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Articles 1 - 7 of 7
Full-Text Articles in Education
Prevention Of Vaccine-Preventable Diseases Through Information And Education At The California Department Of Public Health, Vaisali M. Patel
Master's Projects and Capstones
Immunizations are one of the most important developments in the twentieth century towards the prevention of infectious diseases. Vaccinations against communicable diseases have helped reduce morbidity and mortality all over the world. Despite having numerous vaccines that protect individuals from serious and deadly diseases, vaccination rates in the United States remain at an all-time low. The Information and Education section of the Immunization Branch within the Division of Communicable Disease Control at the California Department of Public Health (CDPH) focuses on working with local health departments, primary care providers, immunization coalitions, and other statewide organizations to increase the rates of ...
Healthy And Livable Pittsburg Initiative: Master Of Public Health Culminating Experience, Jasmine L. Bernal
Master's Projects and Capstones
Contra Costa Health Services Department of Community Wellness and Prevention sole purpose is to improve the environmental, social and economic conditions that contribute to poor health, and support a quality of life that promotes the health and well being of all residents within the county, with major attention to those underserved. The Healthy and Livable Pittsburg Initiative tries to address those issues within the city of Pittsburg. The project aims to engage certain members of the community within Pittsburg to be involved in the future community action plan, which will improve the lives of every resident in Pittsburg. The first ...
Developing Efl Reading Fluency In Upper Elementary Schools In China, Jianxian Yang
Master's Projects and Capstones
This project aims to help EFL educators and EFL teachers realize the importance of developing EFL students’ reading fluency, and more importantly, to provide specific curriculum for upper elementary school EFL students to improve their reading fluency. The most important intervention being used in this curriculum is extensive reading which appears in every class. Besides extensive reading, using rapid word recognition, repeated reading, paced reading, cloze reading, echo reading and choral reading are also discussed in this project. Teachers are suggested to rotate the interventions during the whole semester and they can adapt the materials and the curriculum in this ...
Deconstructing The Digital Divide: Critical Media Literacy Implementation In The Classroom, Evelyn C. Obamos
Creative Activity and Research Day - CARD
In this presentation I explore the complexity of the digital divide and propose to use the framework of critical praxis put forth by Paolo Freire in the Pedagogy of the Oppressed (1970). Using Freire we are able to build on existing research on the digital divide, contextualize the multi-dimensional issue of the divide, and respond to the social, cultural, and political issues within and beyond the classroom environment.
Participatory Perspectives: A Photovoice Narrative Study Of Zambian Vulnerable Youth, Lori K. Imasiku
The United Nations' Millennium Development Goals aim to meet the needs of the world's poorest people by 2015 through universally agreed upon targets. Goal number two aims to provide universal primary education and states that "by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling" (United Nations, 2010). Zambia, located in Sub-Saharan Africa, in an effort to increase school access and attendance, developed the Free Basic Education Plan which eliminated school tuition up to grade 7 and allowed for a large number of children to enroll in school. While this ...
Impact Of College Counseling Within Private High Schools On First-Generation College-Bound Students' Enrollment In Four-Year Colleges: A Case Study, Ana Maria Soler
First-generation college-bound students (FGCBS), students whose parents do not have a college degree, are at a disadvantage during the preparation for and enrollment in 4-year colleges, according to the literature. A majority of these students either never enter 4-year colleges, or enroll in 2-year colleges and never complete a bachelor's degree. With the demand in the work force for college degrees, much research has been conducted on understanding the experiences of these students. Previous research has focused on college counseling for FGCBS within public schools, traditionally low-resourced public schools, as this is where most FGCBS are enrolled.
This study ...
Assessing Student Learning With Technology: A Descriptive Study Of Technology-Using Teacher Practice And Technological Pedagogical Content Knowledge (Tpack), Lara Elaine Ervin-Kassab
In 2013, a majority of states in the US had adopted Common Core State Standards under the Race to the Top initiative. With this adoption came the opportunity to utilize computer-delivered and computer-adaptive testing. Although the computer-based assessments were intended to assist teachers in designing classroom assessments and using student data to inform instructional practice, teacher-reported data indicated that the areas in which teachers are most unprepared, lack confidence, or are in need of development were assessment (DeLuca, 2012; Wayman et al., 2007) and technology (Brush & Saye, 2009; Kramarski & Michalsky, 2010).
The Technology Assessment Practices Survey (TAPS) study was developed based on research in assessment literacy and in the technological pedagogical content knowledge framework. The purpose for developing this mixed-method study was the need to understand better how technology-using teachers assess student learning with technology. Two primary research questions facilitated a description of the assessment literacy and use of technology by 84 technology-using teachers. Participants in the study represented a diverse population of self-identified technology-using teachers. Quantitative and qualitative data were analyzed to provide insight into how technology-using teachers use technology to assess student learning. These data were analyzed for fitness with the TPACK theoretical model of teacher knowledge in order to fill an identified gap in the TPACK research (Cox & Graham, 2010).
The TAPS study shows that technology-using teachers who belong to professional-education organizations have higher levels of confidence in both assessment and technology. Quantitative and qualitative data collected in the study also provides insight into the ways in which technology-using teachers think about, design, implement, and use the results of assessments in the classroom. Technology-using teachers exemplify TPACK, including attention to context at the macro, meso, and micro levels (Abbitt, 2011; Doering et al., 2009; Koehler & Mishra, 2009; Mishra & Koehler, 2005, 2006; Porras-Hernandez & Salinas-Amescua, 2013; Voogt et al., 2012). Future qualitative ...