Education Commons^™

Exploring Transit’S Contribution To Livability In Rural Communities: Case Studies Of The North Dakota Cities Of Valley City And Dickinson, Ranjit Godavarthy, Jeremy Mattson

Journal of Public Transportation

This paper investigates the nexus of transit and rural livability as demonstrated by case studies in the North Dakota communities of Valley City and Dickinson. While there are many factors that influence the livability of a rural community, transit is believed to be an important contributor. For each of the two North Dakota communities considered, public/resident surveys, local transit rider surveys, and stakeholder interviews were conducted to understand differing opinions on livability and how transit contributes to livability.

In both Valley City and Dickinson, surveys of residents showed that they believe affordable housing, low crime, quality healthcare, overall cost of …

Reaching Below Level Ell’S Reading Comprehension, Olivia T. Braunworth, Yvonne Franco Ph.D.

Journal of Practitioner Research

The number of English Language Learners (ELLs) in mainstream classrooms is increasing every year. Developing reading comprehension skills in lower level ELL students can be a challenging but important task for educators. It is crucial for classroom teachers to identify students’ proficiency levels, and then differentiate instruction to meet the reading needs for each of these students. As an elementary classroom teacher, this teacher inquiry study investigates four strategies including: visuals/realia, graphic organizers, language objectives, and building background as a means to support reading comprehension skills among three participants in a third grade classroom. The study investigates the research question, …

Using The Quantitative Literacy And Reasoning Assessment (Qlra) For Early Detection Of Students In Need Of Academic Support In Introductory Courses In A Quantitative Discipline: A Case Study, Nathan D. Grawe, Kristin O'Connell

Numeracy

As the number of young people attending college has increased, the diversity of college students’ educational backgrounds has also risen. Some students enter introductory courses with math anxiety or gaps in their quantitative training that impede their ability to master or even grasp relevant disciplinary content. Too often professors learn of these anxieties and gaps only during the post mortem of the first midterm. By that time, a good portion of a student’s grade is determined and successful recovery may be impossible. During the 2016-17 academic year, the Department of Economics at Carleton College ran a pilot project using the …