Christy Horn

• University of Nebraska–Lincoln

Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written cas...

The augmentative and alternative communication (AAC) personnel framework identifies the various types of people involved in successful AAC interventions. The purposes of this article are to summarize information in the AAC intervention literature that documents the role and impact of various AAC personnel, describe key characteristics of adult lear...

This study focused on the learning styles and preferences of augmentative and alternative communication (AAC) intervention specialists. The specific purposes of this project were to examine AAC interventionists' (a) self-efficacy for AAC intervention, (b) goal achievement orientation, (c) computer technology interest levels, and (d) learning mode p...

In this critical response to A. E. Brueggemann, R. W. Kamphaus, and S. C. Dombrowski's (2008) article, “An Impairment Model of Learning Disabilities,” the authors identify 2 very important shortcomings. First, the proposed achievement deficit cut score seriously overestimates the proportion of the population that ought to be diagnosed with learning...

Two studies were conducted in multisection introductory child and adolescent development classes to determine effects of introducing abbreviated teaching case studies that were then discussed either in face-to-face or online formats. Students receiving teaching case studies in either format in both classes showed improved ability to critically anal...

In this study, the learning styles and preferences of preprofessional students enrolled in an introductory augmentative and alternative communication (AAC) course were investigated. The specific purposes of the present study were to examine preprofessional students' (1) achievement goal orientation, (2) computer technology interest, and (3) learnin...

Results of this study indicate that enhancing motivation-building and personal-investment content in teacher communications with students increases at-risk student engagement in Web-based courses. Advantages of motivation-building enhancements over personal-investment enhancements and the importance of teacher interaction with at-risk students in W...

Two decades of cognitive research have shown writing to be a highly fluid process of problem solving requiring constant monitoring of progress toward task goals. Becoming an able writer brings great intellectual and social rewards, but the extended nature and difficulty of this process create unique motivational challenges. Speech development provi...

This report describes and discusses several applications of new computer-based technologies which enable postsecondary students with deafness or hearing impairments to read the text of the language being spoken by the instructor and fellow students virtually in real time. Two current speech-to-text options are described: (1) steno-based systems in...

We examined whether college students′ goal orientations affect achievement, strategy use, and metacognition. Dweck and Leggett′s (1988) framework was used to distinguish between learning (i.e., concern for improving one′s competence) and performance (i.e., concern for proving one′s competence) orientations. Individuals were classified as normativel...

Explored the roles that knowledge, motivational variables, and approaches to study play in academic success. Multiple measures were taken from studies in a large college lecture class ( N = 104) on the following major classes of background variables: (1) general ability, (2) domain knowledge, and (3) self-efficacy. These were supplemented by measur...

Thesis (Ph. D.)--University of Nebraska--Lincoln, 1993. Includes bibliographical references.

An improvement in academic performance was observed in 21 undergraduates with a variety of disabilities (including learning disabilities) during the operation of a computer-based educational center. It is suggested that gains in academic performance were due to both computer applications and academic support services. (PsycINFO Database Record (c)...

Incl. bibl., index.