The effects of children\u27s perceptions of attachment security and emotion regulation on school disengagement among elementary school truants

The major focus of this study was to examine how children’s perceptions of attachment security and children’s emotion regulation predict school disengagement among elementary school truants. This study utilized an exploratory, cross-sectional survey design. Data collection was accomplished with four standardized survey instruments, completed by 74 truants (ages 7 to 12 years) and their parents and teachers, and secondary data collected by the East Baton Rouge (EBR) Truancy Assessment and Services Center (TASC), Louisiana during the 2006-2007 academic years. The school disengagement model was tested with three latent variables (children’s perception of emotional bonds, emotion regulation, and school disengagement) using structural equation modeling (SEM). Also, this study tested a multiple indicators-multiple causes (MIMIC) model in the SEM to examine the relationship between three sample characteristic variables (age, grade, and resistant status) and three latent variables. Additionally, hierarchical regression analysis was utilized to support the school disengagement model. The structural equation model had a good fit to the data (AGFI = .88, NFI = .91, RMSEA = .00). The findings indicate that children’s emotional regulatory capacity is a significant predictor of school disengagement. Contrary to expectations, the emotional bonds of children did not significantly predict emotion regulation or school disengagement in the model. However, bi-variate results indicated that two indicators of emotional bonds, children’s perceptions of attachment security and trust, were associated with children’s risk for aggressive behavior. The result of hierarchical regression also showed that children’ emotional bonds was statistically significant predictor of children’s externalizing behavior problems at .10 level. The MIMIC model showed that gender was a good predictor of children’s perceptions of attachment security, but age and resistant status were not predictors on all latent variables in the model. This study extends the attachment and emotion regulation research with an examination of school disengagement in high-risk, middle-childhood, African American children. The findings are discussed with regard to the implications of the prediction of school disengagement from emotional bonds, emotion regulation, and gender differences. The findings concerning emotion regulation are also discussed in relation to their implications for truancy intervention programs to help high-risk elementary school children

Technology Integration into Differentiated Mathematics Instruction: Teacher Attitudes

Differentiated instruction (DI) is based on the idea that students differ significantly in their interests, learning styles, and readiness, and teaching strategies and decisions involving content, process, and product should vary accordingly[1]. Grimes and Stevens (2009)[2] reported a positive correlation between students’ academic success, motivation, and self-efficacy with its use. DI has also been found to result in improved test scores on district and state assessments in every subject, at every grade level. Beecher’s (2008) study supports the idea that using a DI approach and enriched learning experiences could help close the achievement gap between culturally and economically diverse groups[3]. The use of technology tools has also been shown to result in significantly improved student achievement, student engagement, peer interaction, collaboration, and communication[4] [5]. The attitudes and perceptions of 17 teachers from the Putnam County, GA school district, who attended a summer workshop: “Technology Integration into Math Engagement (TIME): A Professional Development Workshop Integrating Technology Tools in Differentiated Math Instruction for Elementary Teachers” will be shared with conference participants. Technology tools and strategies for utilizing them as aides in differentiating mathematics instruction were shared with the teachers. Teachers participated in a survey to determine perceptions about the value of the workshop activities for differentiation. Patterns/trends in the data, gleaned from the survey and from ongoing follow-up visits to teachers’ classrooms to determine any lasting effects on their attitudes and perceptions, will be shared. [1] Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD [2] Grimes, K., & Stevens, D. (2009). Glass, Bug, Mud: A Self-Assessment System Enables Teachers to Differentiate Elementary Mathematics Instruction, Which Boosts Both Student Learning and Students\u27 Sense of Themselves as Mathematicians. Phi Delta Kappan, 90 (9). Retrieved from http://www.questia.com/library/journal/1G1-200105549/glass-bug-mud-a-self-assessment-system-enables [3] Beecher, M., & Sweeny, S. (2008). Closing the achievement gap with curriculum enrichment and differentiation: One school\u27s story. [Electronic version]. Journal of Advanced Academics, 19(3), 502-530. [4] Fulton, K. (2012, April). The flipped classroom: Transforming education at Byron High School. THE Journal, 39(3), 18–20. [5] Kolb, L. (2011). Why and How: Teachers Using Mobile Phones in K-12. Education Leadership. February 2011

Web 2.0 Tools in a “Flipped” Classroom: Meeting the Needs of Diverse Learners

Classrooms today are more diverse than ever. Today’s youth have a wide range of interests with various levels of readiness and learning styles. Teachers struggle to meet the needs of all of their students. This presentation includes strategic and exemplary technology strategies directed at a diverse student population. It also emphasizes collaborative learning, goal-setting, and decision-making skills within a technologically-rich context. This interactive session will offer technology formats and introduce the concept of a “flipped classroom.” Handouts will be offered and we invite questions and conversation from participants regarding our work and experiences. Target audiences of this presentation include elementary teachers, teacher educators, technology specialists, and instructional designers. Hand-outs will be offered. Participants are encouraged to ask questions and dialogue with the presenters

Examining the Flipped Classroom Model through Literacy and Math Integration: Lessons Learned from a Teacher Quality Professional Development Grant Initiative

This presentation will discuss results from a professional development initiative designed to equip primary and elementary grade educators with information and research-based practices to expand teachers’ repertoire of literacy instructional strategies and deepen their math content knowledge through a flipped classroom model. The presentation will define and describe the flipped learning model, briefly note its historical foundations, and address common misconceptions. We discuss learning theories that underlie the model and describe current research findings from our professional development initiative with teachers. We also describe concerns that have emerged as we have worked to develop the flipped learning model. An additional goal is to provide participants with results of our research on tools to facilitate educators\u27 ability to create math lessons through a literacy lens, in which students express their mathematical reasoning through literature and written expression

A Triple-Mode Flexible E-Skin Sensor Interface for Multi-Purpose Wearable Applications

This study presents a flexible wireless electronic skin (e-skin) sensor system that includes a multi-functional sensor device, a triple-mode reconfigurable readout integrated circuit (ROIC), and a mobile monitoring interface. The e-skin device's multi-functionality is achieved by an interlocked micro-dome array structure that uses a polyvinylidene fluoride and reduced graphene oxide (PVDF/RGO) composite material that is inspired by the structure and functions of the human fingertip. For multi-functional implementation, the proposed triple-mode ROIC is reconfigured to support piezoelectric, piezoresistance, and pyroelectric interfaces through single-type e-skin sensor devices. A flexible system prototype was developed and experimentally verified to provide various wireless wearable sensing functions-including pulse wave, voice, chewing/swallowing, breathing, knee movements, and temperature-while their real-time sensed data are displayed on a smartphone