Short cruise report of ALKOR journey 383 [AL383]

18.10. - 25.10.201

Crossing Selma\u27s Bridge: Integrating Visual Discovery Strategy and Young Adult Literature to Promote Dialogue and Understanding

Urban communities, separated by race and class, experience a disproportionate number of gun deaths, police shootings, crime, violent and nonviolent protests, as well as disparities in housing, education, and employment. These discussions are visual and textual, appearing in both traditional and social media outlets. How do adolescents read and make sense of these images? We discuss integrating a Social Studies practice, Visual Discovery Strategy, with Young Adult Literature to provide students with the skills to both critique images from the events in their lives and produce responses through both traditional and digital methods

All These Deadlines and I Don’t Know Where My Papers Are: A Direct Measure of Organizational Skills Training of 3rd, 4th and 5th Grade General Education Students

Although numerous studies have analyzed organizational interventions with use with children with ADHD, minimal research has evaluated the impact of teaching universal organizational skills, class wide, to elementary aged students. This study investigated the impact of teaching universal organizational skills class wide to a cohort of Grade 3, 4, and 5 general education students. The sample consists of approximately 50 mixed gender students in Grade 3, 4, 5 from a small rural elementary school in British Columbia, Canada. The current study employed a concurrent, multiple baseline design. Results of the study found that organizational skills training increased the three organizational skills for both classrooms. The results suggest that organizational skills training, specifically designed for students with ADHD and in one to one settings, could be successfully adapted and implemented with typically developing children in a classwide setting

A STUDY OF CHIEF ACADEMIC OFFICER PERCEPTIONS OF PROFESSIONAL DEVELOPMENT IN THE EMERGING LOUISIANA COMMUNITY AND TECHNICAL COLLEGE SYSTEM

This qualitative multi-site case study was conducted to investigate current practices, experiences, support, and perceptions as expressed by Chief Academic Officers (CAO) concerning professional development in the seven Louisiana Community and Technical College System (LCTCS) community colleges. Criterion sampling was used to select the participants for the questionnaire and interview based on their knowledge of and responsibility for professional development. The participants for the questionnaire were the CAOs at the seven LCTCS community colleges. The participants for the interviews were the CAOs, other key personnel identified by the CAOs, and the President of the LCTCS. Data were collected through the questionnaires, in-depth interviews, review of institutional and system documentation, and review of the literature. Triangulation was used to validate findings of the data collected. The data were coded, analyzed, and synthesized such that themes developed. Four themes emerged from the data based on the concept that the human infrastructure of an institution is its most important resource and the foundation of its strength and stability. The first theme. Building the Human Infrastructure, comprised the underpinning for professional development through planning and perceptions. The second theme, Maintenance and Improvement o f the Human Infrastructure, involved providing general support for professional development through policies, encouragement, time, and resources; designating personnel to coordinate professional development; and funding professional development. The third theme. Maintenance and Improvement of the Human Infrastructure, encompassed the professional development activities, institutional and LCTCS areas o f focus, and evaluation of the faculty and programs to assure effectiveness and achievement of institutional goals. The fourth theme. Dividends and Returns on Investment in the Human Infrastructure, demonstrated the benefits and rewards achieved by providing professional development. The results of the study generally indicated that providing opportunities that epcouraged the continued growth and development of professional staff enabled institutions to remain vital and responsive to the rapidly-changing economic, social, technological, and demographic environments of the community colleges in the emerging LCTC System