Students\u27 Evaluations of Black Faculty at Historically White Institutions: A Causal- Comparative Study

With a call for greater accountability, institutions of higher education have focused upon student evaluations to measure teacher effectiveness to ensure that students are learning. Education researchers have revealed that Black faculty reported negative experiences within academe such as microaggressions, insults, and not being regarded as credible scholars by students and other faculty. Very little research examines the role that race plays in students’ evaluations of Black faculty from the viewpoints of students. This quantitative, nonexperimental, causal-comparative dissertation investigates 210 students’ evaluation scores of actual university faculty as measured by academic competence, sensitivity to students, instructional effectiveness, and their viewpoints on racism as measured by the Social Dominance Orientation 7 Evaluation Form (SDO7) at Historically White Institutions in Southern states. Using a two-way ANOVA with the Bonferroni correction of p = .0125, there is a statistical significance in sensitivity to students and instructional effectiveness scores between Black and White faculty members while academic competence and viewpoints of racism scores were not significant. Through the lens of critical race theory, student evaluations of Black faculty are explored

Positive turning points for girls in mathematics classrooms: Do they stand the test of time?

The purpose of this study is to examine the equity issue in mathematics from perspectives not traditionally included in equity claims. This study offers a close up view of personal experiences that female preservice teachers have encountered in their own journey as students of mathematics as well as how they make sense of their experiences, especially as they learn to teach. Different themes that arise in this issue of mathematics equity were examined in a study conducted by Stoehr and Carter (2011). This paper extends the previous study by examining and discussing the data-derived theme that centers on girls who experienced positive turning points in mathematics

Mathematical misconceptions of a different kind: Women preservice teachers’ working theories of mathematics teaching

Mathematical anxiety and confidence in women who are entering the elementary teaching field is a subject that has captured the interest of mathematics teacher educators. Previous research has revealed that women who pursue elementary teaching careers are often individuals who themselves have confronted anxiety and low confidence in mathematics during their own K-12 experiences (Brady & Bowd, 2006; McGlynn-Stewart, 2010; Sloan, 2010). Prior studies in mathematics education reveal that individuals’ experiences with mathematics shape how they think about doing and teaching mathematics (Ball, 1988; Rodríguez & Kitchen, 2005). Long before preservice teachers step foot into their teacher education program, their student experiences have shaped how they view mathematics as well as how they perceive their own mathematics abilities (Ball, 1988). “In short, prospective teachers do not arrive at formal teacher education “empty-headed.” Ball, 1988, p.40). Instead, they have already begun to develop a plan or a program of action (Kounin, 2009) of how teachers should teach mathematics. These teaching ideas are derived primarily from their personal experiences as mathematics students (Ball, 1988). Through the use of narratives, teacher educators can gain access to a better understanding of the sense making that preservice teachers have about what qualities and characteristics are important for a mathematics teacher to possess

What\u27s the Story? A Study of novice teachers\u27 narrative understandings of classroom events

The objective of this paper is to report the most recent results from an ongoing, multi-year research initiative at a large Research 1 University in the Southwestern United States. The purpose of this line of inquiry is to learn about how novice teachers develop narrative understandings of teaching. In particular, this study explores the cognitive understandings and personal sense-making strategies used by novices to story the classroom events they routinely observe in the field

Teaching “in their best interest”: Preservice teachers\u27 narratives regarding English Learners

In the United States, teachers are increasingly working with English Learners (ELs) in mainstream classrooms. Several areas of focus have been proposed to guide the preparation of teachers for working with ELs, including: language related knowledge, skills, and dispositions. This narrative study examined how field-based experiences shaped 49 preservice teachers\u27 dispositions toward ELs. An iterative and thematic analysis of collected narratives found that preservice teachers often completed their practicum in classrooms that did not model positive dispositions or pedagogical practices toward ELs. These findings have implications for the tasks and experiences given to preservice teachers during their preparation sequence

Paraprofessional involvement in self-determination instruction for students with high-incidence disabilities

This is the publisher's version, also found here: http://cec.metapress.com/content/lq6v516h2rn178ut/?p=f618223ce7404c508a820fb0873297e2&pi=5Although enhancing students' self-determination is advocated as a central element of high-quality special education and transition services, little is known about the ways in which paraprofessional are involved in promoting self-determination or the extent to which they share teachers' views regarding its importance. The authors surveyed 223 paraprofessional from 115 randomly selected public school to examine their perspectives on promoting self-determination among students with high-incidence disabilities. Overall, paraprofessional attributed high ievel of importance to each of the 7 component elements of self-determination (i.e., choice making, decision making, problem solving, goal setting and attainment, self-advocacy and leadership, self-management and self-regulation, and self-awareness and self-knowledge). The extent to which paraprofessional reported providing instruction addressing each of the 7 components of self determination was moderate, with average ratings all slightly above the midpoint of the scale. This article presents implications for the involvement of paraprofessional in supporting the development of self-determination among students with high-incidence disabilities, along with recommendations for future research

From Dionysus to Die Walküre: the ancient Greek aulos as a key to Wagner's writing for the oboe and English horn

Thesis (DM) – Indiana University, Music, 202

Practical considerations for estimating clinical trial accrual periods: application to a multi-center effectiveness study

Abstract Background Adequate participant recruitment is vital to the conduct of a clinical trial. Projected recruitment rates are often over-estimated, and the time to recruit the target population (accrual period) is often under-estimated. Methods This report illustrates three approaches to estimating the accrual period and applies the methods to a multi-center, randomized, placebo controlled trial undergoing development. Results Incorporating known sources of accrual variation can yield a more justified estimate of the accrual period. Simulation studies can be incorporated into a clinical trial's planning phase to provide estimates for key accrual summaries including the mean and standard deviation of the accrual period. Conclusion The accrual period of a clinical trial should be carefully considered, and the allocation of sufficient time for participant recruitment is a fundamental aspect of planning a clinical trial.</p

Big Data: Managing Large Scale Metadata Projects in a Teleworked Environment

Beginning in March of 2020, Mary Miller and Kathleen Carter coordinated the work of over 100 University of Georgia Libraries students, faculty, and staff on remote metadata projects for the Brown Media Archives. The great majority of these UGA employees were not catalogers, were not familiar with metadata concepts, and had never visited the Brown Media Archives. Yet, in a four-month period, they successfully completed a quantity of work that would have taken Brown Media two and a half years to accomplish at regular staffing levels. Miller and Carter will share what they got right, what they got wrong and how they recovered from the wrong parts

Concert recording 2022-02-22

[Track 1]. Voyage. Pinging, searching ; Hurtling through space ; Into the unknown / Joshua Burell -- [Track 2]. Lullaby, ballad, spiritual. My mama\u27s sweet baby boy ; The blind child\u27s prayer ; Scandalizin\u27 my name / Shawn E. Okpebholo -- [Track 3]. Trio for flute, oboe, and bassoon. Poco lento, allegretto / Karel Mengelberg -- [Track 4]. London trio no. 1. Allegro moderato ; Andante ; Finale, vivace / Joseph Haydn -- [Track 5]. Brush strokes. Monet ; Seurat ; Van Gogh ; Pollock / Alyssa Morris