Student Evaluations of Teachers, Student Ratings of Teacher Behaviors, and Their Relationship to Student Achievement : A Cross Ethnic Comparison

Problem. This study was conducted to determine (1) whether student evaluations of teachers and ratings of teacher behaviors are related to the ethnicity of the students, (2) the relationship between overall student evaluations of teachers, classes, and ratings of teacher behaviors, and (3) the relationship between student evaluations of teachers, ratings of teacher behaviors, and student achievement. Method. Two teacher evaluation instruments were administered to students in undergraduate classes at a Christian college and a Christian university. The Student Evaluation of Educational Quality (SEEQ) was used as a high-inference evaluation form and the Teacher Behavior Inventory (TBT) was used as a low-inference rating form. The sample included 414 students from one college with a multicultural population and 67 students from one college with a homogeneous ethnic population. Results. In both the college and the university, no relationship was found between ethnicity and student evaluations of teachers. In the multiethnic setting, differences were found between the ratings of teacher behaviors by Caucasian students and the students from the remaining ethnic groups (p $ Conclusions. Students in general tend to give teachers positive evaluations and there were no significant differences among evaluations of teachers done by students from different ethnic groups. However, students from different ethnic groups perceive teacher behaviors differently and give teachers overall evaluations based on different behaviors. Different teacher behaviors are also weakly related to achievement of college students from different ethnic groups. Teachers may be able to improve teaching by learning what behaviors work well with different groups and include a variety of methods in the classroom

Parents’ Perspectives of Their Typically Developing or Special Needs Child’s Inclusive

The problem that was the focus of this study is that many parents, both children who are typically developing and those who have special needs, are unsure of the benefits of inclusive preschool classrooms. This study is important because it enhanced understanding of how parents make informed decisions about what is educationally best for their children and how they interpret the challenges and benefits of inclusive education for their children. The purpose of this qualitative study was to explore the perspectives of parents of typically developing students and parents of students with special needs enrolled in an inclusive preschool classroom regarding benefits and limitations they may see, and reflected four research questions that guided this study. The conceptual framework of familiarity bias as described by Fox and Levav informed interview questions asked of nine parents of both typically developing children and children who have special needs. This study found multiple benefits and few limitations for all students in the inclusive classroom. The research also suggested that parents had a positive view of the inclusive classroom and its effect on their children. Based on this study, it is important to expand the availability of inclusive classrooms and ensure staff development is available to help teachers prepare to meet the needs of students in this type of classroom. This study contributes to an understanding of what is important to embed in future inclusive classrooms. Positive social change will result from this study when inclusive preschool classrooms are widely available, providing mutually supportive social and academic growth for all students

Museum -based learning: Informal learning settings and their role in student motivation and achievement in science

This study examined changes in student motivation and achievement in science in relationship with a visit to the IDEA Place Experiment Gallery. The study was based on the pretest-posttest control comparison group design with four treatment groups: control, exhibit, lesson, and exhibit/lesson. The sample was 228 sixth grade students from a public north central Louisiana school who were randomly assigned to one of the four experimental groups. Pretest, posttest, and delayed posttest measures of intrinsic motivation and achievement in science were determined using the Children\u27s Academic Intrinsic Motivation Inventory and an achievement test written to measure areas of science incorporated in the Experiment Gallery exhibits. The data were analyzed using a one way Analysis of Variance (ANOVA), dependent t tests, and Pearson r. Statistical analysis revealed: (a) no significant differences in motivation or achievement on pretest and posttest scores between groups and, (b) no significant relationships between motivation level and achievement between groups on the posttest. Significant differences were found within groups for (a) the lesson group in motivation, and (b) the exhibit group in achievement from pretest to posttest and from posttest to delayed posttest. A significant relationship between level of motivation and science achievement was revealed for the exhibit group on the delayed posttests. There were no other significant findings to support that the effects of the treatment led to any long term effects on motivation or achievement within any of the four experimental groups

Foster care adolescents and higher education

The purpose of this study was to evaluate the effectiveness of the Independent Living Program in San Bernardino and Riverside counties to transition foster care youth to independence of the social services system. The study provided a compilation of services and resources available through Cameron Hill Aftercare Services in San Bernardino for emancipated foster youth to assist with the successful transition toward independence as well as access to higher education and stability in housing and employment

Thermal Conductivity and Related Properties of Heated Ground Pectoral Turkey Muscles

Thermal conductivity, in association with characteristics of the thermodynamic medium at the food surface, establishes heat flow at the food boundary and reflects the transient properties meat has undergone during temperature change. The purpose of this research was to design and build an apparatus to measure thermal conductivity and to study some of the transient properties of ground pectoral turkey muscles. Ground turkey pectoral muscles were heated in 9 increments from 77 to 185°F and held at end point temperature for 0 to 15 minutes. Thermal conductivity was calculated directly from data or indirectly by solving for diffusivity and then calculating for thermal conductivity. Water-holding capacity (expressible moisture index, total moisture, cooking loss), protein solubility (protein extractability), and change in pH were studied to determine the possible relation between thermal conductivity and protein denaturation. The thermal conductivity values were expressed in terms of cal/sec cm °F or Btu/hr ft °F. With both methods of calculation, thermal conductivity values were significantly affected (P \u3c 0.05) by end point temperature at the 0 minute but not at the 15 minute holding time even though holding times per se had no significant effect. Several approaches and modes of calculation of the thermal properties suggested that conductivity values were influenced by a number of factors. Protein denaturation was postulated as a factor contributing to inconsistencies in thermal values. Significant (P \u3c 0.01) effect of temperature upon cooking loss, total moisture, and expressible moisture suggested protein denaturation. The water-holding capacity expressed by these determinations tended to decrease with increasing temperature. These changes were greatest in the end point temperature range of 104 to 158°F. Protein solubility decreased with increase in end point temperature from 77 to 131 to 185°F. A protein fraction extracted with phosphate buffer (I = 0.05, pH 7.6) decreased in solubility 30 percent and 60 percent from an initial end point at 77 to 131 to 185°F, respectively. The pH was significantly (P \u3c 0.01) affected by temperature. With all parameters, no difference was found between holding times. It can be postulated that the denaturation phenomenon in the current experiment influenced conductivity values by the changes in structure and composition of the muscle system as well as by the energy consumption involved in conformational changes of the protein. However, specific relationships were not defined