Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 7 of 7
Full-Text Articles in Education
The Relationship Between Temperament And Changes In Cultural Competency Among Undergraduate Students, Kwame Opoku Akyeampong, Olufolajimi Onadipe
The Relationship Between Temperament And Changes In Cultural Competency Among Undergraduate Students, Kwame Opoku Akyeampong, Olufolajimi Onadipe
Undergraduate Research Symposium
The study examined the relationship between Temperament Type and changes in Cultural Competency among a group of university undergraduate students. For this study, Temperament Type (Keirsey, 1998) was considered to be a set of observable personality traits, e.g., communication, habits, behavior patterns, values, attitudes, talents, etc. Cultural Competency, according to Hammer and Bennett (2010), was defined as “the capability to accurately understand and adapt behavior to cultural difference and commonality.” The study responded to this research question: To what extent does Temperament Type affect changes in the Cultural Competency of undergraduates? Data was collected using two computer-based, online inventories. First …
What Constitutes A Welcoming Community? Mankato Leaders Go Beyond The 'Welcome Wagon' For New Immigrants, Sarah Lieske, Sadie Leidall, Philip Munkvold
What Constitutes A Welcoming Community? Mankato Leaders Go Beyond The 'Welcome Wagon' For New Immigrants, Sarah Lieske, Sadie Leidall, Philip Munkvold
Undergraduate Research Symposium
The purpose of this study was to understand how leaders responded to the community’s increasing diversity. According to previous research, “adults in the state demonstrate both marked support for programs and policies supporting immigrants and refugees, and considerable xenophobia” (Fennelly, 2006). Of all the states receiving new immigrants, Minnesota has the greatest diversity (Somali, Hmong, Sudanese, Hispanic, Russian, South Asian) (Brower, 2013). Fennelly & Federico (2008) also found that rural residents hold more negative attitudes toward immigrants. Intergroup contact theory and acculturation studies address these issues. The study responded to these research questions: How do leaders conceptualize the ideas of …
Implementing Culturally Responsive Teaching In The Elementary Classroom, Michelle Burke, Gretchen Hinrichs
Implementing Culturally Responsive Teaching In The Elementary Classroom, Michelle Burke, Gretchen Hinrichs
Undergraduate Research Symposium
This is a qualitative study investigating the procedure of preparing undergraduate teacher candidates for culturally responsive teaching in the elementary classroom. The hypothesis for this study is that intentional experiences and collaborative discussion activities will increase students’ knowledge of implementation of culturally responsive teaching in the classroom. “Culturally responsive teachers not only know their students well, they use what they know about their students to give them access to learning” (Lucas and Villegas). This project is significant because classrooms in the United States are rapidly growing in diversity. The twenty-first century teacher needs to be fully equipped in how to …
Is Sustained Attention Important For The Testing Effect?, Maria Almoite, Jessica Kay
Is Sustained Attention Important For The Testing Effect?, Maria Almoite, Jessica Kay
Undergraduate Research Symposium
The Testing Effect is known to enhance learning and long-term retention through repeated-testing (Roediger & Karpicke, 2006). One variable that has yet to be considered is the role of sustained attention on the efficacy of the testing effect. The goal of this study is to combine a measure of sustained attention (i.e., Sustained Attention Response Test-SART; Robertson, Manly, Andrade, Baddeley, & Yiend, 1997) with repeated quizzing of video lecture content to determine if sustained attention is important for the testing effect. Participants will be given the SART assessment and based on their score, as determined to be either high or …
Media Impact On Science Knowledge, Joanna Richardson
Media Impact On Science Knowledge, Joanna Richardson
Undergraduate Research Symposium
This year, the worldwide web celebrates twenty-five years of existence. Its popularity has grown tremendously and we now see a majority of the population utilizing the Internet’s various outlets to achieve greater amounts of knowledge in lesser amounts of time. The broad spectrum of media sources enables a greater access of information to all people, increasingly impacting their level of science knowledge. The current study looked to explore the relationship between level of science knowledge, preferred media source and frequency of exposure. One hundred thirty-five participants were surveyed. Questions from the Pew Research Center’s “Science and Technology Knowledge Quiz” were …
A Is For App: Surveying Teachers About The Use Of Ipads/Tablets In The Classroom, Christine Scheper
A Is For App: Surveying Teachers About The Use Of Ipads/Tablets In The Classroom, Christine Scheper
Undergraduate Research Symposium
iPads and tablets are now in classrooms for the children to use ranging from educational activities to leisure activities. Current research findings are mixed as to whether they are helping or hindering children’s learning. For the purpose of this study, a 14-item survey was administered to elementary school teachers working in Southern Minnesota area school districts. The focus of this survey was to gain a better understanding of how teachers are using iPads and tablets in the classroom and which apps are most commonly used. Information on which apps are most common in different classroom subjects as well as the …
Using Choice As A Writing Intervention To Investigate Gender Differences, Nicole Nohelty
Using Choice As A Writing Intervention To Investigate Gender Differences, Nicole Nohelty
Undergraduate Research Symposium
Writing has been specifically identified as a neglected skill within the core academic areas for elementary aged students (National Commission on Writing, 2013). Therefore, there is a need for researchers to focus on interventions that will improve students’ writing skills. Unfortunately, limited research exists with regards to interventions that have proven to increase academic productivity in the area of writing. Panahon, Hilt-Panahon, and Arbolino (2012) found that when students were given a choice of story starters, students wrote more words as opposed to when they were provided only one story starter. The current study looked to further examine the use …