What Instructional Strategies are Effective for Increasing Vocabulary for English Language Learners in a Preschool Classroom?

The research question addressed in this project is What Instructional Strategies are Effective for Increasing Vocabulary for English Language Learners in a Preschool Classroom? Teaching students who are limited in their understanding of the English language can be a daunting tasks; since students speak their native languages at home, making it difficult for teachers to communicate with them. This topic is significant because there has been a rapid increase in English language learners in the United States with the gap in achievement between ELLs and their English speaking peers. The purpose of the research is to find ways to increase vocabulary development for English language learners in a preschool classroom. The research includes both qualitative and quantitative data that is combined in a single study known to be a mixed methods collection tool, questionnaires from teachers in the field and the early literacy assessment tool (IGDIs). Findings suggest that among these methods are engaging students in rich and varied language experiences and teaching word learning strategies

Examining School Building-Level Implementation of an MTSS Problem-Solving Team

ABSTRACT This cross-case study of building and district administrators was designed to describe and explain the experience of elementary school administrators implementing a Problem-Solving Team (PST), the core feature of a Multi-Tiered System of Supports (MTSS) framework. The Multi-Tiered System of Support Problem-Solving Team (MTSS-PST) organizes the review of student learning data to identify problems, apply solutions, and evaluate progress towards grade level learning outcomes (Cook, Burns, Browning-Wright, & Gresham, 2010; Eagle et al., 2015; Gamm et al., 2012; Tilly, 2008). Outside of the MTSS framework, the PST is recognized as a best practice approach to identifying and implementing academic and social emotional interventions to improve learning outcomes (Algozzine et al., 2014; Burns & Symington, 2002; Doll et al., 2005; Shinn, 2005). Contemporary policy implementation research frames MTSS-PST as complex educational policy whose implementation is contingent upon, and situated by, interactions between the people implementing it, the policy itself, and the place where implementation occurs (Honig, 2006). There is little research, however, on MTSS-PST implementation. This study was designed to add to scholarly understanding of the MTSS-PST implementation process by examining how and why school building-level administrators were thinking about and planning for it. Analysis of the data revealed the following: (a) MTSS-PST implementation is understood by building-level administrators as an essential component in fulfilling the school district’s K-12 directive to reduce special education referrals with a Multi-Tiered System of Support framework; (b) Building-level administrative thinking and planning for MTSS-PST implementation is focused on reorganizing and improving how the school’s support team sorts students for support services; (c) Building administrator’s implementation decision-making is influenced by the simultaneous feeling of relief and burden brought on by the early success of implementation and the significant challenges it faces due to limited planning and resources. Analysis also showed that implementation is rooted in a transactional approach to change focused entirely on meeting districtwide objectives to increase the efficiency and efficacy of the school’s teaching and learning services with no reference to the transformative potential cited in the research literature. Lastly, analysis of the findings revealed that more than 70 different interactions that occurred between people, policy, and place shaped the MTSS-PST implementation process demonstrating that implementation of this policy is both situated and contextual

The Role of the Gonads and Incest Avoidance in the Regulation of Sexual Behavior in Damaraland Mole-Rats

The Damaraland mole-rat (DMR; Fukoymys damarensis) is one of a small number of mammals that are eusocial. In this mating system, only a single pair reproduce while the other remaining colony members are non-reproductive. Non-breeders exhibit sexual behavior only when paired with unfamiliar opposite-sex individuals. The role of the gonads in the regulation of reproductive behaviors in non-breeders remains unknown; however, inbreeding avoidance has been hypothesized to account, in part, for the lack of reproductive behavior in non-breeding individuals. The mechanism that regulates incest avoidance also remains unknown. The aims of this study were twofold; first, to investigate the role of the gonads in the expression of sexual behaviors and second, to identify the mechanism of incest avoidance. The results indicate 1) that the expression of sexual behavior is largely independent of the gonads and 2) that rather than incest avoidance per se, DMR avoid mating with familiar individuals irrespective of relatedness

Grounded Theory of Intellectual Humility for 6th-12th Mathematics Teaching

Carter, Catherine Nicole. Grounded Theory of Intellectual Humility for 6th-12th Mathematics Teaching. Published Doctor of Education dissertation, University of Northern Colorado, 2020. Intellectual humility is an intellectual virtue where humility and the pursuit of epistemic goods intersect. As of this dissertation being written, intellectual humility had been studied in psychology and philosophy, but not from the perspective of the teacher in 6th-12th grade mathematics. Hence, this Grounded Theory study sought to develop a theory for intellectual humility while teaching 6th-12th mathematics. This study was guided by research questions focused on beliefs teachers held while practicing and characteristics of intellectual humility while teaching. These questions helped answer the main research question: What is intellectual humility for teaching 6th-12th mathematics? Three participants helped form this theory, and triangulation of interviews, observations, and artifacts were used to maintain ethical and virtuous data collection and analysis. Findings indicated teachers believed their students to be viable contributors to mathematics conversations, allowing them to treat students as future equals. As such, teachers learned from and with students during interactions via productive mathematical discourse. Therefore, intellectual humility was revealed in the interactions with students as teachers listened to learn from and with students. Teachers displayed characteristics of existing virtue theories as well, such as admitting their knowledge to be incomplete, appreciating the intellect of others (students), and balancing being a member of the learning community with being an expert in the subject. This research gives credibility to the importance of incorporating intellectual humility for practicing teachers, administrators, and mathematics teacher educators

Performing radical black womanhood: Black women artists as critical public pedagogues

This project draws from research on critical public pedagogy to explore the pedagogical experiences of Black women artists and performers from Detroit, Michigan, using qualitative methodological components from autoethnography, ethnography, phenomenology, and art-based inquiry. The researcher used criterion sampling in order to select six of the women who were part of this project. The researcher attempts to explore how Black women counter stereotypical representations of Black womanhood, the role that art and performance play in maintaining or countering those representations, as well as how artistic endeavors transform the social, cultural, and political experiences of Black women. The findings demonstrate that by engaging as Critical Public Pedagogues, the women complicate and expand notions of the private and public sphere. This project provides insight into doing research from Endarkened Feminist and Black Feminist frameworks. The information in this project can provide insight and direction for research related to the role of Critical Public Pedagogy in the exploration of the nuances of the private and public sphere, the creation of an Endarkened Feminist Epistemology of place, and the construction of radical subjectivities. The methodological approaches can help researchers who wish to explore forms of inquiry that are artistic, disruptive, and emancipatory. Keywords: Critical public pedagogy, Endarkened Feminist Epistemology, Black Feminist Epistemology, Endarkened Feminist Epistemology of Place, radical Black female subjectivities

An Analysis of Dietary Habits of Young Adults Seeking Weight Loss and the Feasibility of a Modified Monitoring System Using Mobile Technology in Young Adults

With rates of overweight and obesity at the highest in recorded history, for the first time, it is expected that obese young adults will have a significantly lessened life expectancy compared to their non-obese counterparts (Fontaine, Redden, Wang, Westfall, & Allison, 2003.) However, young adults do not respond well to traditional behavioral therapy weight loss interventions (Gokee-LaRose, Gorin, Raynor, Laska, Jeffery, Levy, & Wing, 2009.) Therefore, new interventions must be explored that could positively assist obese young adults in weight loss. Recent research has attempted to modify treatment in order to address modality utilized by young adults, like technology. Furthermore, there has been an explosion of weight loss mobile apps. However, they still utilize traditional dietary monitoring. Traditional monitoring requires the recording of all foods consumed daily. While effective, this burdensome method elicits a significant decline in monitoring across time (Gokee-LaRose et al., 2009.) This is particularly concerning given that, just like reducing caloric intake (Ramage, Farmer, Apps Eccles, & McCargar, 2014.), self-monitoring is consistently linked to successful weight loss (Burke et al., 2011) Recent research evaluating dietary habits of over 120,000 adults across 20 years, has narrowed down the causes of weight gain and loss across time to a small number of foods consumed on a regular basis (Mozaffarian, Hao, Rimm, Willett, & Hu, 2011.). However, there is a paucity of data understanding the daily-caloric intake/patterns of young adults. Therefore, there is significant potential of utilizing a targeted modified monitoring system to monitor and decrease or increase specific food categories, leading to a energy deficit and sustainable weight loss in young adults

Graffiti Resistance of Wax-based and Epoxy-based Coatings on Steel and Concrete Substrates

The graffiti resistance of two coatings developed by MicroCor Technologies, Inc. – MicroCor-300 and MicroCor-500 – was analyzed on steel and concrete substrates. The coatings were tested in accordance with ASTM D6578 Standard Practice for Determination of Graffiti Resistance and ASTM D7089 Standard Practice for Determination of the Effectiveness of Anti-Graffiti Coating for Use on Concrete. Masonry and Natural Stone Surfaces by Pressure Washing. In addition, the coatings were evaluated for time of set (ASTM D1640) and chemical resistance (ASTM D1308). Of the two coatings, MicroCor-300 demonstrated better overall graffiti resistant qualities on both steel and concrete surfaces but was not as durable as MicroCor-500. Therefore, MicroCor-300 should be reapplied after each cleaning cycle for its graffiti resistant qualities to remain effective.Research was sponsored by MicroCor Technologies, Inc

Early Engineering Experience (E3) Initiative

This Work in Progress paper details an initiative designed to broaden exposure and attract increased interest in the study of engineering of a minority-serving institution (MSI) with a plurality of races represented. The University\u27s student population where this initiative is being implemented consists of 26.2% African American and 6% that identify with two or more races. In contrast, the College of Engineering in this University is 20% African American; the freshmen class makes up 6.3% of this figure. By USDOE standards, this characterization is indicative of a predominantly white institution (PWI). According to the Bureau of Labor Statics, underrepresented minorities (URMs) are critical to not only fulfilling the growing need for STEM professionals but also to enhance diversity in the workforce; the National Academy of Science report states similar theories about the need of URMs to increase innovation. This paper focuses on reporting on an initiative seeking to close the gap of African American representation between the College and the University and foster the innovation of URMs in engineering. The initiative Early Engineering Experience targets African American high school juniors and seniors. Designing the program began with the Participatory Action Research Model that ultimately ends with continual program enhancement. The structure of the initiative is not only based on the details of the schedule but also on the feedback of the participants. The lack of URMs in the college provoked an idea from personal experiences at other minority events. With the use of a systematic online document review of current weekend outreach programs, a plan of action was developed, and effective program designs were synthesized. Based on the systematic review of similar programs, the current plan is to implement a program in February of 2020 that will target about 30 participants. Mentees will be able to connect with multiple organizations such as the VEX robotics club, the National Society of Black Engineers, the Society of Women Engineers, and etc. This weekend initiative is designed to allow participants to gain personal exposure and access to various engineering curriculums, lab collaboration and organizational and club introductions while mirroring the campus activities of four mentors. “Changing the Conversation: Messages for improving public understanding of Engineering” demonstrates student misconceptions about what the field of engineering entails. Therefore, students are often unaware of the technological contributions that have and can be made through the study of engineering. With the implementation of this program, the initiative will make a lasting impression on the participants. The Early Engineering Experience aims to foster interest in African American youth in a field that is in desperate need of new innovative minds

Status of ISS Water Management and Recovery

Water management on ISS is responsible for the provision of water to the crew for drinking water, food preparation, and hygiene, to the Oxygen Generation System (OGS) for oxygen production via electrolysis, to the Waste & Hygiene Compartment (WHC) for flush water, and for experiments on ISS. This paper summarizes water management activities on the ISS US Segment, and provides a status of the performance and issues related to the operation of the Water Processor Assembly (WPA) and Urine Processor Assembly (UPA). This paper summarizes the on-orbit status as of June 2012, and describes the technical challenges encountered and lessons learned over the past year