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Nuclear Engineering At The Air Force Institute Of Technology: A Unique Graduate School Experience For A Unique Set Of Students, Michael B. Shattan
Nuclear Engineering At The Air Force Institute Of Technology: A Unique Graduate School Experience For A Unique Set Of Students, Michael B. Shattan
Faculty Publications
In August 2018, the Air University Commander formed a task force to review the Air Force’s Science, Technology, Engineering, and Mathematics (STEM) graduate education programs that are delivered and administered through the Air Force Institute of Technology (AFIT). The study was rooted in strategies to support the 2018 National Defense Strategy, and provided the necessary technologically equipped personnel for the 21st century. The study was commonly referred to as “reimagining AFIT”. Several themes emerged from the study, which include reaching a broader community of Airmen through alternate educational modes (e.g. distance learning, short course etc.), forming strategic educational and research …
Counting And Basic Numerical Skills, Emily Slusser
Counting And Basic Numerical Skills, Emily Slusser
Faculty Publications
The following chapter outlines a typical developmental trajectory of children’s early number knowledge and counting skills. Using a series of anecdotal demonstrations of a young child’s emergent knowledge as a guide, the chapter first outlines the conceptual and procedural building blocks for counting and basic numerical skills (Section 4.1 and 4.2), proceeds to an extended discussion of major conceptual achievements in counting (Section 4.3), and concludes with a review of our emerging understanding on how to best support and facilitate the development of these skills (Section 4.4). Throughout each of these sections, seminal studies are discussed to more clearly demonstrate …
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
Faculty Publications
Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate pre-service mathematics teachers’ culturally responsive teaching and outcome expectancy in order to inform teacher preparation in mathematics methods courses. Participants completed the Culturally Responsive Teaching Self-efficacy Scale (CRTSE) and the Culturally Response Teaching Outcome Expectancy (CRTOE) Scale. Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching practices, despite strong beliefs in the instructional utility of culturally responsive teaching practices.