Education Commons^™

Inside Unlv, Diane Russell, Michelle Mouton, Mamie Peers, Shane Bevell

Inside UNLV

No abstract provided.

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

K-12 Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors ( R2 = 5%); preparation practices and student achievement ( R2 = 5%); preparation practices and leaders’ instructional knowledge ( R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools ( R2 = 5%).

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

Teacher Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors (R2 = 5%); preparation practices and student achievement (R2 = 5%); preparation practices and leaders’ instructional knowledge (R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools (R2 = 5%).

Response To The 2007-8 Presidential Seminar On The Catholic Intellectual Tradition, Thomas D. Curran Ph.D.

Presidential Seminar on the Catholic Intellectual Tradition

The goal of Professor Thomas Curran from the History Department at Sacred Heart University in applying for the Presidential Seminar was essentially to learn more about the Catholic intellectual tradition (CIT) so that he could help design and teach the core-curriculum-course and organize the training of adjunct instructors who carry a substantial share of the teaching burden.

The Development And Validation Of The Diversity Dispositions Index, Laura E. Schulte, Sarah Edwards, Nancy A. Edick Dr.

Teacher Education Faculty Publications

The population of the U.S. is becoming increasingly more diverse. Yet, administrators and teachers in the U.S. are predominantly "European Americans from middle-class backgrounds who speak only English. Many of their students are racial and ethnic minorities, live in poverty, and speak a first language other than English" (Banks et aI., 2005, p. 237). The "No Child Left Behind Act" signed into law in2002 requires school districts to hire highly qualified teachers who possess the necessary dispositions to ensure that all children learn (Center on Education Policy, 2002). School administrators and teachers must understand students' backgrounds and experiences, and they …

Gsi: Geo Scene Investigation! On-Site Programming (Grade 7), Discover Mojave: Forever Earth

Curriculum materials (FE)

GSI: Geo Scene Investigation! introduces students to the differences between observations and interpretations and to some of the fundamental principles of geology. Students identify specific geologic processes and landforms in the landscape surrounding them at Lake Mead National Recreation Area (NRA) by solving mysteries with a set of geology-related clues.

Inside Unlv, Grace Russell, Michelle Mouton, Shane Bevell, Diane Russell

Inside UNLV

No abstract provided.

Alien Invaders! Pre-Visit Lessons: Water Characteristics (Grade 6), Discover Mojave: Forever Earth

Curriculum materials (FE)

In the “Alien Invaders!” program, students use the Forever Earth vessel to investigate how quagga mussels might affect Lake Mead. Students collect water quality data such as clarity, pH, and temperature to determine whether current habitat conditions would allow quagga mussels to survive and thrive. Students learn about the consequences the quagga mussels could have on the lake and its living and non-living resources. Using the knowledge they’ve gained, students create their own management plans to prevent the spread of quagga mussels to other waterways.

This activity gives students an opportunity to explore water quality conditions as they relate to …

Alien Invaders! Pre-Visit Lesson: Introduced And Invasive Species (Grade 6), Discover Mojave: Forever Earth

Curriculum materials (FE)

In the “Alien Invaders!” program, students use the Forever Earth vessel to investigate how quagga mussels might affect Lake Mead. Students collect water quality data such as clarity, pH, and temperature to determine whether current habitat conditions would allow quagga mussels to survive and thrive. Students learn about the consequences the quagga mussels could have on the lake and its living and non-living resources. Using the knowledge they’ve gained, students create their own management plans to prevent the spread of quagga mussels to other waterways.

This activity involves students in the concepts of introduced and invasive species

Alien Invaders! Post-Visit Lesson (Grade 6), Discover Mojave: Forever Earth

Curriculum materials (FE)

The following post-visit activity is designed to synthesize and expand the knowledge students have gained in their Forever Earth experience by creating a Public Service Announcement (PSA) about an invasive species. By completing this activity, students re-analyze the impact of such species on an ecosystem and consider the value in educating and motivating the public in regard to invasive species.

Gsi: Geo Scene Investigation! On-Site Programming, Support Materials (Grade 7), Discover Mojave: Forever Earth

Curriculum materials (FE)

What happened geologically to produce the landscape we see today? What was the stage like that ultimately produced the Colorado River? What are the processes that are still at work today?

To begin exploring and discovering the answers to these questions, we can look at what’s happened in the past and also examine the clues that are evident on today’s landscape. Lake Mead’s geologic past can be organized like acts in a play. These geologic “acts” represent the area’s significant geologic events. The acts are not equal in terms of time (millions of years), nor is all geologic time accounted …

The Challenge: Magazine Of The Center For Gifted Studies (No. 21, Summer 2008), Center For Gifted Studies, Tracy Inman Editor

Gifted Studies Publications

No abstract provided.

Gsi: Geo Scene Investigation! Pre-Visit Lesson: Topograhic And Geologic Maps (Grade 7), Discover Mojave: Forever Earth

Curriculum materials (FE)

GSI: Geo Scene Investigation! introduces students to the differences between observations and interpretations and to some of the fundamental principles of geology. Students identify specific geologic processes and landforms in the landscape surrounding them at Lake Mead National Recreation Area (Lake Mead NRA) by solving mysteries with a set of geology-related clues.

This activity introduces students to topographic and geologic maps and their respective purposes.

Gsi: Geo Scene Investigation! Post-Visit Lesson: The Story In Art (Grade 7), Discover Mojave: Forever Earth

Curriculum materials (FE)

The following post-visit activity is designed to synthesize and expand the knowledge students have gained in their Forever Earth experience. Students will demonstrate, with a visual creation, their understanding of at least five major components of the land and land forms that are part of the Lake Mead National Recreation Area.

Gsi: Geo Scene Investigation! Pre-Visit Lesson: Lake Mead Geologic Webquest (Grade 7), Discover Mojave: Forever Earth

Curriculum materials (FE)

GSI: Geo Scene Investigation! introduces students to the differences between observations and interpretations and to some of the fundamental principles of geology. Students identify specific geologic processes and landforms in the landscape surrounding them at Lake Mead National Recreation Area (Lake Mead NRA) by solving mysteries with a set of geology-related clues.

This activity is an inquiry-oriented activity designed to introduce students to the geology, landforms, geologic processes, and geologic timeline of Lake Mead NRA.

High School Activities Outline, Discover Mojave: Forever Earth

Curriculum materials (FE)

The following activity outline provides a protocol for conducting water quality monitoring. The outline also includes educational goals and objectives and shows how Nevada State Standards and Clark County District Objectives are addressed. The protocol can be adapted to meet the needs of the group, as well as its time and equipment constraints.

Profiles And Perspectives: Learning Through Descriptive Inquiry At The Cypress Hills Community School, Laura Ascenzi-Moreno, Cecilia M. Espinosa, Sarah Ferholt, Michael Loeb, Berky Lugo-Salcedo, Cecilia Traugh

Publications and Research

This paper describes the work of a collaborative study group on exploring the multiple literacies of students at one school in Brooklyn, NY. Through descriptive review, the group developed knowledge about how to support student language and bilingualism through responsive techniques.

Inside Unlv, Shane Bevell, Mamie Peers, David Ashley, Diane Russell, Michelle Mouton, Grace Russell

Inside UNLV

No abstract provided.

Unlv Magazine, Tony Allen, Afsha Bawany, Barbara Cloud, Holly Ivy De Vore, Gian Galassi, Matthew K. Jacobsen, Michelle Mouton, Erin O'Donnell, Shane Bevell, Cate Weeks

UNLV Magazine

No abstract provided.

Teacher Empowerment Through Collaborative Action Research: Concepts, Possibilities And Challenges, Anjum Halai, Sherwin Rodrigues, Tauseef Akhlaq

Book Chapters / Conference Papers

This paper focuses on the process of collaborative action research (CAR) as an approach to teacher empowerment, and on issues and questions that emerged as a result of experience with CAR in Pakistan. This is part of a cross-national five year CAR project in selected schools in Pakistan, Rwanda and South Africa, Implementing curriculum change for reducing poverty and improving gender equity, which is studying the process of implementation of curriculum change in science and mathematics classrooms in disadvantaged settings, so that understandings of, and approaches to, poverty alleviation may be developed. A CAR approach has been adopted in this …

Our Places To Tell Stories: Preliminary Program, Public Lands Institute

Our Places to Tell Stories

Our Places Tell Stories is an innovative conference for educators and others working at public lands, nature centers, museums, zoos, aquariums, and other nature- and heritage-rich places. By providing participants with successful educational strategies and techniques, this conference will meet the needs of those interested in learning how to effectively connect with audiences to create motivated stewards of the environment.

Higher Education And The Challenge Of Growth And Sustainability, Arsalan Ghorbani Sheikhneshin

EDU-COM International Conference

The first part of this paper explains the linkage among higher education, internationalization, development and social justice. The paper argues that universities are institutions that, in all societies, have performed basic functions which result from the particular, combination of cultural and ideological, social and economic, educational and scientific roles that have been assigned to them. They are multi-purpose or multi-product institutions, which contribute to the generation and transmission of ideology, the selection and formation of elites, the social development and educational upgrading of societies, the production and application of knowledge and the training of the highly skilled labour force. This …

The Development Of Community Business Networks Of Sanpapao, Nongyeang And Sunnameng Sub-Districts In Amphoe Sansai, Chiang Mai To Strengthen Sustainability, Preeda Srinaruewan, Jumnien Boonmark, Donragorn Kwankam, Sunnee Thechathakerng

EDU-COM International Conference

The study aimed to probe the characteristics of community, and community businesses and their development through a co-learning process between researchers, communities, and their alliances. The Participatory Action Research (PAR) was used as a tool to analyse response from 80 members of 10 community business groups in Amphoe Sansai, Chiangmai. Participants included professors, students, communities and alliance organizations to participate in identifying issues and their underlying cause in addition to developing and implementing an action plan based on the experience of the participants. The results indicated there was a disconnect between the local wisdom and technology which led to the …

Assessment Of Forever Earth Curriculum 2007/2008: Final Report, Lori Olafson, Gregory Schraw, Michelle L. Weibel

Reports (FE)

Forever Earth is a floating environmental laboratory and learning center at Lake Mead National Recreation Area that provides hands-on science experiences for students in the Clark County School District. The Forever Earth program was brought about through the efforts of numerous partners including Forever Resorts, a division of Forever Learning LLC, the National Park Service, Lake Mead National Recreation Area; Outside Las Vegas Foundation; and UNLV’s Public Lands Institute. In 2005, a formal written agreement was reached between Fun Country Marine Industries and UNLV’s Public Lands Institute to operate and manage the Forever Earth houseboat for the purpose of enhancing …

Inside Unlv, Grace Russell, Diane Russell

Inside UNLV

No abstract provided.

Finicky Fish Finish... Last! Pre-Visit Lessons (Grade 5), Discover Mojave: Forever Earth

Curriculum materials (FE)

In “Finicky Fish Finish…Last!” students use the Forever Earth vessel to explore what has happened to the Colorado River and the reasons why it is so difficult for the razorback sucker to thrive in a changed environment. Working as ichthyologists (fish biologists) at Lake Mead, students collect water quality data such as temperature, pH, and clarity -- to determine whether current habitat conditions are sufficient for survival of young razorback suckers. Students observe and identify non-native fish in Lake Mead as they learn how the razorback sucker interacts with these neighbors. Students assess whether Lake Mead is still a good …

Just Passing Through! The Water Cycle! Post-Visit Lesson (Grade 4), Discover Mojave: Forever Earth

Curriculum materials (FE)

In “Just Passing Through! The Water Cycle!,” students use the Forever Earth vessel to begin exploring the importance of Lake Mead by making and recording observations of how water is being used in different ways by plants, animals, and people. Then students view an animated PowerPoint presentation that follows one drop of water through Lake Mead’s water use cycle and then re-create the cycle on a magnet board. Working as scientists, students determine if water is the same in all parts of the lake by comparing water samples from the middle of the lake and from Las Vegas Bay. By …

Just Passing Through! The Water Cycle! Appear -- Disappear! The Magic Of Water! Pre-Visit Lesson (Grade 4), Discover Mojave: Forever Earth

Curriculum materials (FE)

In “Just Passing Through! The Water Cycle!,” students use the Forever Earth vessel to begin exploring the importance of Lake Mead by making and recording observations of how water is being used in different ways by plants, animals, and people. Then students view an animated PowerPoint presentation that follows one drop of water through Lake Mead’s water use cycle and then re-create the cycle on a magnet board. Working as scientists, students determine if water is the same in all parts of the lake by comparing water samples from the middle of the lake and from Las Vegas Bay. By …

Finicky Fish Finish... Last! On-Site Programming -- Post-Visit Lessons -- Support Materials (Grade 5), Forever Earth

Curriculum materials (FE)

In “Finicky Fish Finish…Last!” students explore what has happened to the Colorado River and the reasons why it is so difficult for the razorback sucker to thrive in a changed environment. Working as ichthyologists (fish biologists) at Lake Mead, students collect water quality data such as temperature, pH, and clarity -- to determine whether current habitat conditions are sufficient for survival of young razorback suckers. Students observe and identify non-native fish in Lake Mead as they learn how the razorback sucker interacts with these neighbors. Students assess whether Lake Mead is still a good habitat for razorback suckers. Using the …

Finicky Fish Finish... Last! Post-Visit -- Getting The Word Out: Visually Getting The Word Out: Interviews And Podcasts Lessons (Grade 5), Discover Mojave: Forever Earth

Curriculum materials (FE)

In “Finicky Fish Finish…Last!” students use the Forever Earth vessel to explore what has happened to the Colorado River and the reasons why it is so difficult for the razorback sucker to thrive in a changed environment. Working as ichthyologists (fish biologists) at Lake Mead, students collect water quality data such as temperature, pH, and clarity -- to determine whether current habitat conditions are sufficient for survival of young razorback suckers. Students observe and identify non-native fish in Lake Mead as they learn how the razorback sucker interacts with these neighbors. Students assess whether Lake Mead is still a good …