College of Education, University of Oregon
Past projects have comprised professional development for teachers, in addition to three main research and outreach strands: Computer-based Study Strategies, Computer-based Notetaking, and Supported Text. |
For more information about past projects, please Contact Us. |
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CBSS for Handhelds |
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| CBSS Online | ||
| Themes in American History Project | ||
| Thematic Analysis Through Historical Inquiry | ||
| Project EXCEL | ||
| Project WRITE | ||
| Project ACCESS | ||
| Project INTERSECT | ||
| Computer-Based Collaborative Notetaking (CBCN) Model Demonstration Project | ||
| Computer-Based Study Stategies (CBSS) Outreach Project | ||
| Project InTIME | ||
| Project CONNECT | ||
| Project SUCCESS | ||
| Project COMPASS | ||
| Project ASSIST | ||
| Project LITERACY-HI | ||
| Web de Anza | ||
CBSS for Handhelds |
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The Computer-Based Study Strategies (CBSS) for Handhelds Project presented strategies and materials for assisting middle and high school students with disabilities to use handheld computers as assistive devices for studying. The project built on more than ten years of comparable computer-based success that aided students with a variety of disabilities in learning how computer technology can support academic tasks that require reading, writing, and studying, as well as inquiry-based learning and critical thinking. A wiki was developed for the Computer-Based Study Strategies (CBSS) Handhelds Project. It carries the complete set of information and products generated to date -- including the CBSS Handhelds "one pagers" and the "easy lessons." All are compatible with the Palm operating system. |
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Lynne Anderson-Inman, Project Director |
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CBSS Online |
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| Computer-Based Study Strategies are some very powerful ways of using the computer to complete everyday school tasks such as reading, writing, taking notes, studying for tests and learning by representing concepts "visually." CBSS Online was a three-year research project investigating the impact of an online course in CBSS designed specifically for high school students with learning disabilities. | |
Lynne Anderson-Inman, Project Director |
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Themes in American History Project |
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| Themes in American History: Promoting Authentic Inquiry into Our Common Heritage is a professional development program in collaboration with the Douglas County ESD in Roseburg, Oregon. Instructional strategies embedded in project activities will serve as models in which teachers don't just learn about history, but actually learn to do history. The project will also model strategies for using technology to gather and synthesize historical information, share insights and work collaboratively with collegues. | |
Lynne Anderson-Inman, Project Director |
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Thematic Analysis Through Historical Inquiry |
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| The High Desert ESD in Bend has collaborated to provide professional development for teachers, grades 3-12, in acquiring both knowledge and innovating ideas related to teaching and learning of American History. Similar in structure and content with the earlier project in Roseburg, it is anticipated that these methods, techniques, and outcomes will serve as a model for professional development, and for the study of American history in America's schools. | |
Dawn Huckaby, Project Director, Douglas County ESD |
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Project WRITE |
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Writing Revitalization through Integrated Technology and Enrichment is a project of CES in collaboration with the Oregon Writing Project to provide high quality professional development on technology-supported writing instruction to middle school teachers. Its purpose is to
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Lynne Anderson-Inman, Project Director |
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Project ACCESS |
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| Project ACCESS (Accessing the Curriculum via Computer-Enhanced Study Strategies) was a four-year, four-school project designed to develop and implement a model for promoting whole-school, systemic adoption of proven computer-enhanced study strategies as a means of providing access to the general curriculum for students with disabilities. | |
Mark Horney, Principal Investigator |
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Project INTERSECT |
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| Project INTERSECT (Internet Text with Electronic Resources, Supportive Enhancements, and Comprehension Tools) created a set of digital books, primarily for students with disabilitie,, available to be read via the Internet. These books were enfused with a wide variety of resources to support comprehension, extend reading strategies, provide background information, improve content area achievement and help students meet state standards. The website is online at http://intersect.uoregon.edu. | |
Mark Horney, Project Director |
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Project CBCN |
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| Project CBCN (Computer-Based Collaborative Notetaking) was a model demonstration project that trained postsecondary students who were deaf or hard of hearing to take good notes in class, building thinking skills necessary for translating classroom lecture and discussion into written text, and use electronic study strategies wiith their notes and course assignments. | |
Carolyn Knox, Project Director |
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Project CONNECT |
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| Project CONNECT (COntent-Area-Literacy via Networked Notetaking for Exceptional Children and Teachers) investigated the use of laptop computers and infrared networks to provide a classroom notetaking support system for students with learning disabilities, hearing impairments, or physical disabilities. | |
Lynne Anderson-Inman, Project Director |
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Project SUCCESS |
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| Project SUCCESS (Students Using Cognitively-Based Computer Enhanced Study Strategies) was a three year endeavor to demonstrate and evaluate the extent to which electronic study strategies improve the education and enhance the learning potential of students with learning disabilities in middle schools and high schools. | |
Lynne Anderson-Inman, Project Director |
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Project COMPASS |
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| Project COMPASS (COncept Mapping Power for Academic Success in Science) was a three year endeavor to develop and validate software and accompanying instructional materials designed to facilitate the integration of computer-based concept mapping in science, grades 4–12. Specifically, it was proposed that a Science Concept Mapping Companion would be developed for Inspiration, a powerfully flexible, graphics-oriented productivity tool that enables production and modification of visual-spatial displays of varying types and styles. The envisioned product would combine the flexibility of powerful tools usually found only in business, with the special needs of science teachers and students in varying disciplines. | |
Lynne Anderson-Inman, Project Director |
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Project ASSIST |
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| Project ASSIST (Academic Study Strategies using Interactive Supportive Technology) designed, implemented and evaluated a model for enhancing learning disabled, postsecondary students' skills in using the computer to study and learn across the curriculum. The model program also provided students with portable computer technology, worked with faculty to increase their awareness of accommodations appropriate for students with learning disabilities, and provided secondary students with a vision of how they can be successful in college settings through the empowering effects of computer-based study strategies. | |
Lynne Anderson-Inman, Project Director |
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Project LITERACY-HI |
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| Project LITERACY-HI (Literacy Improvement via Text Enhancements and Reading Assistance for Children and Youth with Hearing Impairments) researched the benefits of electronically-enhanced text for mainstreamed, hearing-impaired students. Participating students were provided with Macintosh PowerBooks containing electronically-enhanced versions of their classroom textbooks. The project acheived six objectives: (a) identified the types of electronic text enhancements appropriate for students with severe to profound hearing impairments; (b) developed and refined electronically-enhanced reading materials for these students; (c) researched the short-term effects of electronically-enhanced reading materials on these students' comprehension of content-area materials and academic achievement in regular classes; (d) researched the long-term effects of electronically-enhanced reading materials on these students' literacy skills, academic achievement and psycho-social development; (e) researched the extent to which environmental factors affect and are affected by the use of electronically-enhanced reading materials for these students; and (f) disseminated results of this research on the use of electronically-enhanced reading materials in ways that maximize the impact of this innovation on the education of students with hearing impairments. | |
Lynne Anderson-Inman, Project Director |
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