Quiet as it\u27s Kept: A Critical Case Study of Race Talk in Preservice Teachers\u27 Read Alouds

This study explores the ways in which four preservice teachers enrolled in a culturally responsive teacher education program talked about race during read-alouds. Utilizing an embedded, single case study design, the study draws on critical race theory and racial literacy to answer the research question: How do preservice teachers in an equity-oriented teacher preparation program talk about race with elementary-aged students of color during read-alouds using texts that they have characterized as culturally responsive? The data from field notes, lesson transcripts, and preservice teacher reflections were collected during an intensive 6-week literacy course. Using constant comparative analysis, three themes were constructed: talking but not talking, bridging, and distancing. Findings illustrate that preservice teachers negotiate racial discussions by engaging in superficial conversations that do not move beyond general descriptions (talking but not talking), by separating race from social implications (distancing), and by creating generative connections between themselves, their students, the texts, and race (bridging). Findings also point to constant shifts between bridging and distancing as preservice teachers work to “seem and feel” racially literate. The study suggests that preservice teachers would benefit from teacher education programs that develop racial literacy, particularly in programs designed to prepare teachers to work in under resourced schools

Exploring Student Ownership Through Student-Led Conferences

Ownership refers to the importance and need for students to actually participate by discussion, choice, responsibility and decision-making” Robert Brooks •To explore the effective implementation of student-led conferences with the goal of enhancing ownership, responsibility, and self-efficacy among students

The Fatal Wedding : Descriptive Waltz Song

https://digitalcommons.library.umaine.edu/mmb-vp/5857/thumbnail.jp

Teach Our Baby That I\u27m Dead

https://digitalcommons.library.umaine.edu/mmb-vp/6356/thumbnail.jp

Employee Turnover and Its Effect on Remaining Colleague Motivation

Voluntary employee turnover is damaging to the sustainability of child protective services (CPS) organizations, as 60% of social workers who contemplated leaving their organizations quit during the year of consideration. The purpose of this exploratory case study was to examine the strategies CPS leaders used to reduce voluntary employee turnover and motivate employees. The conceptual framework for this study included the motivational hygiene theory and the behavior engineering model. The target population consisted of 9 CPS leaders from a large metropolitan area in Southern California who had specific knowledge of voluntary employee turnover. Data collection involved face-to-face semistructured interviews, company memoranda, and statistical data reports. The data analysis process included inductive coding of specific word and phrases, word frequency searches, and organizing the data for theme interpretation. Based on the analysis of the data, 4 themes emerged: supportive leadership, effectual communication, teamwork, and training. These themes revealed that these were the necessary ingredients to reduce employee turnover. The findings from this study may contribute to positive social change through improved employee wellbeing from trusting relationships and open communication with managers understanding the factors that contribute to employee motivation, job satisfaction, and reduced employee turnover. Social change also extends from improved collaborative relationships between CPS, community-based organizations, and clientele to build supportive teams that can reduce the incidence of child abuse, neglect, and exploitation

Studies of the Precambrian Geology of Iowa: Part 1. The Otter Creek Layered Igneous Complex

Rocks from a buried igneous body, herein called the Otter Creek layered igneous complex, were recovered by drilling in Archean rocks in northwestern Iowa. This complex consists of layers of ultramafic and mafic cumulate rocks, including bronzitite, harzburgite, dunite, gabbro, and anorthosite. These rocks have been subjected to low-grade metamorphism with a patagenesis including serpentine, chlorite, talc, uralitic amphiboles, magnetite, albite, epidote, sericite, and minor quartz and calcite. During its intrusion, the magma which gave rise to the layered body engulfed a large block of rock consisting of banded iron formation and thin lamprophyre dikes. Both the iron formation and the lamprophyre show evidence of high-temperature metamorphism followed by a retrograde event. Chemical compositions of the layered rocks and the lamprophyre are indicative of both having been derived from a primitive to slightly depleted mantle source. Comparison with similar rocks in the Superior Province indicate that the Otter Creek complex is part of a greenstone belt and was probably generated near the terminal stages of its development