6,306 research outputs found

    Teacher Perceptions of Indigenous Representations in History: A Phenomenological Study

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    This qualitative study addresses teacher perceptions of indigenous peoples representation in United States history. This phenomenological study was conducted within a school district in East Tennessee. For the purpose of this study, teacher perceptions of indigenous representations in history were defined as teacher beliefs towards the inclusion and representation of indigenous peoples in United States history. To gather data, both one-on-one and focus group interviews were conducted from a purposeful sample of United States history teachers from the high schools in the school district. Through an analysis of data derived from interviews and qualitative documents the researcher was able to identify themes such as systemic challenges to multiculturalism within state course standards and textbooks, teachers’ perceived self-efficacy in teaching their students using indigenous perspectives, and the perpetuation of indigenous stereotypes. Furthermore, the qualitative data derived from the study reveals that U.S. history courses in the district perpetuate both the notion of indigenous peoples as historical bystanders and the racial stereotypes of Native Americans. Findings from this study will be useful in evaluating both teacher training and instructional practice in regard to indigenous representations in history

    Pipelines to Leadership: Aspirations of Faculty in the Community College Kentucky Community and Technical College System

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    Community colleges are challenged to find their next set of leaders who can respond to the diverse challenges of leading the institution. This study examined the impact of institutional and personal factors on faculty aspirations to leadership roles within the community college through the utilization of the Social Cognitive Career Theory framework. A case study research design utilizing mixed-methods investigated the perceived and preferred organizational culture(s) and the manner in which institutional and personal factors influence faculty aspirations to assume leadership roles at Southcentral Kentucky Community and Technical College. The findings of the research indicate that affecting change and being asked to lead are personal factors of influence that motivate faculty to aspire to formal leadership positions within the community college. On the other hand, the challenge of formal leadership roles, family and work-life balance might dissuade faculty aspirations of faculty to formal leadership roles. The study reveals that organizational culture was a positive factor of institutional influence. This study advances the field of educational leadership in that a number of personal and institutional factors influence the aspirations of faculty as they consider movement into formal leadership position within the community college. The findings identify the need for research across multiple institutions and the need to expand Social Cognitive Career Theory to include personal-cognitive barriers of race and gender

    Developing Effective Classroom Environments in a High School Looping Program: A Narrative Research Study

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    This study captures the narrative of the lived experiences of four teachers as they developed effective classroom environments in a high school looping program in an Eastern Tennessee school district. The study examined the stories and reflections of the participants in order to discover teacher perception, behaviors, and attitudes that help to establish teacher-student relational involvement which produces positive academic, behavioral, and socio-emotional student outcomes. The stories collected during the narrative study provide real-life, contextual data with which other practitioners might reflect upon their own teaching experiences and practices. The study also adds to the discussion on the potential impact of looping programs as a structure for improving student-teacher relationships and maximizing responsive teaching in secondary schools in order address student engagement and motivation

    Response maxima in time-modulated turbulence: Direct Numerical Simulations

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    The response of turbulent flow to time-modulated forcing is studied by direct numerical simulations of the Navier-Stokes equations. The large-scale forcing is modulated via periodic energy input variations at frequency ω\omega. The response is maximal for frequencies in the range of the inverse of the large eddy turnover time, confirming the mean-field predictions of von der Heydt, Grossmann and Lohse (Phys. Rev. E 67, 046308 (2003)). In accordance with the theory the response maximum shows only a small dependence on the Reynolds number and is also quite insensitive to the particular flow-quantity that is monitored, e.g., kinetic energy, dissipation-rate, or Taylor-Reynolds number. At sufficiently high frequencies the amplitude of the kinetic energy response decreases as 1/ω1/\omega. For frequencies beyond the range of maximal response, a significant change in phase-shift relative to the time-modulated forcing is observed.Comment: submitted to Europhysics Letters (EPL), 8 pages, 8 Postscript figures, uses epl.cl

    High Sensitivity Search for v_e’s from the Sun and Other Sources at KamLAND

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    Data corresponding to a KamLAND detector exposure of 0.28 kton yr has been used to search for Μ̅ _e’s in the energy range 8.3 < E_(Μ̅e) < 14.8  MeV. No candidates were found for an expected background of 1.1±0.4 events. This result can be used to obtain a limit on Μ̅_e fluxes of any origin. Assuming that all Μ̅_e flux has its origin in the Sun and has the characteristic ^8B solar Îœ_e energy spectrum, we obtain an upper limit of 3.7×10^2  cm^(-2) ^(s-1) (90% C.L.) on the Μ̅_e flux. We interpret this limit, corresponding to 2.8×10^(-4) of the standard solar model ^8B Îœ_e flux, in the framework of spin-flavor precession and neutrino decay models

    Teacher Perceptions of Indigenous Representations in History: A Phenomenological Study

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    Abstract is available to download

    The Ingestion of 39 or 64 g·h-1 of Carbohydrate is Equally Effective at Improving Endurance Exercise Performance in Cyclists

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    In an investigator-blind, randomized cross-over design, male cyclists (mean± SD) age 34.0 (± 10.2) years, body mass 74.6 (±7.9) kg, stature 178.3 (±8.0) cm, peak power output (PPO) 393 (±36) W, and VO2max 62 (±9) ml·kg-1·min(-1) training for more than 6 hr/wk for more than 3y (n = 20) completed four experimental trials. Each trial consisted of a 2-hr constant load ride at 95% of lactate threshold (185 ± 25 W) then a work-matched time trial task (~30 min at 70% of PPO). Three commercially available carbohydrate (CHO) beverages, plus a control (water), were administered during the 2-hr ride providing 0, 20, 39, or 64 g·hr-1 of CHO at a fluid intake rate of 1L·hr(-1). Performance was assessed by time to complete the time trial task, mean power output sustained, and pacing strategy used. Mean task completion time (min:sec ± SD) for 39 g·hr(-1) (34:19.5 ± 03:07.1, p = .006) and 64 g·hr(-1) (34:11.3 ± 03:08.5 p = .004) of CHO were significantly faster than control (37:01.9 ± 05:35.0). The mean percentage improvement from control was -6.1% (95% CI: -11.3 to -1.0) and -6.5% (95% CI: -11.7 to -1.4) in the 39 and 64 g·hr(-1) trials respectively. The 20 g·hr(-1) (35:17.6 ± 04:16.3) treatment did not reach statistical significance compared with control (p = .126) despite a mean improvement of -3.7% (95% CI -8.8-1.5%). No further differences between CHO trials were reported. No interaction between CHO dose and pacing strategy occurred. 39 and 64 g·hr-1 of CHO were similarly effective at improving endurance cycling performance compared with a 0 g·hr(-1) control in our trained cyclists

    Teacher Perceptions of Indigenous Representations in History: A Phenomenological Study

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    This phenomenological study addressed teacher perceptions of indigenous representations in United States history within a school district in East Tennessee. Teacher perceptions of indigenous representations in history were defined as teacher beliefs towards the inclusion and representation of indigenous peoples in United States history. Individual and focus group interviews were conducted from a purposeful sample of United States history teachers from multiple high schools in the school district. The analysis of data revealed three themes: (a) systemic challenges to multiculturalism within state course standards and textbooks, (b) teachers’ perceived self-efficacy in teaching their students using indigenous perspectives, (c) and the perpetuation of indigenous stereotypes. Furthermore, analysis revealed that U.S. history courses in the district perpetuate both the notion of indigenous peoples as historical bystanders and the racial stereotypes of Native Americans
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