Alien Registration- Grady, Mary (Portland, Cumberland County)

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A comparison of approaches to the teaching and learning of science in Chinese and Australian elementary classrooms: cultural and socioeconomic complexities

Set in the context of today’s globalized approaches to curriculum reform, the purpose of this study was to compare the teaching and learning of science in Chinese and Australian Grade 6 classrooms. A conceptual framework based on notions of culture and socioeconomic status informed the research design. Case study participants were three teachers of science and 140 students from three elementary schools of high, medium, and low socioeconomic status in Hunan Province, China; and three teachers and 105 students from paired schools in Western Australia. The formal curriculum, the curriculum-in-action, and the experiential curriculum in all case studies in each country were examined. Both qualitative and quantitative data were collected with student questionnaires, lesson observations, teacher interviews, a school tour, and document collection. Findings indicated that participating Chinese students reported a greater proportion of their science lessons involved activities such as reading textbooks and memorizing facts, activities that are consistent with Confucian educational culture. In Australia, where there has been a longer historical influence from social-constructivist theorists such as Bruner and Vygotsky, students reported their lessons involved a greater proportion of activities such as designing and doing science experiments, and working in small groups. The findings also indicated that in both countries, socioeconomic status was an important factor impacting the implementation of the science curriculum with students in higher socioeconomic status schools participating more frequently in classroom activities consistent with reform curriculum documents. This phenomenon was more apparent in China possibly due to the Confucian educational tradition supporting culturally viable alternative approaches to the teaching and learning of science

Identifying Best Practices for a Successful Study Abroad Program

The purpose of this study was to identify the best practices of study abroad programs before, during, and after the experience. The results of this study will add further to implementing quality educational programs in agricultural and life sciences. A qualitative methodology with participant observation was employed to provide a thick and rich examination of a study abroad experience conducted in Latin America. Results provided specific best practices for activities before, during, and after such an experience. Recommendations and implications are provided

The State Department of Education\u27s Role in Creating Safe Schools

The authority for public education in the United States does not stem from the Constitution, but rather is a reserved power remaining with the states. It originates from the Tenth Amendment, which reserves to the states those powers neither expressly given the national government nor denied to the state governments. However, most states have not exercised their authority for public education directly until recent decades. Education is a state function that is largely locally administered (AIkin, Linden, Noel, & Ray, 1992). Each state exercises it education function completely or in part through a state department of education that has varying degrees of responsibility. The state educational authority gains its powers and responsibilities specifically from the state\u27s constitution and statutes (Deighton, 1971). Violence prevention activities vary from state to state. Since the study described in this chapter was conducted at the beginning of the first school year (1995-1996) in which federal funds were available for violence prevention efforts under the new regulations of P.L. 103-382, respondents typically first identified issues reflecting the funding of programs (i.e., allocation formula, eligibility, criteria for selection). The individuals interviewed identified areas in which they were receiving questions from school districts; state department staffs needed expertise about funding, program options, and promising practices. State departments also provide a conduit or connection to information not easily available at the local district level. Often this information is shared with districts via conferences/workshops, curriculum materials, on-site visits, phone assistance, and networks of expertise. Local districts develop or adopt programs to serve students. These programs arc, or can be, tailored to meet the unique needs of students in each school building. Assistance in learning about violence prevention programs and resources is sought through a variety of sources, depending on the structure of the state department. From our survey, it is apparent that state departments are an important source for connecting local school district staff with resources

The Nationalist Meanings of 20th Century Olympic Games: Conflicting National Identities and Memories in Mexico, Germany, and America

In 1896, Pierre de Coubertin established the modern Olympic Games to foster global "mutual understanding with a spirit of friendship and fair play," according to the International Olympic Committee. Despite his hopes, the Games have long been used as political attempts to create coherent, modern images of host nations. Host nations have used media as diverse as architecture and newspapers to introduce themselves to a global audience and to create common national identities. Opposing groups within these host nations have also used the world stage of the Olympics to air their grievances, though. As seen in the portrayal of conflicting strains of nationalism in the Olympics of Mexico City 1968, Munich 1972, and Atlanta 1996, the international media provided confirmation or denial for one of these narratives. Analysis of international newspaper, magazine, and TV accounts proves that in Mexico City and Atlanta, conflicting views of the host nation developed internally, and the international press validated one of these views; in the Munich Games, the international press struck down the idealized view of the German nation and inspired fractures from within the nation. In all three scenarios, the "winner" of this nationalism contest was defined by who succeeded in drawing the most international support.Bachelor of Art

An Evaluation of Simulations in Developmental Disabilities (SIDD) Instructional Software that Provides Practice in Behavioral Assessment and Treatment Decisions

Simulations in Developmental Disabilities (SIDD) is a multimedia computer program designed to provide undergraduate psychology students with practice in making assessment and treatment decisions. Eighteen undergraduate psychology students participated in an experiment to test the instructional effectiveness of SIDD. Post-test scores were significantly higher in the experimental group who received training with SIDD than in a control group who did not receive training. The students also rated the software positively. Future strategies to further evaluate the software are discussed

The impact of a cognitive acceleration programme in science on students in an academically selective high school

This paper describes the impact of a thinking skills programme in science on the cognition of students in an academically selective high school. The research followed a sequential explanatory design with the collection and analysis of quantitative data in the first phase followed by the collection and analysis of qualitative data in the second phase. Participants were 582 Year 8 and Year 9 (ages 12–14) high school students and their science teachers fromeight schools who participated inThinking Science, a 2-year classroominterventionand teacher professional learning programme. The schools included one academically selective high school (n = 144) and seven non-academically selective schools (n = 438). Quantitative data were collected by Piagetian reasoning tasks administered to all students before and after the intervention. Qualitative data included interviews with the head of science and three participating science teachers from the academically selective school. Over the 2- year period, students from the academically selective school had a greater mean gain with a large effect size (d = 0.995) when compared with the control (n = 120) and when compared with other students who participated in the intervention with a medium effect size (d = 0.687). The qualitative data indicated that science teachers in the academically selective school were committed to the intervention and explained how they had changed their pedagogy as a result ofthe professional learning programme. More specifically,the teachers developed teaching strategies specific to the characteristics of their academically talented students that enabled them to participate in thinking activities such as metacognition and social construction. In conclusion, Thinking Science was a worthwhile intervention for all participating students, but particularly for students in the academically selective school where teachers were able to adapt their pedagogy and the approach to suit their students.This research was supported by a grant from the Australian Research Council (DP1093877

The impact of a cognitive acceleration program in science on students in an academically selective high school

This paper describes the impact of a thinking skills program in science on the cognition of students in an academically selective high school. The research followed a sequential explanatory design with the collection and analysis of quantitative data in the first phase followed by the collection and analysis of qualitative data in the second phase. Participants were 582 Year 8 and Year 9 (ages 12 -14) high school students and their science teachers from eight schools who participated in Thinking Science, a two-year classroom intervention and teacher professional learning program. The schools included one academically selective high school (n=144) and seven non-academically selective schools (n=438). Quantitative data were collected by Piagetian reasoning tasks administered to all students before and after the intervention. Qualitative data included interviews with the head of science and three participating science teachers from the academically selective school. Over the two-year period, students from the academically selective school had a greater mean gain with a large effect size (d=0.995) when compared with the control (n=120) and when compared with other students who participated in the intervention with a medium effect size (d=0.687). The qualitative data indicated that science teachers in the academically selective school were committed to the intervention and explained how they had changed their pedagogy as a result of the professional learning program. More specifically, the teachers developed teaching strategies specific to the characteristics of their academically talented students that enabled them to participate in thinking activities such as metacognition and social construction. In conclusion, Thinking Science was a worthwhile intervention for all participating students, but particularly for students in the academically selective school where teachers were able to adapt their pedagogy and the approach to suit their students

Centering Pregnancy in Missouri: A System Level Analysis

Background. Centering Pregnancy (CP) is an effective method of delivering prenatal care, yet providers have been slow to adopt the CP model. Our main hypothesis is that a site's adoption of CP is contingent upon knowledge of the CP, characteristics health care personnel, anticipated patient impact, and system readiness. Methods. Using a matched, pretest-posttest, observational design, 223 people completed pretest and posttest surveys. Our analysis included the effect of the seminar on the groups' knowledge of CP essential elements, barriers to prenatal care, and perceived value of CP to the patients and to the system of care. Results. Before the CP Seminar only 34% of respondents were aware of the model, while knowledge significantly after the Seminar. The three greatest improvements were in understanding that the group is conducted in a circle, the health assessment occurs in the group space, and a facilitative leadership style is used. Child care, transportation, and language issues were the top three barriers. The greatest improvements reported for patients included improvements in timeliness, patient-centeredness and efficiency, although readiness for adoption was influenced by costs, resources, and expertise. Discussion. Readiness to adopt CP will require support for the start-up and sustainability of this model