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

Parenting as Occupation: Occupational Therapists’ Perspectives on Working with Parents in Mental Health

Millions of Americans suffer from mental illness in the United States and of those, a large percentage are parents. There is a lack of research in the literature about occupational therapy interventions related to parenting for clients in acute phases of mental illness. The purpose of this study was to understand the practice patterns of occupational therapists providing services to parents with mental health illness, as well as the barriers and facilitators associated with the ability to address parenting in mental health practice. This study was a phenomenological qualitative design utilizing two phone interviews per participant. Four participants working in inpatient mental health settings from three different facilities participated. Six themes were identified from the data analysis. Themes related to barriers included parenting is secondary, lack of familiarity, and lack of access. Themes related to supports included supports vary and relevant skills. An overall theme related to practice patterns emerged: a desire for change. The results showed there are multiple barriers that must be overcome in order to provide interventions on parenting in an inpatient mental health setting and that the resources occupational therapists have vary greatly based on the facility. The implications for occupational therapy include the need to identify parenting as a goal, more education on the topic in occupational therapy programs and continuing education courses, and creative solutions to overcome lack of access to children and families. More research is needed to further understand the clinical reasoning behind decision making with a broader range of participants and to understand occupational therapy’s role in working with the children of parents with mental illness to address their concerns

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Are we Bridging the Divide in IWO Psychology?

This paper examines the knowledge transfer process within the profession of work and organisational psychology. In consonance with the theme of the 2011 congress, it considers the extent to which proposed ‘bridging mechanisms’ can provide useful vehicles for operationalising the pursuit of the dual goal of improving both the well-being of individuals and the effectiveness of work organizations. It considers the way in which the profession attempts to ground its concepts in a sound evidence base and then successfully mobilise this knowledge at the interface of research and practice. It does so by critically examining the scientist-practitioner model and the ways in which this model can be operationalised by practitioners and researchers. The criticism which is aimed at academics is that their research is irrelevant; it explores narrow concepts too often with student samples. Practitioners, on the other hand, are accused of too infrequently bringing scientific findings from the research literature to their practice. The problem has been cast in terms of both one of knowledge production and also knowledge transfer and is typified, at least in one direction – the impact of research upon practice, by what has in other professions, most notably medicine and more recently management, been called evidence-based practice. Denise Rousseau, in her 2005 presidential address to the American Academy of Management defined evidence-based management (EBM) as “translating principles based on best evidence into organizational practices” and there have been a number of attempts to invoke a similar model of evidence-based practice in the field of work and organisational psychology. In 2007 Anderson described the academic-practitioner divide as ‘natural’, suggesting the way forward was to focus on ‘bridging mechanisms’ describing six which had been proposed at the 1995 SIOP conference. What is the situation over decade later? To what extent have these bridges been built? This paper explores the nature and extent of these bridges by presenting case studies and findings from a UK survey of IWO psychologists

Using spectral finite elements for parametric analysis of the vibration reduction index of heavy junctions oriented to flanking transmissions and EN-12354 prediction method

The vibration reduction index of heavy junctions is predicted by means of a model based on spectral finite elements. This is equivalent to a finite element method but faster and with smaller computational costs. This advantage is used in order to perform a parametric analysis of the vibration reduction index for several junction types: T-shaped, L-shaped and +-shaped. The influence of several parameters such as: damping, junction dimensions or the mass ratio on the vibration reduction index is observed. The study is focussed to provide data and guidelines oriented to the EN-12354 design method for flanking transmission in buildings.Peer ReviewedPostprint (author’s final draft

The Lover\u27s Confession : A Translation of John Gower\u27s Confessio Amantis

John Gower’s Confessio Amantis (The Lover’s Confession) is one of the most important English works of the fourteenth century, influencing authors from Chaucer to Shakespeare. Within its frame of the lovesick lover’s confession are well over a hundred stories, mainly derived from classical mythology, the Bible, and history which exemplify the Middle Ages serve as moral lessons (exempla) for personal and political behavior. Echoing the octosyllabic line of the original, this is the first complete modern English translation of the entire (33,000-line) poem, including its Latin verses and glosses.https://scholarworks.wmich.edu/mip_teamsvaria/1008/thumbnail.jp

Blended Courses Across the Curriculum: What Works and What Does Not

Recent hype around online and blended courses touts the benefits of immediate student feedback, flexible pace, adaptive learning, and better utility of classroom space. Here we aim to summarize the results of a 3-year pilot study using blended courses across the quantitative science curriculum (Mathematics, Statistics and Computer Science), in both upper and lower division, major and GE courses. We present findings on student attitudes towards this format, most helpful course components, time on task, progress on learning outcomes and faculty perspectives. This summary can be used to inform best practices in hybrid design, implementation and faculty expectations in the quantitative sciences