Potential Structural Materials and Design Concepts for Light Airplanes

Potential structural materials and design considerations for helicopters and light general aircraf

Potential structural materials and design concepts for light airplanes Final report

Potential structural materials and design concepts evaluated for light aircraft application

Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School

The purpose of this study was to investigate teacher perceptions of Collaborative Inquiry embedded in a Professional Learning Community during departmental collaboration time and to explore the elements deemed most important to creating and/or maintaining this collaboration model at Lennox Charter High School. Teachers at Lennox Charter High School participated in this study. This mixed-methods case study triangulated survey, focus group, interview, and observation data to examine departmental collaboration and to define the elements most important to maintaining and improving Collaborative Inquiry at Lennox Charter High School. These elements were explored through the lens of research on Professional Learning Communities and Collaborative Inquiry. Specifically, data were examined with respect to the five themes of PLC work. These themes included context, challenge, capacity, commitments, and balancing content and process. A close examination of the data with respect to these themes revealed key take-aways for Lennox Charter High School; namely, that the school needed to bolster the data analysis aspect of Collaborative Inquiry, limit the scope of collaborative work, and endeavor to retain effective teachers so that teams had continuity and could more effectively engage veteran teachers in collaborative work. Using these recommendations would allow Lennox Charter High School to improve professional collaboration, engender meaningful teacher learning, and support equitable student achievement

Realizing students’ every day realities: Community analysis as a model for social justice

This article examines the implications and effect of the Community Analysis (CA) Project assignment that we utilize in the Multicultural Education (MCE) course1 at New Mexico State University, located in Las Cruces, New Mexico. The CA enables pre-service teachers to critically examine, through a social justice lens, the manifestations and intersectionalities of race, class, gender, sexual orientation, language, ability, and religion in PreK-12 students’ communities, which may be rejected and ignored, or embraced, serving to connect students’ lives to learning contexts and opportunities in their schools. The CA compels pre-service teachers to analyze systemic inequities and inequalities in communities which impact the everyday lives of students. They discover organic knowledge possessed by students and families to bridge students’ knowledge and the knowledge promoted within the school curriculum. Pre-service teachers also contemplate how their privileged or disadvantaged identity statuses intersect with their future students’ privileged or disadvantaged statuses, or impact how they read communities