A Mixed-Methods Inquiry into Science Teachers’ Perceptions of the Effects of Professional Development Experiences on Implementation of Research-Based Instructional Practices

Abstract This was a modified integrated mixed methods study of teachers’ perceptions of factors that influence transfer of research-based teaching strategies into classroom practice. Participants were made up of 66 respondents to a researcher made survey, “Survey of Teacher Attitudes toward Change and Classroom Implementation of Research–Based Strategies”. Respondents were divided into two groups based on participation in Louisiana Systemic Initiatives Programs (LaSIP): LaSIP, N= 39 and Non-LaSIP, N= 27. Answers to five research questions were based on analysis of quantitative data from a survey, recorded on a five-point Likert scale and qualitative data from analyses of transcripts of three personal interviews, two focus group discussions and five short-answer questions on the survey. SPSS software version 9 and Atlas.ti version 7 were used in quantitative and qualitative analyses, respectively. Concurrent quantitative and qualitative strands of data were integrated throughout the study. Findings from quantitative data included the following: (1) Teacher perceptions of features of the LaSIP were predictive of reported frequency of use of research-based teaching strategies (RBTS); (2) Reported frequency of use of RBTS was not significantly different in LaSIP versus non-LaSIP teachers, except in reported use of alternative assessments. (3) Both LaSIP and non-LaSIP teachers indicated that implementation of RBTS increased student achievement (4) LaSIP teachers identified factors such as opportunity to collaborate with colleagues, time to acquire content knowledge, practice with material and supplies as features of the LaSIP that influenced implementation of RBTS. (5) Perceived barriers to implementation of RBTS included lack of equipment and lack of teacher input into planning of professional development. and modeling of RBTS as factors that positively influence classroom implementation. Analyses of qualitative data supported many of the findings due to quantitative analyses. Additionally, qualitative data provided more in-depth information concerning teacher perceptions of barriers to implementation such as lack of teacher input into planning and implementation of professional development, and lack of time for in-depth learning during professional development activities. Key Words: Teacher Professional Development, Research-based Teaching Strategies, Classroom Implementation, Science Pedagogy, Mixed Methods, Student Achievemen

Surplus Value Extraction in Mental Labor in the Teaching Profession

This research examines the labor of a public education school teacher and the value that is extracted from their labor. Teachers\u27 working conditions and mental labor are assessed through qualitative research methods to help in explaining the various impacts and perceptions that teachers have within Monongalia and Preston Counties in West Virginia. Interviews and textual analysis research aided in uncovering issues of mental labor, labor exploitation, alienation of labor, and working conditions among teachers. Furthermore, how these issues coincide with the theory of surplus value extraction and the theory of labor alienation within Marxist literature

A Mixed-Methods Inquiry into Science Teachers’ Perceptions of the Effects of Professional Development Experiences on Implementation of Research-Based Instructional Practices

Abstract This was a modified integrated mixed methods study of teachers’ perceptions of factors that influence transfer of research-based teaching strategies into classroom practice. Participants were made up of 66 respondents to a researcher made survey, “Survey of Teacher Attitudes toward Change and Classroom Implementation of Research–Based Strategies”. Respondents were divided into two groups based on participation in Louisiana Systemic Initiatives Programs (LaSIP): LaSIP, N= 39 and Non-LaSIP, N= 27. Answers to five research questions were based on analysis of quantitative data from a survey, recorded on a five-point Likert scale and qualitative data from analyses of transcripts of three personal interviews, two focus group discussions and five short-answer questions on the survey. SPSS software version 9 and Atlas.ti version 7 were used in quantitative and qualitative analyses, respectively. Concurrent quantitative and qualitative strands of data were integrated throughout the study. Findings from quantitative data included the following: (1) Teacher perceptions of features of the LaSIP were predictive of reported frequency of use of research-based teaching strategies (RBTS); (2) Reported frequency of use of RBTS was not significantly different in LaSIP versus non-LaSIP teachers, except in reported use of alternative assessments. (3) Both LaSIP and non-LaSIP teachers indicated that implementation of RBTS increased student achievement (4) LaSIP teachers identified factors such as opportunity to collaborate with colleagues, time to acquire content knowledge, practice with material and supplies as features of the LaSIP that influenced implementation of RBTS. (5) Perceived barriers to implementation of RBTS included lack of equipment and lack of teacher input into planning of professional development. and modeling of RBTS as factors that positively influence classroom implementation. Analyses of qualitative data supported many of the findings due to quantitative analyses. Additionally, qualitative data provided more in-depth information concerning teacher perceptions of barriers to implementation such as lack of teacher input into planning and implementation of professional development, and lack of time for in-depth learning during professional development activities. Key Words: Teacher Professional Development, Research-based Teaching Strategies, Classroom Implementation, Science Pedagogy, Mixed Methods, Student Achievemen

A summary of recent NASA/Army contributions to rotorcraft vibrations and structural dynamics technology

The requirement for low vibrations has achieved the status of a critical design consideration in modern helicopters. There is now a recognized need to account for vibrations during both the analytical and experimental phases of design. Research activities in this area were both broad and varied and notable advances were made in recent years in the critical elements of the technology base needed to achieve the goal of a jet smooth ride. The purpose is to present an overview of accomplishments and current activities of govern and government-sponsored research in the area of rotorcraft vibrations and structural dynamics, focusing on NASA and Army contributions over the last decade or so. Specific topics addressed include: airframe finite-element modeling for static and dynamic analyses, analysis of coupled rotor-airframe vibrations, optimization of airframes subject to vibration constraints, active and passive control of vibrations in both the rotating and fixed systems, and integration of testing and analysis in such guises as modal analysis, system identification, structural modification, and vibratory loads measurement

Teaching Sociopolitical Issues in Mathematics Teacher Preparation: What do Mathematics Teacher Educators Need to Know?

Attention to issues of social justice is becoming increasingly prominent in teacher education programs and in the field of mathematics education (e.g., White, Crespo, & Civil, 2016). Moreover, scholars have argued that instead of remaining isolated in a single course (typically the “multicultural” course), a focus on social justice must be integrated throughout teacher education programs (McDonald & Zeichner, 2009). This requires that mathematics teacher educators be prepared to address social justice in their mathematics content and methods courses. There are a variety of perspectives in the literature on social justice mathematics education (Wager & Stinson, 2012). In my work I focus on preparing teachers who can connect mathematics to real-world contexts that involve exploring, analyzing, and proposing solutions for current social and political issues (e.g., Gutstein, 2006)—which I refer to as sociopolitical mathematics teaching. By drawing on existing literature and my own experiences, I identify the knowledge bases that teachers and mathematics teacher educators must draw on in order to enact sociopolitical mathematics. I provide tools for engaging in sociopolitical mathematics teaching, discuss a concrete example from my own practice, and propose a framework for thinking about the knowledge needed for sociopolitical mathematics teaching

Birds surveyed in the harvested and unharvested areas of a reduced-impact logged forestry concession, located in the lowland subtropical humid forests of the Department of Santa Cruz, Bolivia.

As part of a larger study of reduced-impactlogging effects on bird community composition,we surveyed birds from December to Februaryduring the 2003-2004 wet-season within harvestedand unharvested blocks of the La Chonta forestryconcession, Department of Santa Cruz, Bolivia.The logged forest was harvested using reduced-impactlogging techniques between one and fouryears previously. During point count surveys, weidentified 5062 individual birds, belonging to 155species, and 33 families. We provide a list of birdspecies found within the harvested andunharvested blocks of the concession for thebenefit of other researchers assessing theresponses of Neotropical avifauna to disturbance,and to facilitate increased understanding of thediverse bird assemblages found within thelowland subtropical humid forests of Bolivia

Modeling and parameter uncertainties for aircraft flight control system design

Values of plant dynamic uncertainties for some recent aircraft design and development programs are given. Histories of pertinent aerodynamic, inertial, and structural parameter variations are given for a period of time from program initiation to aircraft certification. These data can be used as typical of future vehicles so that control system design concepts are evaluated with due consideration to their sensitivity to uncertainties in plant dynamics