; High Schools; Parent Surveys; Educational Change; Socioeconomic Status; Enrollment; Urban Schools; Communication Strategies; Racial Differences

Abstract:
This study sought to examine the direct and indirect associations between school size and parents' perceptions of the invitations for involvement provided by their children's school in a school system that has actively attempted to reduce the negative effects of school size. Using data from the New York Public Schools' annual Learning Environment Survey, path analysis was used to examine the role that school climate plays in mediating the relationship between school size and parents' perceptions of invitations for involvement. Results from an analysis of middle and high school parents who participated in the annual school survey provided evidence that parents' perceptions of safety and of respect from the school mediated the relationship between school size and perceptions of the extent of the invitations for involvement provided by the school. The indirect effect of school size via perception of safety and respect was larger than the direct effect of school size on parents' perceptions of invitation for involvement. (Contains 3 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; English (Second Language); Second Language Learning; Learning Strategies; Communication Strategies; Classification; Indo European Languages; Writing (Composition); Communication (Thought Transfer); College Students

Abstract:
The field of second language acquisition has distinguished between two types of strategies: learning strategies and communication strategies. Learning strategies deal with the receptive domain of intake, memory, storage, and recall. Communication strategies pertain to the employment of verbal and nonverbal mechanisms for the productive communication of information. Dornyei (1995) has developed a taxonomy of communication strategies, and he divides them into two broad categories: avoidance strategies and compensatory strategies. Although the relevance of the concept of communication strategies with written production has been well affirmed theoretically, few studies have been devoted to the empirical investigation of this concept in the written medium. As students who study English Language and Literature at South East European University (SEEU) find writing the most difficult skill to master, this study investigated the manifestation of communication strategies in the written production of those students. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mixed Methods Research; Discourse Analysis; Questionnaires; Interviews; Data Analysis; Computer Mediated Communication; Discussion; Blended Learning; Internet; Computer Graphics; Second Language Learning; English (Second Language); Foreign Students; Nonverbal Communication; Communication Strategies; Misconceptions; Writing Instruction; Adult Students; Writing Strategies; Integrated Learning Systems; Second Language Instruction; College Instruction; Affective Behavior

Abstract:
This mixed-methods study looks at patterns of emoticon usage in adult, ESL student writing. Data are drawn from 13 students and their participation in online discussion forums designed to supplement a traditional ESL writing course. The study conceptualizes computer mediated communication as a hybridized and emergent form which utilizes features of both oral and written discourse. Emoticons are seen as central to this hybridity in terms of their ability to serve as textual representations of oral discourse features. Findings from this study suggest that emoticon usage is prevalent in the writing of some non-native speakers of English but that usage patterns vary significantly across individuals. Previous experience with discussion forums in the first language as well as emoticon familiarity are identified as mediating factors in emoticon usage in English. The study also raises concerns about the multiple interpretations of emoticons and the possibilities for miscommunication and misunderstanding. (Contains 8 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Education; Physical Activities; Children; Community Involvement; Certification; Administrators; Administrator Role; Communication Strategies; Computer Uses in Education; Outreach Programs; Community Programs; National Programs; School Community Relationship; Elementary Schools; Physical Education Teachers; Program Development; Program Descriptions; Guidelines; Family Involvement

Abstract:
Engaging families and communities in physical activities for the benefit of children is an extension of the role of a physical education instructor. Although it is possible for a physical educator to generate ideas that encourage families and communities to move, a certified director of physical activity (C-DPA) would be better trained to facilitate family and community involvement in physical activity. This article provides a brief review of existing research about the benefits of family and community involvement in creating a physically active environment for children and presents a number of strategies that a physical educator, especially a C-DPA, can implement to make family and community involvement a reality. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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