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Descriptors:
Disabilities; Gifted; Special Education; Needs Assessment; Response to Intervention; Expertise; Learning Disabilities; Children; Students; Federal Legislation; Educational Legislation; Electronic Mail

Abstract:
Twice-exceptionality is gaining increasing recognition in the gifted education literature but little is understood about the knowledge and awareness of this concept within the educational and psychological community, or about professionals' experience working with this population of learners. Three-hundred and seventeen individuals completed an online "Twice-Exceptional Needs Assessment", which consisted of 14 questions assessing issues pertaining to twice-exceptionality knowledge and experience, as well as knowledge of policies relevant to both gifted and special education. Results indicated that educators were more familiar with standards within their specific area of expertise (e.g., gifted or special education) and that fewer professionals were familiar with the use of Response to Intervention with twice-exceptional children. Gifted education professionals had significantly more knowledge and experience with twice-exceptionality than did professionals in other domains. We conclude with implications for educators and recommendations for expanding professional understanding of twice-exceptionality outside the field of gifted education to meet twice-exceptional students' multifaceted needs. (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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Adult Education; English (Second Language); Foreign Countries; Manufacturing; Industry; Semi Structured Interviews; Needs Assessment; Case Studies; Online Surveys; Second Language Learning; English for Special Purposes; Engineering; Questionnaires; Oral Language; Second Language Instruction

Abstract:
The global high-tech industry is characterized by extreme competitiveness, innovation, and widespread use of English. Consequently, Taiwanese high-tech companies require engineers that are talented in both their engineering and English abilities. In response to the lack of knowledge regarding the English skills needed by engineers in Taiwan's high-tech sector, this paper presents an English needs analysis of process integration engineers (PIEs) at a leading semiconductor manufacturing company. Based on English skills for engineers and professionals in Asia-Pacific countries, online survey-questionnaires and semi-structured interview questions were developed and administered to PIEs. Results show that engineers face numerous English communicative events similar to other Asia-Pacific nations, including highly frequent writing and reading events such as email, reports, and memos, while common oral events include meetings, teleconferences, and presentations. Findings also indicate that the need for English increases in tandem with the engineer's career, with oral skills being in particular demand for customer visits and relationship building. Moreover, considering the scope of the communicative events PIEs face, Taiwanese learning institutions, ESP instructors and course designers should endeavor to include authentic training in specific areas such as genre-specific writing (i.e., email vs. reports vs. memos), CMC communication (i.e., telephony and teleconference), and delivering presentations. (Contains 8 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Disabilities; Higher Education; State Standards; Educational Technology; Evidence; Teacher Interns; Consortia; Expertise; Severity (of Disability); Alignment (Education); Internship Programs; Academic Standards; National Standards; Mentors; Needs Assessment; Educational Needs; Educational Improvement; Improvement Programs; Best Practices; Teacher Collaboration; College Faculty; Special Education Teachers

Abstract:
Teachers of students with moderate and severe disabilities must possess the skills and knowledge to address a unique set of needs and challenges. These may include, but are not limited to, management of challenging behaviors, performance of health-related procedures, use of assistive technology, and instruction using evidence-based strategies. This article describes the process undertaken by a higher education consortium of faculty with expertise in low incidence disabilities from across institutions of higher education in Kentucky to address the challenge of supporting 1st year teachers (i.e., interns) when assigned mentors and administrators who do not have expertise in this area. This consortium addressed this challenge by creating two documents: (a) an alignment of state standards to professional standards and (b) an addendum to the state internship materials. The intent of this article is to share the development process with others who may wish to design similar documents to address state and national standards for teacher interns. (Contains 2 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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Instructional Materials; Geography; Elementary Secondary Education; Geography Instruction; Educational Strategies; Change Strategies; Educational Planning; Partnerships in Education; Educational Improvement; Improvement Programs; Educational Needs; Needs Assessment; Instructional Development; Research Reports; Integrated Curriculum; Behavioral Objectives; Educational Objectives; Curriculum Development; Academic Standards

Abstract:
The National Geographic Society, the Association of American Geographers, the American Geographical Society, and the National Council for Geographic Education partnered to outline a "road map" for long-term strategies to improve K-12 geography education. The partner organizations assembled three committees to create synthesis reports, each of which examined and made recommendations for an area of geography education that is critical to improvement. These areas include education research, assessment, and instructional materials and professional development. The recommendations for each report revolve around advancing a common goal; presenting an approach to geography education that balances "knowing geography" with "doing geography." Articles summarizing two of these reports (Schell et al. this issue; Wertheim et al. this issue) are included in this issue of "The Geography Teacher." This short overview is designed to provide background for those two articles. 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 Effectiveness; Instructional Materials; Geography; Educational Change; Best Practices; Elementary Secondary Education; Geography Instruction; Educational Improvement; Improvement Programs; Evaluation Methods; Evaluation Research; Evaluation Needs; Needs Assessment; Change Strategies; Academic Standards; Alignment (Education); Behavioral Objectives; Educational Objectives

Abstract:
In late 2012, both the second edition of the "Geography for Life: National Geography Standards" and the National Science Foundation-funded "Road Map for Geography Education Project" reports were released; the former document describes the conceptual goals for K-12 geography education, and the latter, a route to coordinating reform efforts to realize those goals. A central premise of the Road Map Project reports is that reform must be implemented comprehensively across each facet of education. This will require a more robust foundation of research about teaching and learning around the geography learning objectives, developing high-quality instructional materials that move students toward those goals, preparing geography teachers to facilitate learning them, and creating assessments that validly and reliably assess them. The Road Map Project assessment report describes a process for creating assessments, from describing best practices for design and use of assessments, to describing a system for articulating what should be assessed, and how it should be assessed. In this article, the authors highlight five central components of the report, including: (1) areas identified as high priorities for geography assessments; (2) a clarification of the goals to be assessed; (3) an examination of how well existing assessments meet those goals; (4) a framework for creating a new generation of assessments that can support reform efforts; and (5) recommendations for where efforts should be focused to implement these changes. (Contains 2 figures and 1 footnote.) 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:
Foreign Countries; College Faculty; Self Concept; Professional Isolation; Professional Identity; Faculty Evaluation; Needs Assessment; College Role; Higher Education; Teaching Conditions; Educational Environment; Intellectual Experience; Public Speaking; Teacher Role; Anti Intellectualism; Leadership; Ethics

Abstract:
Twenty-five years ago, American sociologist Robert Neelly Bellah (Bellah, et al., 1986: 303) critiqued the growing isolation of intellectuals within universities and called for a return to "social science as public philosophy." Little seems to have changed. My thirty-seven year experience at the University of Alberta suggests that academics see self-isolation as key to career success. Today's academic seems to work alone, engage in esoteric researching or theorizing, and publish single-authored articles in high-impact journals. At the University of Alberta, and I assume at other tier one universities, working to engage a wide public does not rank highly on Faculty Evaluation Committee's (FEC) annual reviews of academic work. This paper asks whether university-based academics are becoming irrelevant to wider publics and whether our intellectual leadership is waning. Here, I trace the history and importance of public intellectuals and make a case that ethically university-based academic leaders must become public intellectuals who engage the larger public through writing, speaking, or acting. Rooted in both Renaissance and Enlightenment, a public intellectual is a learned person shining a light on a public sphere. Although our post-modern sense has eroded many Enlightenment myths, I make the case that active ethical academic leadership should not be thrown to that wreckage. Here, I discuss the tradition of public intellectuals--discussing who, where, how, and what they are. I review the tradition of some historic and more recent public intellectuals like Ralph Waldo Emerson, Edward Said, Henry Giroux, and James K. A. Smith. I discuss why public intellectuals must speak fearlessly regardless of anti-intellectual traditions that might position academics as targets for ridicule. I discuss public intellectuals as both teachers and outline a number of practical and collaborative ways that academics might engage the public. This paper is framed on the beliefs that a university is (1) a place where academics work to protect and extend the best of a society's culture and knowledge, (2) can be a living witness to how knowledge can positively infuse a culture and a society, and that (3) academics are meant to serve the general good. (Contains a bibliography and 6 footnotes.) 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:
Transfer of Training; Instructional Design; Needs Assessment; Stakeholders; Audience Analysis; Outcomes of Education; Student Evaluation; Adult Education

Abstract:
Throughout the chapters in this issue, the authors have cited various definitions for learning transfer. For educators, in its simplest form, transfer of learning occurs when students put to practical use the knowledge and skills they gained in the classroom (near transfer). Chapter 1 defines near transfer and then goes into detail on the levels and variations of transfer beyond this. Transfer of learning is the goal for all learners, and it is the job of adult educators to take all the steps they can to ensure the highest probability of transfer. This chapter offers a practical framework for applying the learning transfer concepts discussed in this issue from a facilitation and instructional design standpoint. 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:
Foreign Countries; Case Studies; Rural Extension; Information Technology; Agricultural Occupations; Needs Assessment; Access to Computers; Innovation; Program Effectiveness

Abstract:
Purpose: This case study deals with the implementation methodology, innovations and lessons of the ICT initiative in providing agricultural extension services to the rural tribal farming community of North-East India. Methodology: This study documents the ICT project implementation challenges, impact among farmers and briefly indicates lessons of the e-agriculture project. Findings: The e-agriculture prototype demonstrated that the Rs. 2,400 (USD 53) cost of the extension services to provide farm advisory services was saved per farmer per year, expenditure was reduced 3.6 times in comparison with the conventional extension system. Sixteenfold less time was required by the farmers for availing the services and threefold less time was required to deliver the services to the farmers compared with the conventional extension system. However, this article argues that in less developed areas, information through ICTs alone may not create expected development. Along with appropriate agricultural information and knowledge, field demonstrations and forward (farm machinery, manure, seeds) and backward linkages (post-harvest technology and market) need to be facilitated with appropriate public-private partnership between knowledge and other rural advisory service providers for agricultural development. Practical implications: This article lists a number of practical lessons which will be useful for the successful planning and implementation of e-agriculture projects in developing countries. Original value: This article is a first case study on ICTs for agricultural extension initiatives among the tribal farmers who dominate the less developed North-East India. (Contains 2 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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Descriptors:
Higher Education; Foreign Countries; Study Abroad; Academic Achievement; Needs Assessment; Student Needs; Student Attitudes; Student Mobility; Student Educational Objectives; International Cooperation; International Educational Exchange; Academic Support Services; Ancillary School Services

Abstract:
In the context of international growth in higher education exchanges and recent expansion in U.K. mobility rates after a period of some decline, this article examines the perspectives of U.K. students who have decided to spend part of their degree at universities abroad. Based on an analysis of data generated by a cross-institutional survey of "credit-mobile" U.K. students, the article explores their views, evaluations, and priorities with regard to one particular aspect of the study abroad experience-student support. The findings reveal a blend of academic, practical, and socioemotional needs, alongside a predominant reliance on self-direction and proactive social participation as strategies for addressing them. Finally, a number of recommendations for home and host institutional practice and student preparation--in the United Kingdom and other (English-speaking) countries--are considered. (Contains 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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Descriptors:
Academic Libraries; Foreign Countries; Reference Services; Librarians; Minimum Competencies; Skill Analysis; Librarian Attitudes; Knowledge Level; Library Research; Professional Education; Online Surveys; Educational Needs; Needs Assessment; Job Skills

Abstract:
A survey of New Zealand academic subject/reference librarians was conducted in mid-2011 to identify the most highly valued knowledge, skills and competencies of reference librarians working in libraries in the tertiary sector. The project was part of an international collaborative project involving 13 countries. The results from New Zealand show that serving academic library customers requires not only traditional "reference" skills, but also skills in customer service, technology support, and training. Good communication skills were also rated highly by respondents, and the high value placed on adaptability/flexibility shows that most respondents expect their roles to continue to change in the next decade. Software troubleshooting skills were also considered important. The results also suggest that traditional paper-based reference sources are expected to become much less important than online ones. There is also a shift towards using social media to interact with customers, and a focus on building sustainable relationships. (Contains 3 figures and 3 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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