• Teachers and the Inclusive Classroom: A Meta-Synthesis

      Hudson, Jennifer L. (University of Alaska Southeast, 2016)
      This meta-synthesis of teachers and inclusive classrooms examines the relationship between the inclusive classroom and teachers that feel successful at teaching in an inclusive classroom. Teachers of inclusive classrooms have expressed how they feel more successful after having training and support in relationship to having an inclusive classroom. However, without training and support by their administration, teachers do not feel prepared to teach in an inclusive classroom due to the extra time and support students with disabilities may require. Inclusive classrooms could be very successful if all teachers felt as though they had the tools, education, and support needed to teach an inclusive class.
    • Teachers’ Perceptions of Inclusive Practices for Students with Emotional/Behavioral Disorders: A Meta-Synthesis

      Prewitt, Taylor (University of Alaska Southeast, 2019)
      The term inclusion has been tossed around the educational world for several decades now. In 1975 when the Education for All Handicapped Children Act, mandated that all children with special needs should be educated in their least restrictive environment (LRE) with their general educated peers, schools began to create special schools and self-contained classrooms for students with disabilities. In the 1980’s there was a movement to create a more inclusive and unified model of special education. Separate education was no longer equal and with the Regular Education Initiative’s (REI) attempt to correct the limitations of IDEA by creating one system of general education in which students with disabilities were to be supported within general education classrooms, the push for inclusion began. One major argument against full inclusion came from those who worked with students with emotional and/or behavioral disorders
    • Teaching Children with Reactive Attachment Disorder: A Review of the Literature

      Arnold, Shawn Travis (University of Alaska Southeast, 2009-07-14)
      Reactive Attachment Disorder (RAD) has been examined by the psychological community for many years, but only in recent years has it entered the realm of education and recognizing students with RAD has occurred. Disagreements continue to take place over what types of assessments or interventions may work for children with RAD. Often children with RAD are not diagnosis [sic] because the symptoms reflect other dysfunctional behaviors and teachers reject these students as unwilling to accept instruction. This paper is a literature review of professional articles available with bearing on teaching children with RAD. In addition, this article presents behaviors of RAD and describes recommendations in dealing with students with RAD that teachers may use. Lastly, the article briefly summarizes the content of several research articles.
    • Teaching Methods for Students with AD/HD: A Meta-Synthesis

      Creamer, Matt (University of Alaska Southeast, 2011-07-30)
      This metasynthesis explores teaching methods and strategies for helping middle school students with ADHD. Students with ADHD show more frequent patterns of inattention, hyperactivity, or impulsivity compared to their peers. There is a significant difference between students with and without ADHD. The severity of ADHD will increasingly affect students' academic performance and social support in the classroom setting. Teachers can improve student performance by incorporating specific interventions, accommodations, and modifications to the students' academic curriculum. In addition, the concepts of teacher support, parent collaboration, and student medication were also discussed. This text also provides suggestion and advice for future special education teachers.
    • Teaching Students with Emotional and Behavioral Disorders in Inclusive Classrooms (Grades P-3): A Meta-Synthesis

      Clifford, Melody (University of Alaska Southeast, 2011-08-02)
      This meta-synthesis focuses on the literature pertaining to students with emotional and behavioral disorders in inclusive preschool through third grade classrooms. The first purpose of this study was to discover the feelings and ideas that teachers, parents and community members have. Teachers, parents and community members have varying views about inclusion of students with emotional and behavioral disorders. The second purpose was to discover ideas that teachers could use in the classroom to successfully support students with emotional and behavioral disorders.
    • Test

      Cox, David (2020-01-28)
      This is a test upload to check on the status of submissions. This is only a test.
    • Testing a glacial erosion rule using hang heights of hanging valleys, Jasper National Park, Alberta, Canada

      Amundson, Jason M.; Iverson, N. R. (American Geophysical Union, 2006)
      In most models of glacial erosion, glacier sliding velocity is hypothesized to control rates of bedrock erosion. If this hypothesis is correct, then the elevation difference between hanging and trunk valley floors, the hang height, should be dictated by the relative sliding velocities of the glaciers that occupied these valleys. By considering sliding velocity to be proportional to balance velocity and using mass continuity, hang height is expressed in terms of glacier catchment areas, slopes, and widths, which can be estimated for past glaciers from the morphology of glacial valleys. These parameters were estimated for 46 hanging valleys and their trunk valleys in three adjacent regions of Jasper National Park. The variability in valley morphology can account for 55–85% of the hang height variability if erosion rate scales with balance velocity raised to a power of 1/3. This correspondence is in spite of spatial variations in glaciation duration, snow accumulation rates, and other variables that likely affected hang heights but cannot be readily estimated and so are not included in our formulation. Thus it appears that balance velocity, and by extension, sliding velocity if the two are proportional, may be a reasonable control variable for assessing erosion rate.
    • Theorizing the Relationship Between Identity and Diversity Engagement: Openness Through Identity Mismatch

      Haugen, A.D.; Rieck, S.M.; Salter, P.S.; Mukherjee, S.; Perez, M.J. (International Association for Cross-Cultural Psychology (IACCP), 2018-06-27)
      Psychological research suggests that engagement with diversity-relevant materials can have a positive impact on interracial relations. However, prior research also suggests that there may be individual differences in how effective exposure to critical diversity narratives would be in facilitating positive intergroup attitudes. The primary aim of this paper is to provide some empirically based theorizing about patterns of group identification and their relationship to effective diversity exposure. In this chapter, we discuss two examples of research that explore for whom engagement with critical diversity activities may facilitate increased perceptions of social inequality. We begin by conceptualizing four race-based identity profiles derived from orthogonal considerations of attachment and glorification. We discuss support for findings that suggest that scoring high on one dimension but not the other (mixed or mismatched identity profiles) constitutes the identity profiles most likely to facilitate openness to critical, potentially identity-threatening, diversity content.
    • Tidal Echoes 2003

      Holloway, Robin; Trincado, Andrea; Andree, Judy; Cohen, Greg; Easley, Alexis; Pentecost, Clarissa; Wall, Emily; McKenzie, Liz (University of Alaska Southeast, 2003)
      Tidal Echoes presents an annual showcase of writers and artists who share one thing in common: a life surrounded by the rainforests and waterways of Southeast Alaska.
    • Tidal Echoes 2007

      Sotomayor, Ryan; Bettridge, Loren; Sisk, Kara; McKenzie, Elizabeth; Landis, Rod; Minton, Sara; Clark, Eileen; Tersteeg, Alice; Wall, Emily (University of Alaska Southeast, 2007-03-20)
      Featuring the work of students, faculty, and staff of the University of Alaska Southeast and members of the community.
    • Tidal Echoes 2008

      Bettridge, Loren; Carter, Josh; McKenzie, Elizabeth; Landis, Rod; Hayes, Ernestine; Wall, Emily; Koester, Susan; Devine-Acres, Jo; Goyette, David Charles; Minton, Sara; et al. (University of Alaska Southeast, 2008-03-20)
      Featuring the work of students, faculty, and staff of the University of Alaska Southeast and members of the community.
    • Tidal Echoes 2009

      Carter, Josh; Fisk, Chalise; Dammerman, Kari; Maier, Kevin; Koester, Sue; Kane, Jeremy; Minton, Sara; Wall, Emily; Berg, Virginia; Dodd, Liz; et al. (University of Alaska Southeast and Capital City Weekly, 2009-03-20)
      Tidal Echoes is an annual showcase of writers and artists with one thing in common: a life surrounded by the rainforests and waterways of Southeast Alaska.
    • Tidal Echoes 2010

      Kane, Jeremy; Dalthorp, Pedar; Minton, Sara; Ray, Sarah Jaquette; Whalen, Teague; Vernon, Jenifer; Neely, Sol; Landis, Rod; Wall, Emily; Berg, Virginia; et al. (University of Alaska Southeast and Capital City Weekly, 2010-03-20)
      Tidal Echoes presents an annual showcase of writers and artists who share one thing in common: a life surrounded by the rainforests and waterways of Southeast Alaska.
    • Tidal Echoes 2011

      Lambert, Kaleigh; Bay, Thomas; Kane, Jeremy; Dalthorp, Pedar; Minton, Sara; Hayes, Ernestine; Wakefield, Claudia; Chordas, Nina; Neely, Sol; Wall, Emily; et al. (University of Alaska Southeast and Capital City Weekly, 2011-03-20)
      Tidal Echoes presents an annual showcase of writers and artists who share one thing in common: a life surrounded by the rainforests and waterways of Southeast Alaska.
    • Tidal Echoes 2012

      Bay, Thomas; Brown, Alexandra; Boucher, Jacqueline; Kane, Jeremy; Neely, Sol; Minton, Sara; Mitchell, Karen; Vernon, Jenifer; Maier, Kevin; Wedler, Annie; et al. (University of Alaska Southeast, 2012-03-20)
      Tidal Echoes presents an annual showcase of writers and artists who share one thing in common: a life surrounded by the rainforests and waterways of Southeast Alaska.
    • Tidal Echoes 2013

      Brown, Alexandra; Stangeland, Meghan; Sleppy, Karissa; Wall, Emily; Maier, Kevin; Landis, Rod; Dalthorp, Pedar; Chordas, Nina; Neely, Sol; Minton, Sara; et al. (University of Alaska Southeast, 2013-03-20)
      Tidal Echoes presents an annual showcase of writers and artists who share one thing in common: a life surrounded by the rainforests and waterways of Southeast Alaska.
    • Tidal Echoes 2014

      Stangeland, Meghan; Salsman, Rebecca; Unzicker, Guy; Wall, Emily; Maier, Kevin; Landis, Rod; Neely, Sol; Minton, Sara; Enge, Carrie; Wedler, Annie; et al. (University of Alaska Southeast, 2014-03-20)
      Tidal Echoes presents an annual showcase of writers and artists who share one thing in common: a life surrounded by the rainforests and waterways of Southeast Alaska.
    • Tidal Echoes 2015

      Salsman, Rebecca; Cherry, Alexa; Wall, Emily; Neely, Sol; Wade, John; Elliot, William; Dewees, Andrea; Trafton, Math; Landis, Rod; Huff, Ben; et al. (University of Alaska Southeast, 2015-03-20)
      The 2015 edition of Tidal Echoes presents an annual showcase of writers and artists who share one thing in common: a life surrounded by the rainforests and waterways of Southeast Alaska.
    • Tidal Echoes 2016

      Cherry, Alexa; Clark, Maranda; Wall, Emily; Maier, Kevin; Neely, Sol; Enge, Carrie; Elliot, William; Hayes, Ernestine; Trafton, Math; Alexander, Rosemarie; et al. (University of Alaska Southeast, 2016-03-20)
      The 2016 edition of Tidal Echoes presents an annual showcase of writers and artists who share one thing in common: a life surrounded by the rainforests and waterways of Southeast Alaska.