Caucasian Teachers\u27 and African American Students\u27 Perceptions of Factors that Motivate Low-Socioeconomic African American Students to Read

The purpose of this case study was to explore Caucasian teachers’ and African American students’ perceptions of factors that motivate low-socioeconomic African American students to read within the southern region of West Virginia. The theories guiding this study were the self-determination theory (Deci & Ryan, 1980) and the theory of planned behavior (Ajzen, 1991). This study details the literature on the achievement gap in reading between African American students and students of other races, as well as teachers’ and students’ perceptions of instructional and motivational practices that influence reading development. African American students from lower economic backgrounds are being left behind in the classroom. In order for these students to make continuous academic improvements, a strong emphasis must be placed on their autonomy, competency levels, and attitudes towards reading. The central research question that guided this study focused on how teachers can cultivate a culturally responsive reading environment to support low-socioeconomic African American students. Approximately 7 teachers and 5 students participated in the study. The students who participated in this study were low-socioeconomic African American students from second through fifth grade, and the teachers who participated in this study were Caucasian and teach from second through fifth grade. A purposeful, homogenous sampling technique was used to select the participants. The methods used for this case study included documentation, interviews, and focus group. The five-step process of compiling, disassembling, reassembling, interpreting, and concluding the data was used for data analysis. Curriculum and teaching, culture, stereotypes, supportive teaching, support systems, and influences were the six identified themes

Senior Recital: Brittany Anderson, Soprano

Kemp Rectial Hall March 30, 2019 Saturday Afternoon 1:30 p.m

The Effects of Display Complexity and Cueing on Monitoring Maternal Fetal Heart Rate Signals

The present study examined the effects of display complexity and cueing predictability on vigilance performance and measures of subjective stress and workload while monitoring maternal fetal heart rate (MFHR) signals. Seventy-two undergraduate students from Old Dominion University performed a simulated MFHR task and were randomly assigned to monitor one, two, or four displays for critical signals. Half of the participants received cues that were 83% reliable, and the other half received cues that were 55% reliable. Stress and workload were assessed before and after the vigil. It was hypothesized that detection ability would be lower, and the decrement would become more pronounced as the number of displays to be monitored increased and the reliability of cueing decreased. Perceived stress and workload were also expected to increase from pre-vigil to postvigil. Results showed that participants detected fewer critical signals as time on task progressed. Further, as the number of displays increased, correct detections decreased but did not interact with time. There were no differences between the cueing reliability conditions, but perceived stress and workload did increase from previgil to postvigil. These results show that under relatively ideal monitoring conditions, individuals struggle to detect critical changes in MFHR signals, and their difficulties increase over time. Moreover, these findings raise concerns about the ability of health care providers to monitor MFHR signals in genuine clinical settings

The Effects of Mental Models and Expertise on Running Memory and Clinical Handoff Effectiveness

The goal of the present study was to examine the effects of mental models and expertise on the ability to process handoffs of information. In addition, the role of active or passive processing was examined. Three groups of participants participated, differing in their level of clinical expertise to represent a novice, intermediate, and expert population. Participants performed an abstract running memory span task and two tasks resembling real world activities, an air traffic control (ATC) handoff task, and a clinical handoff task. For all tasks list length and the amount of information to be recalled was manipulated. Further, in the ATC and the clinical handoff tasks, information was presented in an organized or unorganized sequence. Recall scores decreased as list length increased on all tasks. Regarding processing strategy, all participants used passive processing for the running memory span and ATC tasks. The novices also used passive processing for the clinical task. The experts, however, appeared to use more active processing as they recalled more relevant than irrelevant items. Irrelevant information negatively impacted all participants, resulting in lower handoff scores and decreased recall of relevant items. Regarding organization, experts had lower handoff scores for the clinical unorganized lists while intermediates and novices were not significantly affected. There was no effect of organization on the groups for the ATC task. Overall, the results indicated that individuals with clinical expertise and a developed mental model rely more on active processing of incoming information while individuals with little or no knowledge rely on passive processing. Further, presenting irrelevant information and unorganized information incongruent with a developed mental model can negatively impact performance

Completer Impact: Leveraging Case Study Research to Address the Challenges of Standard 4

As an alternative to value-added or growth measures, case study is a contextual approach for gathering evidence of completer and program impact. This session features a replicable case study protocol, shares findings on completers' knowledge and skills in the classroom, and demonstrates how results can be leveraged for continuous improvement

Learning to Teach in Diverse Schools: Two Approaches to Teacher Education

With this paper, we explore two approaches to teacher education, paying attention to how teachers are prepared to work in diverse school settings in a time of increasingly competitive neoliberal, market-based reform. These two approaches reflect completion of a traditional teacher education program and completion of Teach for America (TFA). The findings are based on two independent interview studies that are informed by the researchers’ joint commitments to postcritical ethnography, which consider issues associated with positionality, reflexivity, objectivity, and representation. The first interview study engaged teachers who graduated from a traditional teacher education program, as well as two participants with a more specialized urban focus. Interview questions asked teachers to describe their implementation of culturally relevant pedagogy in their classrooms and how prepared they were to do so. The second study addressed the experiences of TFA alumni as they matriculated through the program, with special emphasis being paid to the support that each corps member received during and immediately following their tenure

MFA Thesis Defense: The Multivalence of Materiality

Master of Fine Art

“Am I No Longer Gifted?”: Imagining a More Capacious World for Black Girls in Alternative Education

Advancing the discourse on the experiences of historically marginalized students in alternative learning settings, this track delves into the intricate terrain through which Black girls in alternative education navigate their high-ability and gifted educational journeys within these distinctive learning environments. In this sphere, we advance the evolution of innovative theoretical and pedagogical paradigms in alternative education, transcending conventional boundaries and drawing from the diverse lived experiences of Black girls. In this regard, the conceptualization of the Black Girl Educology (BGE) framework embodies this ethos, fostering an environment conducive to inquiry and exploration of essential variables in alternative education. Our BGE framework prioritizes the ways of knowing and doing that empower Black girls to occupy a central role within established systems of learning. As previous scholars have uncovered how underrepresented students manifest their talents, a recurring theme emerges: their potential often remains concealed due to preconceived notions regarding perceived negative behaviors, aptitudes, and traits. BGE prompts the essentiality of scholarly explorations that have predominantly focused on traditional educational settings, neglecting the unique context of alternative education. The primary objective of this track is to elucidate the status of Black girls within alternative education and to leverage the strengths in BGE as a tool to delineate the pathways through which high-ability and gifted students navigate their journey into and through these distinctive learning environments. By shedding light on the experiences of these students, we aim to foster an environment that recognizes their talents and unlocks their full potential