Educator Preparation Assessment: An Alignment of the GaPSC Standards and InTASC Standards

To create the crosswalk between the InTASC and Georgia performance standards, each faculty member used a spreadsheet with rows containing 174 InTASC indicators and columns containing all 75 CAPS indicators. Faculty members worked independently without consulting each other to consider the 15,640 points of alignment between both sets of standards and their indicators. After a complete review, the group met as a whole to discuss the alignment, eventually agreeing on 674 points of alignment between the two sets of standards and their indicator. Additionally, the team found 10,455 points of alignment with the MAP assessment and 3,145 points of alignment with the Dispositions assessment. Findings indicate that more work should be done to align the GaPSC standards with the InTASC standards to ensure a smoother transition from educator preparation to the workforce. In the future, we suggest other institutions use our crosswalk to assess their assessment instruments

Teachers’ Conceptions of Students’ Data Literacy in Life Science and Physical Science Classes

Data literacy in science is an evolving field of study as students need to be able to collect, analyze, interpret, and make inferences from different sources of data. Much research centers on teachers\u27 use of data to improve instructional practices, but less focus on teachers\u27 conceptions of student data literacy and strategies used to foster data literacy in life and physical science high school classes. Thus, there is a need to address this area as recent Georgia assessments reveal that over 50% of students are performing below proficiency level in science. Consequently, this research sought to understand teachers’ conceptions of science data literacy and strategies used to foster data literacy in science. Moreover, the study aimed at identifying specific data literacy knowledge and skills teachers expect their students to possess, teachers’ conceptions of how students work through different concepts related to data literacy, and how these instructional strategies and conceptions of data literacy differ between life science and physical science teachers will be addressed. The present research employed the transformative learning theory, which suggests that conceptions are cultivated from beliefs, experiences, expectations, and purposes. Teacher conceptions were explored through the lens of the transformative learning theory. Purposeful sampling was used to select participants. Using a qualitative interpretivist paradigm and an exploratory case study design, interviews, observations, and document analyses were conducted to obtain data, which employed open, axial, and thematic analysis to develop themes. Major findings indicated teachers lacked confidence and needed additional training. Moreover, teachers believed that students’ past experiences impacted conceptions, expectations, and strategies used to foster data literacy. Visuals and models were a common way to represent data. Information gathered provided insight on science curriculums and designing professional development centered on data literacy

Investigating Ammonium Toxicity In The Performance Of Recirculating Periphytic Algal Wastewater Treatment Systems

Freshwater nutrient enrichment from wastewater facilities and other sources can lead to freshwater eutrophication, a threat to global aquatic ecosystems. Mechanical and chemical ways to curb this threat are either too expensive or not sustainable, and thus, not feasible. Compared to mechanical and other methods, sustainable, inexpensive biological methods (for example, algal treatment systems) have therefore been developed for the removal of excess nutrients from wastewater. By design, secondary waste treatment facilities (WWTF) remove organics and solids and lower oxygen demanding substances; however, they may not remove enough nutrients to protect freshwater ecosystems in all cases. While algae-based biological methods have proven successful in treating primary and secondary wastewater, less is known about the use of algae in treating biodigester filtrate. Since biodigester filtrate is characterized by elevated concentration of ammonia and high pH, it may inhibit algae in algal treatment systems. An experiment was conducted to test the hypothesis that diluting biodigester filtrate concentration improves algal biomass production and nutrient removal in recirculating algal treatment systems. Three concentrations of biodigester filtrate were created with different volumes of secondary wastewater (1:7, 1:14, and 1:28 for high, medium, and low concentrations respectively). The results showed algae were inhibited by high concentrations of biodigester filtrate. One possible explanation for the result is ammonia/ammonium toxicity. To test this hypothesis, a second experiment that added ammonium chloride to diluted biodigester filtrate (target concentrations of 20mg/L, 40mg/L, and 80mg/L NH3-N for control, low and high treatments respectively) was conducted. Eight replicates recirculating floways of each treatment were operated for 21days. Total algal biomass production and nutrient removal were higher in control than in the elevated ammonium chloride treatments. Results from this study clearly demonstrate that ammonium toxicity is an inhibitory factor in algal productivity. This study shows the feasibility of using algal wastewater treatment systems to treat highly concentrated biodigester filtrate if the filtrate is diluted prior to treatment

Elementary Teachers’ Experiences and Responses to Student Engagement while Teaching Eureka Math Virtually During the Covid-19 Pandemic

The Covid-19 Pandemic shifted the structure of public education by forcing public schools in Georgia and across the world to shift from a traditional, face-to-face model to a virtual model. This study was conducted to explore elementary teachers’ experiences and responses to issues with student engagement in their virtual Eureka Math classrooms during the Covid-19 Pandemic. A qualitative research design was used to conduct a hermeneutic, phenomenological study that included a document analysis, classroom observations, and semi-structured interviews using six elementary school teachers as participants. The resulting data was coded and triangulated using the thematic analysis of overarching themes, which provided insight into the participants’ experiences and responses to issues with student engagement in their virtual Eureka Math classrooms during the Covid-19 Pandemic. This study provides insight into teachers’ need for yearly emergency virtual learning trainings on how to foster student engagement in their virtual Eureka Math classrooms, as well as students’ needs for virtual classrooms that aim to reduce and possibly eliminate boredom and distractions

A Mixed Methods Study of Faculty Perceptions and Self Assessments of Constructivist Teaching Methods at a Regional University in the State of Georgia

The study, A Mixed Methods Study of Faculty Perceptions and Self-Assessments of Constructivist Teaching Methods at a Regional University in the State of Georgia” examined the self-assessments and perceptions of faculty at a regional university in the State of Georgia. The study followed a sequential mixed-methods study with three phases of the study, namely, a quantitative ‘descriptive’ phase, a qualitative ‘bounded case study’ phase, and a mixed-methods phase in a joint display table. The purpose of this sequential mixed methods study was to examine the understanding and implementation of constructivist teaching practices by faculty in their classrooms at a regional university in the State of Georgia. The study consulted a wide range of past literature pertaining to constructivist teaching practices in higher education. The findings of the study will be complementing the body of knowledge of constructivist teaching practices in higher education. Faculty participation was an important factor in this study to bring out their perspectives on constructivist teaching practices in their classrooms. The study involved 34 faculty for the self-assessment survey questionnaire and 12 faculty (out of 34) for the semi-structured interviews. The scores on the survey instrument “the Constructivist Learning in Higher Education Settings Scale (CLHES)” were analyzed using the SPSS 28.0 version. Semi-structured interviews were conducted through the Zoom platform and the interview perceptions were recorded by Audacity 3.0.4 voice recording tool. The transcribed transcripts were analyzed by using the NVivo qualitative data analysis tool. From the open codes and the sub-codes, eight themes were categorized namely, 1. Knowledge construction, 2. In-depth learning, 3. Authenticity, 4. Multiple perspectives, 5. Prior knowledge, 6. Teacher-student interaction, 7. Social interaction, and 8. Cooperative dialogue. A mixed methods joint-display table was used to integrate and present the results obtained from the quantitative and qualitative viii phases. Methodological data triangulation helped to increase the validity of the study by assessing the implementation of constructivist teaching methods in three different phases. The findings of the study support an understanding and implementation of constructivist teaching practices in the classrooms by faculty in their classrooms at a regional university in the State of Georgia

Teachers’ Perceptions of the Implementation of Differentiated Instruction with Grade 3 Students in a School District in Central Georgia

It is a promotional requirement for grade 3 students to pass the Reading Georgia Milestones Assessment. Teachers are also expected to implement Differentiated Instruction (DI) with their students. The problem addressed in the study was to examine third grade teachers’ perceived effectiveness of Differentiated Instruction with students who must pass the Reading Georgia Milestones Assessment. The purpose of this bounded, case study was to describe teachers’ perceptions of implementing DI with grade 3 students in a school district located in central Georgia. The research paradigm that was used in this study was qualitative. This study included semi structured interviews of 10 third grade, general education teachers and document analysis. A thematic analysis of the data collected was performed and provided insight into the participants’ perceptions of the implementation of DI with third grade students

Maybe I Shouldn\u27t Have Worn Such High Heels Examining Self-Presentation Expectations for Corporate Women Using Communication Theory of Identity

The present study examines how corporate women use self-presentation in the workplace to communicate professionalism. The study utilizes Communication Theory of Identity (CTI) to consider the self-presentation experiences of corporate women. CTI identifies four identity layers: personal, relational, enacted, and communal, which interact and influence each other as individuals attempt to define themselves. Through semi-structured, in-depth interviews with corporate women, the present study found the following results: women often receive communication regarding self-presentation standards from peers rather than formal policies, self-presentation expectations have become more casual and diverse, women still encounter challenges resulting in the need to (re)negotiate their identity, and corporate women often experience personal-enacted identity gaps as a result of self-presentation expectations. This study contributes to the growing collection of academic literature that seeks to better understand the experiences of corporate women’s gendered marginalization in the workplace

The Relevance and Benefits of Moral Intelligence to Servant Leadership

Moral intelligence has a better chance of fixing morality-related issues instead of bandaging them and addressing the servant leadership best test stated by Greenleaf (1977/2002). Prudence—mature moral intelligence—is one’s skillful act in making the best, most caring alternative among all possible choices based on moral wisdom (Bradshaw, 2010). Morally intelligent people are conscious of aligning their values, goals, and actions with the universal principles of integrity, responsibility, compassion, and forgiveness (Lennick and Kiel, 2011). Such an alignment leads to purposeful living and organizational success. Borba (2001) advocated for building moral habits of empathy, conscience, self-control, respect, kindness, tolerance, and fairness. Practicing these habits is relevant and beneficial to servant leadership development at the personal, relational, and communal levels. Therefore, moral intelligence equips servant leaders to make better and more caring decisions, clarify their life purpose, and build moral habits. Moral intelligence is an enduring capstone to past and present servant leaders and the making of future servant leaders

Impact of Social Media on the Mental Health of College Student Athletes

This thesis explores the influence of social media on the mental health of college student-athletes. With the adoption of social media platforms and the challenges faced by college student-athletes, understanding the implications of social media usage becomes a priority. This study examines the potential positive and negative effects of social media on the mental health of collegiate student-athletes and considers the role of social media in shaping their self-perception and identity. By comparing with existing research and conducting qualitative and quantitative analysis, this thesis aims to find answers on the relationship between social media and the mental health of college student-athletes

Facilitating TILTing as a Faculty Community

In this paper, we describe our perspectives and experiences working as one of several small groups within a campus-wide program at our university to help implement transparency in learning and teaching (TILT) principles. Faculty were asked to implement TILT into lower-and upper-level courses, as well as co-curricular activities, by transforming some aspect of their course or activities to be more transparent, meaning students would be able to better understand its purpose and value and how it relates to their major, future career, and personal lives. The program followed a faculty learning community (FLC) model, where members supported one another through the process and the active participants shared, in addition to a deliverable in the form of a TILTed course element, a written reflection. All participants received monetary compensation for the work completed in the summer, 2021 period. Our group consists of one faculty member from the campus’ TILT Steering Committee serving in the role of facilitator and five faculty members serving in the role of active participants who hold various ranks across five departments within four colleges