Education Commons^™

Transfer Of The U.S. National Parasite Collection [Announcement], Eric P. Hoberg, Anna J.. Phillips

Harold W. Manter Laboratory of Parasitology: Faculty and Staff Publications

In 2013, an agreement was articulated between the United States Department of Agriculture/Agricultural Research Service (ARS) and the Smithsonian Institution to transfer the National Parasite Collection (NPC) in its entirety (fluid specimens, slide specimens, frozen tissues, and reprints) to the National Museum of Natural History (NMNH) in Washington, D.C. Current collections staff, including senior curator Dr. Eric P. Hoberg and support scientists/managers from the ARS, will be transferred with the collection and, with adjunct appointments in the NMNH, will provide continuity and assistance for curation and accessibility during and after the relocation. New curatorial controls will be established under NMNH …

Segregation, Inequality, Demographic Change, And School Consolidation, William England, Edmund T. Hamann

Great Plains Research: A Journal of Natural and Social Sciences

We describe a rural/micropolitan example of the intertwining of school consolidation and demographic change with exacerbated segregation and inequality. To do this we consider Dawson County, Nebraska, which hosts the state's most Latino/a school district (Lexington) and which saw its number of schools decline from 37 to 19 during this century's first decade, and the number of local school districts lessened from 18 to 5. In particular, we call attention to the irony that consolidation was pursued with an explicit call for more equality in schooling in Dawson County (Swidler 2013) and yet population concentrations and variation in expenditures seemed …

The Status Of Students With Special Needs In The Instrumental Musical Ensemble And The Effect Of Selected Educator And Institutional Variables On Rates Of Inclusion, Edward C. Hoffman Iii

Glenn Korff School of Music: Dissertations, Theses, and Student Creative Work, and Performance

The purpose of this study was to describe the current status of students with special needs in the instrumental musical ensemble and to examine the effect of selected educator and institutional variables on rates of inclusion. An online survey was designed by the researcher and distributed electronically to 600 practicing K-12 instrumental music educators in the states of Idaho, Mississippi, Nebraska, Nevada, New Mexico, and Rhode Island. While 13.6% of the total school-aged population nationwide received special education services, demographic data provided by respondents revealed that students with special needs accounted for 6.8% of all students participating in bands, orchestras, …

Exploring Student Perceptions To Explain The Relationship Between Physical Activity And Academic Achievement In Adolescents: A Mixed Methods Study, Megan J. Hylok

College of Education and Human Sciences: Dissertations, Theses, and Student Research

A nationwide survey conducted by the Center for Disease Control in 2007 reported 65% of high school students did not meet the recommendation that youth participate in at least 60 minutes of physical activity most days of the week (CDC, 2008). While research has focused its attention primarily on bodily health, growing evidence supports the benefits of physical activity on brain health (Ratey & Hagerman, 2008). Physical activity is important and many adolescents are not meeting the recommendation, therefore, it is important to explore the adolescent perceptions to understand which factors influence physical activity participation. The significance of this study …

What Makes The Anthropology Of Educational Policy Implementation “Anthropological” ?, Edmund T. Hamann, Lisa Rosen

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Many of the roots of interdisciplinary educational policy implementation studies are anthropological. It follows that what constitutes an anthropology of educational policy implementation should be articulated. This chapter draws on the works of Bronislaw Malinowski, Frederick Erickson, and Joseph Maxwell, among many others to identity the anthropological contributions and prospective contributions to inquiry into the study of the interface between educational policy and practice.

As sociocultural theorists (e.g., Gutiérrez and Rogoff, 2003; Orellana, 2009) have recently asserted, “culture” is something one does, rather than something one has. That is, human beings produce, perform, and reproduce culture every day. Policy implementation …

Education In The New Latino Diaspora, Edmund T. Hamann, Linda Harklau

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In 2002 Hamann, Wortham, and Murillo noted that many U.S. states were hosting significant and often rapidly growing Latino populations for the first time and that these changes had multiple implications for formal schooling as well as out-of-school learning processes. They speculated about whether Latinos were encountering the same, often disappointing, educational fates in communities where their presence was unprecedented as in areas with a longstanding Latino presence. Only tentative conclusions could be provided at that time since the dynamics referenced were frequently novel and in flux.

In this chapter we revisit their inquiry in light of six subsequent years …

Systemic High School Reform In Two States: The Serendipity Of State-Level Action, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Maine and Vermont have been national leaders in state-level coordination of high school reform. Both recently developed almost interchangeable, new, voluntary, statewide frameworks that describe multiple ways high schools should change. Both frameworks—Promising Futures (Maine Commission on Secondary Education 1998) and High Schools on the Move (Vermont High School Task Force 2001)—were published in book form and include extensive bibliographies grounding their claims that they are research based. Both frameworks recommend principles and practices for improving high schools for all students. Both frameworks were drafted primarily by leading local educators with only modest support from experts based beyond the …