Strongly Bipolar Inner Ejecta Of The Normal Type Iip Supernova Asassn-16at,
2019
Morehead State University
Strongly Bipolar Inner Ejecta Of The Normal Type Iip Supernova Asassn-16at, Dirk Grupe
Faculty Research at Morehead State University
We report distinctly double-peaked Hα and Hβ emission lines in the late-time, nebular-phase spectra (200 days) of the otherwise normal at early phases (100 days) type IIP supernova ASASSN-16at (SN 2016X). Such distinctly double-peaked nebular Balmer lines have never been observed for a type IISN. The nebular-phase Balmer emission is driven by the radioactive 56Co decay, so the observed line profile bifurcation suggests a strong bipolarity in the 56Ni distribution or in the line-forming region of the inner ejecta. The strongly bifurcated blueshifted and redshifted peaks are separated by ∼3×103 km s−1 and are roughly symmetrically positioned with respect to …
Career-Decision Making: School Counselors In Counselor Education Doctoral Programs,
2019
Auburn University
Career-Decision Making: School Counselors In Counselor Education Doctoral Programs, Malti Tuttle, Lee E. Grimes, Caroline Lopez-Perry
Teaching and Supervision in Counseling
School counselors enroll in counselor education doctoral programs based on various factors which impact their future career-decision making process. The researchers conducted a phenomenological research study to examine the career-decision making experiences of practicing school counselors in counselor education doctoral programs to understand this phenomenon. Ten practicing school counselors enrolled in counselor education doctoral programs participated in this research study. Three emerging themes highlighted the essence of these experiences: (a) intrinsic and extrinsic motivators, (b) developmental fit, and (c) lifestyle factors. Results and recommendations from this research study provide counselor educators insight into these experiences. This research study informs counselor …
Why Ask Why?,
2019
University of Kentucky
Why Ask Why?, Beth Kraemer, Beth Fuchs, Jennifer Hootman, Debbie Sharp
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
The Future Of The History Of Design,
2019
University of Kentucky
The Future Of The History Of Design, Patrick Lucas, Helen Turner, Trey Conatser
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
Teaching Stem For The Public Good,
2019
University of Kentucky
Teaching Stem For The Public Good, Rita Basuray
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
The Limits Of Pedagogy,
2019
University of Kentucky
The Limits Of Pedagogy, Kelsey Moore
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
On Rapport: Connecting With Students,
2019
University of Kentucky
On Rapport: Connecting With Students, Brandi Frisby
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
Ten First Years,
2019
University of Kentucky
Ten First Years, Jennifer Osterhage
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
Front Matter,
2019
University of Kentucky
Front Matter
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
Stacey Fraser Tssa Winter 2018,
2019
CSUSB
Stacey Fraser Tssa Winter 2018, Stacey Fraser
Teaching Skills Study Awards (TSSA) Reports
To enhance faculty's TEACHING by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.
Pre-Service Teachers’ Perspectives On Teaching Scripture In Primary Religious Education,
2019
The University of Notre Dame
Pre-Service Teachers’ Perspectives On Teaching Scripture In Primary Religious Education, Sharon Law-Davis, Christine Robinson, Jessica Fic, Rebecca Mola
eJournal of Catholic Education in Australasia
One of the challenges for pre-service teachers in Catholic primary schools is the teaching of scripture stories within Religious Education. Research states that Catholic teachers in the 21st century require tertiary training in teaching the Religious Education curriculum and they need to learn effective strategies to teach specific content in this learning area, including scripture. Godly Play includes an approach to teaching scripture that was intended for use in parish and hospital settings. Godly Play is now promoted by Catholic Education Western Australia as a meaningful approach for influencing the teaching of scripture in RE in early childhood and primary …
Jemma Kim Tssa Winter 2018,
2019
CSUSB
Jemma Kim Tssa Winter 2018, Jemma Kim
Teaching Skills Study Awards (TSSA) Reports
To enhance faculty's TEACHING by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.
One Size Does Not Fit All: Supporting Diverse Needs With High-Impact Teaching Practices,
2019
Parkland College
One Size Does Not Fit All: Supporting Diverse Needs With High-Impact Teaching Practices, Sarah Grison
Psychology Faculty
This slide presentation outlines high impact practices that will meet the diverse needs of students and help them all succeed.
Your Teaching Toolbox: Putting High-Impact Practices To Work For You And Your Students,
2019
Parkland College
Your Teaching Toolbox: Putting High-Impact Practices To Work For You And Your Students, Sarah Grison
Psychology Faculty
This slide presentation outlines several high impact teaching practices including fostering a growth mindset, building rapport, supporting non-academic needs, and enhancing study skills.
Project On Designing Activities For Teaching Grammar,
2019
California State University, San Bernardino
Project On Designing Activities For Teaching Grammar, Sunny Hyon
Q2S Enhancing Pedagogy
This document outlines a project for a course in second language acquisition taken by undergraduates who intend to be high school or university teachers/professors. The project asks the undergraduates to design a sequence of activities for teaching English language learners (ELLs) a particular English grammatical construction, and to connect those activities to reading or writing assignments in their future classrooms. The students also must explain how their activities will facilitate ELLs' grammatical learning, drawing on research on language acquisition presented in the course.
The Transition Experiences Of High Achieving High School Students From Secondary Education To College : A Case Study,
2019
Concordia University - Portland
The Transition Experiences Of High Achieving High School Students From Secondary Education To College : A Case Study, Lori Christine Lachowsky
CUP Ed.D. Dissertations
This qualitative multiple case study explored the experiences of eight students as they transitioned from high school to college. Eight students from an urban high school in the southern United States agreed to participate in this study. Participants were high-achieving students, 18 years of age, who participated in a teacher preparation class and took the MSLQ for a class project during the last semester of their senior year of high school. The researcher collected and triangulated data to ensure reliability: archival MSLQ scores from the participants’ senior year, open-ended interviews after the participants’ first year of college, document review of …
Sjsu Erfa Board Minutes, February 4, 2019,
2019
San Jose State University
Sjsu Erfa Board Minutes, February 4, 2019, San Jose State University, Emeritus And Retired Faculty Association
SJSU ERFA Minutes
SJSU ERFA Executive Board Meeting Minutes Monday, February 4, 2019
Radical Solace And Young Adult Writing: Racialized Dis/Ability, Fan Fiction, And Feel(Ing)S In Composition,
2019
CUNY Graduate Center
Radical Solace And Young Adult Writing: Racialized Dis/Ability, Fan Fiction, And Feel(Ing)S In Composition, Jenn Polish
Dissertations, Theses, and Capstone Projects
Deficit-model pedagogies too often abound in our writing classrooms, in everything from punitive attendance policies to content selection and course design methodologies that inadvertently favor students whose bodies fit a white supremacist, ableist norm. I develop conceptions of fandom and consent-based pedagogical practices, and I argue that these can bring us closer to radical solace in our college writing classrooms, particularly when our classrooms are full of variously marginalized students. These students too often must endure deficit-model pedagogies that assume inexpert writing styles in both their written compositions and, indeed, in the very composition of their bodies. What happens, I …
Bringing High Leverage Practices To The Bluegrass: A Statewide Collaborative Effort,
2019
University of Kentucky
Bringing High Leverage Practices To The Bluegrass: A Statewide Collaborative Effort, Kera B. Ackerman, Todd Whitney, Amy S. Lingo
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
As a means to improve instruction for all students, Kentucky joined the national network of states engaged with the Collaboration for Effective Educator Development, Accreditation, and Reform (CEEDAR) Center. Part of this initiative was to hold a statewide summit for all Kentucky stakeholders in an attempt to build awareness of high leverage practices in educator preparation programs; strengthen and sustain partnerships; build capacity for continuous improvement; and share strategies for enhancing clinical practice. This article discusses the results of a survey given to those attending the statewide summit. Participants were asked to rate their knowledge and perceived importance of eight …
Emergence Of Professional Identities Of Novice Emirati Teachers,
2019
Roanoke County Public Schools, Roanoke, Virginia, USA
Emergence Of Professional Identities Of Novice Emirati Teachers, Lilly Tennant, Patricia Stringer, Julie Riddlebarger, Martina Dickson, Keith Kennetz
Australian Journal of Teacher Education
This article explores the emergence of Emirati novice teachers’ professional identity from a socio-cultural viewpoint where influences on identity are sourced internally through beliefs, attitudes, values and dispositions and externally through factors such as roles and responsibilities. Empirical data collected through individual and group interviews and analysed using content analysis, highlights both challenges and emergence of professional identity from point of graduation through to the end of the first year of teaching. The results show that influences on professional identity relate to challenges of raising learner outcomes in relation to delivery of the curriculum, managing the self in multiple contexts, …
