Elizabeth Hartmann

Lasell College

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Co-Authors

Gloria Soto

Google (United States)

Dilrani Bhadare

Ruby L. Owiny

Minnesota State University, Mankato

Amanda Lueck

San Francisco State University

Frank C. Worrell

University of California, Berkeley

Emilene J. Fearn

San Francisco State University

Zena R. Mello

San Francisco State University

Skyler Lambert

University of Alabama

Karen Harpster

Cincinnati Children's Hospital Medical Center

David P. Wilkins

Australian National University

Cooperative Institutions

University of Alabama

Purdue University West Lafayette

San Francisco State University

University of California, Berkeley

The Ohio State University

Liechtenstein Institute

John Wiley & Sons (United States)

University of North Carolina at Greensboro

Cincinnati Children's Hospital Medical Center

University of Cincinnati

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A Scale to Measure Teachers’ Self-Efficacy in Deaf-Blindness Education

Journal of Visual Impairment & Blindness (2012)

Elizabeth Hartmann

Introduction The Teacher Efficacy in Deafblindness Education Scale (TEDE) was developed to expand the construct of self-efficacy to teach children with deaf-blindness. Methods Eighty-seven special educators in the United States were asked to rate their confidence to perform a variety of tasks that are associated with teaching children who are deaf-blind on 36 Likert-type items and to respond to open-ended questions on teaching children who are deaf-blind. Results Analyses based on item response modeling indicated strong internal consistency and split-half reliability coefficients. Construct modeling indicated good respondent and item fit. Discussion The study provides evidence of the validity of a construct of teacher self-efficacy to teach children with deaf-blindness. Suggestions for future iterations of the TEDE were offered in addition to suggestions for future research on self-efficacy in teaching children with deaf-blindness. Implications for practitioners The development of the TEDE and the analysis of its scores can help educators to understand self-efficacy and its importance in supporting students with deaf-blindness. Practitioners who provide technical service to teachers of students with deaf-blindness may find value in the construct of self-efficacy and the TEDE as a tool to measure it.

Self-Efficacy

10.1177/0145482x1210601103

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Citations (22)

Analysis of narratives produced by four children who use augmentative and alternative communication

Journal of Communication Disorders (2006)

Gloria Soto Elizabeth Hartmann

BLISS

Augmentative

10.1016/j.jcomdis.2006.04.005

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Citations (46)

Mechanistic Study of Enhanced Protonation by Chromium(III) in Electrospray Ionization: A Superacid Bound to a Peptide

Journal of the American Society for Mass Spectrometry (2019)

Rudradatt R. Persaud Nnenna E. Dieke Xinyao Jing Skyler Lambert Nicholas Parsa

Addition of trivalent chromium, Cr(III), to solutions undergoing electrospray ionization (ESI) enhances protonation and leads to formation of [M + 2H]2+ for peptides that normally produce [M + H]+. This effect is explored using electronic structure calculations at the density functional theory (DFT) level to predict the energetics of various species that are potentially important to the mechanism. Gas- and solution-phase reaction free energies for glycine and its anion reacting with [Cr(III)(H2O)6]3+ and for dehydration of these species have been predicted, where glycine is used as a simple model for a peptide. For comparison, calculations were also performed with Fe(III), Al(III), Sc(III), Y(III), and La(III). Removal of water from these complexes, as would occur during the ESI desolvation process, results in species that are highly acidic. The calculated pKa of Cr(III) with a single solvation shell is −10.8, making [Cr(III)(H2O)6]3+ a superacid that is more acidic than sulfuric acid (pKa = −8.8). Binding to glycine requires removal of two aqua ligands, which gives [Cr(III)(H2O)4]3+ that has an extremely acidic pKa of −28.8. Removal of additional water further enhances acidity, reaching a pKa of −84.7 for [Cr(III)(H2O)]3+. A mechanism for enhanced protonation is proposed that incorporates computational and experiment results, as well as information on the known chemistry of Cr(III), which is substitutionally inert. The initial step involves binding of [Cr(III)(H2O)4]3+ to the deprotonated C-terminus of a peptide. As the drying process during ESI strips water from the complex, the resulting superacid transfers protons to the bound peptide, eventually leading to formation of [M + 2H]2+.

Superacid

Methanesulfonic acid

10.1021/jasms.9b00078

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Citations (4)

Strategic scarcity: The origins and impact of environmental conflict ideas.

Elizabeth Hartmann

This thesis examines the origins and impact of environmental conflict ideas. It focuses on the work of Canadian political scientist Thomas Homer-Dixon, whose model of environmental conflict achieved considerable prominence in U.S. foreign policy circles in the 1990s. The thesis argues that this success was due in part to widely shared neo-Malthusian assumptions about the Third World, and to the support of private foundations and policymakers with a strategic interest in promoting these views. It analyzes how population control became an important feature of American foreign policy and environmentalism in the post-World War Two period. It then describes the role of the degradation narrative -- the belief that population pressures and poverty precipitate environmental degradation, migration, and violent conflict -- in the development of the environment and security field. Based on archival research and interviews with key policymakers, foundation officers, and scholars, the thesis identifies a process of circumscribed heterodoxy in which an illusion of openness to diverse views masks a politics of uniformity at both the project and policy level. It examines the intentional and unintentional effects of environmental conflict ideas on U.S. policy institutions, and considers the nature of the knowledge communities that formed around these ideas. In so doing, the thesis offers insights into the complex relationships between knowledge, power, and policy.

Environmentalism

Microfoundations

Environmental degradation

Source

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Citations (12)

Exploring the elements of narrative that emerge in the interactions between an 8-year-old child who uses an AAC device and her teacher

Augmentative and Alternative Communication (2006)

Gloria Soto Elizabeth Hartmann David P. Wilkins

Narrative abilities have been identified as a link to successful school achievement and, in particular, to the acquisition of literacy. Children who use AAC may be at risk of impaired narrative facility due to the differences in their language learning experiences, limitation of their AAC systems, and limitations from constrained access to physical and social environments. In this study, the elements of narrative that emerged in the interactions between an 8-year-old child who used an AAC device and her teacher are described. This assessment was achieved through use of the Narrative Assessment Profile (Bliss, McCabe, & Miranda, 1998) in the context of five tasks designed to elicit a spectrum of narrative features. Results indicate that the interactions between the child and her teacher made it difficult to assess whether or not the child had control of certain features of narrative. From a purely structural analysis, most narrative discourse dimensions appeared to be severely compromised and therefore in need of immediate intervention. Discussion includes aspects of narrative intervention and suggested topics for further research.

BLISS

10.1080/07434610500431777

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Citations (37)

From Fragmented Practice to Rich Professional Learning: The Collaborative Work of Teachers of Learners With Deafblindness

Frontiers in Education (2020)

Elizabeth Hartmann

In this study, school professionals provided a rich context for understanding how collaboration can lead to learning when educating a child with deafblindness. Analysis of the collaboration of five professionals during an academic year showed that although they thought it was critical that they learn from each other, only one sub-set engaged in ways that led to rich learning opportunities. The findings from this study suggest that professional collaboration and learning, which is a hallmark of supporting learners with dual sensory loss, may be elusive even when it is a valued and mandated practice. In addition, professional learning more readily occurs when teachers are open to educating all children yet are also focused on how to best teach children with deafblindness.

Professional learning community

10.3389/feduc.2020.573033

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Technology Implementation and Curriculum Engagement for Children and Youth Who Are Deafblind

American annals of the deaf (2016)

Elizabeth Hartmann Patricia Weismer

The authors discuss the research of education professionals concerned with children and youth with deafblindness, presenting three theoretical frameworks and models useful for integrating technology into learning environments: (a) UDL (universal design for learning; Meyer, Rose, & Gordon, 2014), (b) SETT (student, environment, task, tools; Zabala, 2005), (c) SAMR (substitution, augmentation, modification, redefinition; Puentedura, 2014). Although the promise of technology in teaching children and youth with deafblindness is undisputed, a review of the extant research shows that little guidance is available on what technology tools may be efficacious and how these tools should be implemented. In the absence of research and in an age of rapid technological innovation, the authors suggest that all students with deafblindness will benefit if professionals use assistive and instructional technology frameworks to provide these children and youth access to and engagement in equitable learning experiences in inclusive settings.

Assistive Technology

10.1353/aad.2016.0038

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Citations (11)

High-stakes Testing and Implications for Students with Visual Impairments and Other Disabilities

Journal of Visual Impairment & Blindness (2006)

Kim T. Zebehazy Elizabeth Hartmann Julie Durando

Multiple disabilities

Visual Impairment

10.1177/0145482x0610001010

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Citations (3)

Understanding the Everyday Practice of Individualized Education Program Team Members

Journal of Educational and Psychological Consultation (2015)

Elizabeth Hartmann

The Individuals with Disabilities Education Improvement Act of 2004 states that individualized education program (IEP) teams are composed of members with distinct identities, roles, expertise, and histories. Although team members must work together to implement educational and related services for learners with special needs, little is known about how these members actually accomplish this throughout the school year. This study examined the practice of members on two elementary IEP teams through analysis of data from a yearlong case study using the communities of practice (CoP) framework. Contrary to idealized conceptualizations of IEP team practice as being equitable and occurring in meetings, the practice of members on both teams was controlled by a few team members and occurred during concise exchanges throughout the day. These findings underscore opportunities for innovating the practice of IEP team members to improve services for students with special needs.

Individualized Education Program

Team teaching

10.1080/10474412.2015.1042975

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Citations (17)

Using Reflective Practice to Collaborate With Caregivers and Their Young Children With Cerebral Visual Impairment

Journal of Visual Impairment & Blindness (2024)

Deborah Chen Amanda Lueck Arturo Figueroa Montaño Elizabeth Hartmann

Visual Impairment

10.1177/0145482x241298277

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Citations (0)