Investigating Maine Secondary Science Teachers Conceptualization of Scientific Argumentation

The Next Generation Science Standards (NGSS) aims to reform science education for grades K-12 with a central focus on students becoming doers of science as opposed to just being knowers of facts. This historical shift in standards across the United States asks for teaching science content paired with eight Science and Engineering Practices. One of the eight Science and Engineering Practices is Engaging in Argument from Evidence, which is using empirical evidence and scientific reasoning to make sense of scientific phenomena.This study examined how the practice of Engaging in Argument from Evidence is conceptualized by Maine secondary science teachers, and how these teachers approached uncertainty when students are engaging in argumentation practice. The state of Maine officially adopted the NGSS in April 2019, making the 2019-2020 academic school year the first time the standards would be integrated into the public school’s secondary science classrooms. Therefore, this is a critical time to understand how secondary school teachers in Maine make sense of the scientific practices and make suggestions for future professional learning of teachers. In this study, a statewide survey was distributed to Maine secondary science teachers that asked them a series of questions about their conceptualization and implementations of the practice Engaging in Argument from Evidence. Out of the 37 survey respondents, interviews were then conducted with 7 selected participants, who were asked to elaborate on their survey answers and provide examples of using argumentation practice in their classroom. Results showed teachers paid attention to some aspects of the practice Engaging in Argumentation from Evidence from the participants more than others. The aspects that are frequently highlighted by these teachers included Making Sense of Data and Communicating Arguments when their students where actively engaging in the practice. Other characterizations included Use of Multiple Scientific Practices, Integrating Scientific Reasoning, Use of Prior Knowledge and Use of Reliable Resources. In the survey, teachers were asked if they integrated topics they considered to be uncertain, and if they did, if they allowed for competing claims when students were arguing these topics. When interview participants were asked about their integration of uncertainty when practicing scientific argumentation, there were three different interpretations of how their type of topics were integrated. These variations of uncertainty included Measurement Uncertainty, Students Lack of Prior Knowledge and Controversial Issues (uncertain topics). Using the results, suggestions could be made on how teachers can integrate this practice in their classrooms to cohesively use. Future research can build upon how teachers implement uncertainty in their classroom by promoting opportunities for teachers to learn and actively engage with the such topics through the practice of Engaging in Argument from Evidence

“It’s all about the ganas”: Incorporating a Multicultural Curriculum in Developmental Education

Despite the overrepresentation of students of color in developmental education, there is a lack of research on programs that promote the success and transfer of these students beginning in developmental education, especially Latinx students. Since 2012, the Dream Catchers program in Texas has targeted the recruitment, retention, and completion of Latinx and other historically underrepresented students through a literacy-based program that targets students in developmental education in community colleges. This study draws primarily from interview data gathered from 14 Dream Catchers faculty across the 10 institutions that have participated in the program. Through the lens of a multicultural developmental education curriculum, we investigate how the Dream Catchers program provides intensive, long-term professional development for its faculty in order to prepare them to work in a high-touch, holistic program. This article describes some of the professional development activities faculty undergo, what this multicultural curriculum looks like in practice, and how faculty incorporate cultural understanding of their students into developmental courses

The Intentional and the Grassroots Hispanic-Serving Institutions: A Critical History of Two Universities

This study examines the institutional histories of Loma Verde University and Azul City University and their development over time into Hispanic-Serving Institutions. Utilizing a theoretical framework of transformational change, we focus on various aspects of these institutions, including curriculum, the allocation of physical spaces, and the creation of programs that specifically serve Latinx students. The study makes use of archival documents that tell the story of the struggles at each institution to cultivate a campus that addressed the needs of Latinx students to promote their long-term academic success. The findings suggest that these institutions were on paths that were heavily influenced by their local contexts and student population; that the transformational process to serving Latinx students was long and faced setbacks; and that their successes came in different forms. These conclusions indicate that the histories of Hispanic-Serving Institutions may be as rich and diverse as the Latinx population itself, furthering the notion that these institutions are unique among other types of Minority-Serving Institutions

Charting Ahead: Navigating Threats and Challenges to the Urban-Serving Research University Mission

The higher education context that our CUMU institutions must navigate is complex and begets challenges resulting from the distinct mission our institutions seek to uphold. The implications of these challenges give rise to impacts on everyone within the institution and consequently our constituents within the cities we seek to serve. Bringing together literature, emerging research, and points from discussions at the 2016 CUMU conference, this paper analyzes challenges and their implications and highlights the strategies being employed to navigate them. We consider the tensions inherent in the urban-serving university identity, the cost of serving urban regions, and the state structures that provide funding. All of these tensions have implications for commitment to mission, access for historically marginalized students, and the experiences of faculty within the institution. We also discuss strategic initiatives and efforts that reflect collaboration, strategic alignment, and innovation. This work is of value for those working within urban-serving universities, those who work to uphold their mission in higher education, and policy makers that shape the context of these institutions’ work

iBusy: Research on children, families, and smartphones

Within the past 10 years, mobile devices have been widely adopted by adults and are now present in the lives of almost all U.S. children. While phones are common, our understanding of what effect this technology has upon children\u27s development is lagging. Bioecological theory and attachment theory suggest that this new technology may be disruptive, especially to the degree to which it interferes with the parent-child relationship. This article reflects a National Organization for Human Services conference presentation and shares preliminary results from semi-structured interviews conducted with 18 youth, ages 7 through 11. Only four of eighteen interviewees voiced any negative thoughts concerning their parents’ use of mobile devices. However, those who reported feeling ignored by their parents experienced the negative emotions deeply. Themes that emerged from analysis of transcripts included devices as tools and boundaries