Modifying Science Texts to Accommodate the Needs of Struggling Readers and English Language Learners

Students with learning differences, including English language learners, experience difficulties with reading classroom textbooks. This presentation, intended for educators and parents, will discuss and provide practice in the identification of readability levels of science texts discuss the importance of integration of visual stimuli in science texts, and explain culturally-relevant approaches to science curricula

Effects Of Human Cadaveric Dissections In High School Biology

This study was conducted in a suburban public high school, which had a connection to the local university, to measure the achievement of dual enrollment senior students using traditional hands-on (THO) cadaveric dissections compared to non-traditional (NT) virtual dissections of the human body. The outcomes of this study may assist multicultural science educators and administrators, students and parents, to understand the importance of THO cadaveric dissections compared to NT virtual dissections tools in learning gross anatomy. Also, noted is the importance of public and higher education collaboration to help bridge the science resource gaps between educational settings

Summarizing Instruction in 11th-Grade U.S. History Course

The purpose of this study was to determine the effect of summarizing strategies on students’ academic achievement, attitude, and engagement toward learning. The study involved 59 high school 11th-Grade U.S. History students. One class received direct instruction, while the other received summarizing instruction. Achievement was measured using pre- and posttest scores. Achievement scores for summarizing instruction students were slightly higher than direct instruction students. Students’ attitudes toward U.S. History were measured using a nine-item survey, and results indicated that both groups believed summarizing strategies were sound strategies for learning and remembering new content knowledge. The student engagement results showed higher levels of engagement from the summarizing instruction group. Based on the findings, the implications of this study are important in supporting the use of summarizing instruction strategies to promote the improved attitudes and active engagement of students toward learning U.S. History

The Persistence and Ethnic Identity of Latino Fraternity Members at Predominantly White Institutions in Georgia

We explored how Latino fraternity members at predominately White institutions in Georgia perceive their affiliation affects their collegiate persistence and ethnic identity development through an interpretive qualitative research design. Torres’s Bicultural Orientation Model served as the theoretical framework. Our findings indicate that participants strengthened and solidified their ethnic identity during their college years. Fraternal interactions and their college environment enhanced or helped them solidify their ethnic identity. Latino fraternity members perceived their involvement enhanced their academic persistence through various aspects of brotherhood and academic expectations. Implications for practice and future research are discussed

Living in the Shadows: Helping Latina High School Students in Georgia with College Preparedness

Latinas’ college preparedness is often overlooked, particularly for those attending predominately White and Black schools. Inadequate social capital is one major reason for the lack of appropriate college preparedness among Latinas. This presentation, intended for educators, interested parents and students, addresses common barriers and current best practices for Latinas’ college readiness. A Latina student case study will be shared

From Lived Experiences to Social Activism: Latino Fraternity Brothers Critical Service to the Latinx Community

Colleges and universities are seeing growth of Latinx students actively engaged in Greek life. In this study, six Latino participants share their testimonios as members of different Chapters of a Latinx Greek Letter Organization (LGLO) nestled within Predominantly White Institutions located in the state of Georgia, USA. Informed by LatCrit theory, this qualitative study uses member’s testimonios to shed light on their varied and sometimes politically charged and racist lived experiences. The researchers draw on these experiences to show how the LGLO supported these members’ character and leadership development and their desire and commitment to critical service and socially just causes

Middle School to Professional Development: Interdisciplinary STEM for Multiple Stakeholders

The STEMITL project is an interdisciplinary collaboration between a Southeastern University\u27s middle grades education department and local PDS partner school districts incorporating six full-day immersive projects for seventh-grade students. During the 2016-2017 academic year, seventh-grade students were brought to the university\u27s newly constructed STEAM Center where middle grades practicum students implemented day-long interdisciplinary lessons co-designed by faculty and teacher candidates. Lessons incorporated social studies, science, mathematics, and literacy around a central theme of water pollution in China