Service-Learning in South Carolina

Thousands of students across South Carolina have helped improve their communities by participating in service-learning programs while strengthening their classroom learning experiences. Service-learning is one of the work-site components of the SC School-to-Work Transition Act of 1994. This Act provides all students with opportunities to connect what they learn in school with the real world through learning experiences at a work-site. Through service-learning, students combine classroom instruction with work-based activities in a non-profit organization or community agency. Students learn valuable interpersonal skills and a strong work ethic by participating as a member of a work team with specific goals

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

The Influence of Gender on Rural Honduran Women’s Participation and Leadership in Community Groups

Throughout Latin America, increasing women’s leadership has been part of many development efforts. However, extensive research on this topic, especially with rural indigenous women, is limited in the literature. Barriers and opportunities for women to participate in leadership within their communities and local organizations may be related to economic, psychological, and social factors that influence their personal empowerment. This study used mixed methods to explore multiple perspectives of community participation and leadership of two Lenca villages in the western department of Lempira, Honduras. The findings from this study provide insight into structural constraints on women’s leadership in the community, and how gender affects engagement in agriculture. The importance of this research is its applicability to agricultural extension pracitionners working in rural communities where participation in traditional gender roles may create gaps in women’s opportunities to engage in decision-making around agriculture, participate in community development, and be valued as leaders. For communities whose livelihoods rely on agriculture, understanding barriers to women’s participation can aid extension practitioners working to increase food security, as women play key roles in both agriculture and in supporting their families

UAS Literary & Arts Journal

Proof copy provided by Tidal Echoes.Featuring the work of students, faculty, and staff of the University of Alaska Southeast and members of the community.A Note from Loren, Sometimes Known as Senior Editor -- A Letter from Josh, Affectionately Known as “Sugah” (say it with a southern accent) -- A Note from Emily Wall -- On the Move -- Dangly Jangly Things -- Taco Surf -- Midwestern Trash -- On the Distaff Side -- Christmas Joy -- The Three Little McCormicks -- Trollin’ Ray’s Brain: An Interview with Ray Troll -- His Long Coat Turning -- First Autumn -- Pinta Cove Birthday Gifts -- September Wings -- When in Rome -- Early Morning Conspiracy Theory -- Flesh Wound -- Two Ravens, Five Ways -- Shades of Brown: The Question -- Hayfield-Clarke Psychiatric Center -- Hardscrabble -- Smoked Meat Sandwiches -- Slime Squishing Through Gold: An Interview with Nora Marks Dauenhauer -- Berries -- Buds -- Grandpa Jakwteen in Eclipse -- Cross Talk -- Voices -- Trouble -- Flying Home -- Snorkeling at Hanauma Bay -- Genocide -- Raven, Saving It for Later -- Mama Abel’s -- Settling In -- Blue -- Dad at 27 -- Dad photographs mother -- Backyard theatre & Oz -- Love-in, Easter Day, 1968 -- Topanga Corral -- Swallowing Senora -- Keeping Time on the Kee Nax Trail -- Ode to Ching -- Beneath the Surface (chapter title) -- A Visit from the Wild -- Teacher’s Pets -- Centennial -- See Spot Rot -- With Salsa -- Moonbaby -- The Fine Art of Raising a Tarpaulin -- Prologue -- Epiphany 2008 -- View of Auke Lake -- Shark Fins -- Translating Pasternak -- Raven Boys -- Institutional Back Door -- Uneasy Disguise -- Christmas Wind -- The Life and Times of the Orlando Bloom Fan Club -- Writer & Artist Biographie

Social Inclusion in Practice: Supporting Diversity, Inclusion, and Engagement in the AIS (SIGSI)

The Special Interest Group on Social Inclusion (SIGSI) is committed to promoting diversity, inclusive practices, and engagement. Thus, SIGSI recently created a task force to assist the AIS in developing services and policies that enable all IS scholars to fully participate in the AIS scholarly community. In support of that aim, this symposium will: (1) facilitate discussion of social inclusion and exclusion in the AIS and scholarly engagement in public and political discourse; (2) inform the SIGSI community about the task force’s agenda and progress to date; and (3) solicit feedback on its efforts to identify barriers to inclusion and to develop recommendations for the AIS