Education Commons^™

12-Month Enrollment 2020-2021, Systems Intelligence And Data Analytics, University Of Nebraska At Omaha

IPEDS 12-month Enrollment

The 12-Month Enrollment component collects unduplicated student enrollment counts and instructional activity data for an entire 12-month period. Using the instructional activity data reported, a full-time equivalent (FTE) student enrollment at the undergraduate and graduate level is estimated. Institutions with Doctor's-professional practice students will also report the FTE enrollment of those students. NCES uses the FTE enrollment to produce indicators such as expenses by function per FTE as reported in the IPEDS Data Feedback Report.

Academic Libraries 2020-2021, Systems Intelligence And Data Analytics, University Of Nebraska At Omaha

IPEDS Academic Libraries

Welcome to the IPEDS Academic Libraries (AL) survey component. The purpose of the AL component of IPEDS is to collect information on library collections, library expenses, and library services for libraries in degree-granting postsecondary institutions.

Completions 2020-2021, Systems Intelligence And Data Analytics, University Of Nebraska At Omaha

IPEDS Completions

Welcome to the IPEDS Completions survey component. The Completions component is one of several IPEDS components that is conducted during the Fall data collection period. It collects the number of degrees and certificates awarded by field of study, level of award, race/ethnicity, and gender. The reporting period for the Completions component is during the 12-month time period beginning July 1 of the previous calendar year and ending June 30 of the current calendar year; therefore, for this year’s Completions component, the reporting period is between July 1, 2019 and June 30, 2020. The Completions component is also collecting the number …

Finance 2020-2021, Systems Intelligence And Data Analytics, University Of Nebraska At Omaha

IPEDS Finance

The purpose of the IPEDS Finance component is to collect basic financial information from items associated with the institution's General Purpose Financial Statements.

Student Financial Aid 2019-20, Systems Intelligence And Data Analytics, University Of Nebraska At Omaha

IPEDS Financial Aid

Welcome to the Student Financial Aid (SFA) component. The purpose of the SFA component is to collect information about financial aid provided to various groups of undergraduate students and military/veteran educational benefits for all students at your institution.

Graduation Rates 2020-2021, Systems Intelligence And Data Analytics, University Of Nebraska At Omaha

IPEDS Graduation Rate

Welcome to the IPEDS Graduation Rates (GR) survey component. The GR component collects data on the cohort of full-time, first-time degree/certificate-seeking undergraduate students and tracks their completion status at 150% of the normal time to complete all requirements of their program of study. This information is collected to assist institutions in complying with the requirements of the Student Right-to-Know Act.

Institutional Characteristics 2020-2021, Systems Intelligence And Data Analytics, University Of Nebraska At Omaha

IPEDS Institutional Characteristics

Welcome to the Institutional Characteristics (IC) component. This component collects important information about your institution's mission, student services, and student charges.

Enrollment Report - Spring 2020, Uno Office Of Instituional Effectiveness

Enrollment Reports

This Enrollment Statistical Summary provides delivery and administrative-site information on enrollment headcount and student credit hours. Delivery site reporting counts all students, including those in UNL programs delivered at UNO, but excludes UNO programs only (including the CPACS program delivered in Lincoln).

The purpose of this summary is to provide the undergraduate and graduate enrollments and student credit hour information by college of equivalent academic unit, class, gender and ethnicity. A glossary at the end of the report provides a list of definitions for headings and categories found in the report.

Internal Funding Newsletter, Academic Year 2019-2020, Uno Office Of Research And Creative Activity

Internal Funding Newsletters

The University of Nebraska at Omaha is committed to fostering the academic and scholarly pursuits of faculty, staff, and students. While the 2019- 2020 Academic Year brought many changes and challenges, UNO has continued to invest in a multitude of funding programs to promote research and creative activity. This year’s programs provided over $530,000 for student and faculty projects that reflect the broad range of scholarly interests of the UNO community: the use of 3D printed models to improve the understanding of complex orthopedic trauma, the role of religion and spirituality in deterring sex offending, the romanticization of the highland …

Experience Of Burnout Among Educational Leadership Doctoral Candidates, Ron M. Azoulay

Student Work

In this era of high accountability, standardized based instructions, and public debates over teacher quality, performance, and evaluation, education administrators across the country have come under intense pressures (Boccio, Weisz, & Lefkowitz, 2016; Carey, 2011; Ravitch, 2010). Due to the high incentives and intense pressures on school leaders, and the wide-ranging impact these positions have on communities, it is crucial to understand those who are seeking greater leadership roles in education. The purpose of this study was to determine if candidates pursing doctorate degrees in educational leadership are experiencing burnout. The dissertation addresses the phenomenon of job burnout, which is …

Factors Influencing The Self-Efficacy Of Novice School Librarians, Christine Haeffner

Student Work

Effective school library programs depend on school librarians with the capacity to lead and administrate library programs that reflect the core values of contemporary school librarianship. Research has shown that the first years of practice are critical in establishing the professional identity of the school librarian. This mixed methods explanatory research study identifies factors that affect the self-efficacy of the novice school librarian, which influences the degree to which the novice school librarian feels confident of their ability to succeed in the role of school librarian.

An Analysis Of Science Teachers’ Perceptions Of Graphical Literacy Within The Context Of The Secondary Science Classroom, Pete Marsh

Student Work

The topic of graphical literacy is considered to be an important aspect of a student’s science education. Skills related to the construction and interpretation of graphs are well documented in science education literature as well as instructional strategies meant to help develop a student’s graphical literacy in science. Absent in the literature is how science teachers address skills related to graphical literacy with their students. The purpose of this study is to provide some insight into how secondary science teachers devote instruction to address graphical literacy with their students in the context of their classroom. Eight secondary science teachers from …

P.R.I.D.E.: Positive Racial Identity Development In Early Education, Aisha White, Shannon B. Wanless

Journal of Curriculum, Teaching, Learning and Leadership in Education

Racism negatively affects children of color in the United States, particularly Black children. Theirs is a history of marginalization since the slavery era, and the impacts are cognitive, social, and psychological. Additionally, Black children face unique challenges upon entering formal education, resulting in disturbing academic outcomes. Yet, adults can facilitate Black children’s development of positive racial identity to help them handle the negative implications of experiencing racism across their lifespan. A description of the research related to positive racial identity is provided along with presentation of the P.R.I.D.E. program, a Pittsburgh-based effort that is designed to help adults build the …

Developing A Vocabulary To Talk About Race In The White Home: One Family’S Experience, Rhianna K. Thomas

Journal of Curriculum, Teaching, Learning and Leadership in Education

Studies have shown white parents actively avoid talking about race as the primary method of racial socialization of their white children (Bartoli et al., 2016; Pahlke, Bigler, & Suizzo, 2012). This limits children’s ability to talk about and therefore think about race in nuanced ways, resulting in white children who consider their own race meaningless and do not identify racially (Bartoli et al., 2016). Antiracist education breaks these white discourse norms, and directly addresses systemic racism (Escayg, 2018). This paper describes how one white family attempted to enact antiracist education in the home with a focus on developing a shared …

Supporting Conversations About Race And Racism With Young Children While Watching For Manifestations Of Whiteness, Shubhi Sachdeva, Jennifer Adair

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article examines two first grade classrooms in Central Texas that routinely have conversations about racial justice. In both classrooms we studied, children participated in racial conversations in large group structured discussions with the teacher and in less formal peer conversations away from the teachers. We follow both classrooms and detail the ways in which the teachers supported conversations about race, racism and racial violence with and among the young children in their classes. We highlight specific strategies and mechanisms that both teachers used to open up their classrooms for social and racial justice conversations. Then, we show how even …

Troubling ‘Race’ And Discourses Of Difference And Identity In Early Childhood Education In South Africa, Jaclyn Murray

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article emerges from a broader ethnographic study exploring how young children aged five and six years, and their educators, construct ‘race’ identities in a culturally diverse early childhood education setting in post-apartheid South Africa. Historically, systems of educational inequality and injustice have had a profound impact on how subjects have come to be ‘raced’ in the South African context. Drawing on a poststructural framework that problematizes the notion of identity, ‘race’, and young children’s discursive understandings of ‘race’, this article traces the complex ways in which young children and educators (re)construct, negotiate, resist and subvert subject formation processes in …

“They Need To Say Sorry:” Anti-Racism In First Graders’ Racial Learning, Anna Falkner

Journal of Curriculum, Teaching, Learning and Leadership in Education

Young children of color in the United States are experiencing the material effects of racism on a daily basis. There have been arguments for anti-bias and anti-racist education across the field of education, yet most recommendations are based on older students or studies in laboratory settings. In this critical ethnography, the author examined the wide variety of strategies one class of first graders used to learn about race and of the socio-political and racial climate in which they live. In this paper, the author argues that children carefully consider racial conditions in society and imagine anti-racist praxis as part of …

Promoting A Positive Racial Identity In Young African Caribbean Children: An Anti-Colonial Approach, Kerry-Ann Escayg, Zoyah Kinkead-Clark

Journal of Curriculum, Teaching, Learning and Leadership in Education

Most empirical contributions on children and race, and the theories derived from this body of work, have focused on American or Canadian children. Some scholars have begun to explore children’s attitudes about race in international contexts, but few have investigated racial identity and attitudes among African Caribbean children in the English-speaking Caribbean context. In this article, we first review international scholarship on children and race, as well as research involving Caribbean children and race. Next, we use an anti-colonial perspective to explore specific pedagogical strategies that can support positive racial identities among young African Caribbean children in the region.

But, I Don’T Believe It’S About Race’: Challenging Fallacies Of Race And Racism Amongst Early Childhood Educators In Ontario, Beverly-Jean J. Daniel, Kerry-Ann Escayg

Journal of Curriculum, Teaching, Learning and Leadership in Education

There is the continued belief that children do not see race and that they are racially innocent. This belief is evidenced in early childhood environments and influences the practices of the instructors in these settings. However, research continues to show that children do see and react to varying markers of race. This research project focused on early childhood educators’ interpretations of children’s racially coded behaviours and interactions. The results revealed four central themes: racial evasiveness; racial dis-ease; parental role in promoting racism; and limited educational preparation. This study contributes to the growing body of research on children, race, and early …

Politicizing Early Childhood Education And Care In Ontario: Race, Identity And Belonging, Zuhra E. Abawi, Rachel Berman Dr.

Journal of Curriculum, Teaching, Learning and Leadership in Education

The Early Childhood Education and Care (ECEC) landscape, much like the K-12 education system in Ontario, is largely encompassed by bias-free, neutral and colourblind narratives of identity and social location (Author 1, 2018). These discursive practices portray young children and early learning settings as raceless and equal spaces that engage children in interactions and discussions of race and identity are inappropriate. Education in Ontario and Canada as an entity is marked by myth of the Canadian nation-state (Thobani, 2007) through celebratory, themed, recognition-based initiatives that mark differences, while leaving the status quo of whiteness unchallenged and intact (DiAngelo, 2018). The …

Introduction: Children, Race, And Racism: Global Perspectives, Kerry-Ann Escayg, Beverly-Jean J. Daniel

Journal of Curriculum, Teaching, Learning and Leadership in Education

No abstract provided.

Technical Adequacy Of Curriculum-Based Measures In Writing In Grades 1–3, Abigail A. Allen, Pyung-Gang Jung, Apryl L. Poch, Dana Brandes, Jaehyun Shin, Erica S. Lembke, Kristen L. Mcmaster

Special Education and Communication Disorders Faculty Publications

The purpose of this study was to investigate evidence of reliability, criterion validity, and grade-level differences of curriculum-based measures of writing (CBM-W) with 612 students in grades 1–3. Four scoring procedures (words written, words spelled correctly, correct word sequences, and correct minus incorrect word sequences) were used with two CBM-W tasks (picture–word and story prompt) during fall, winter, and spring of one academic year. A subsample of participants (n = 244) were given a criterion measure in spring of the academic year. Pearson’s r coefficients were calculated to determine evidence of alternate form reliability and criterion validity, and a …

Acadecomic: How Visual Rhetoric And Effective Teaching Combine To Create Multiple Literacies, Michaela Vanoeveren

Theses/Capstones/Creative Projects

This article, intended for educators, encourages the use of comics in the classroom alongside traditional alphabetical texts. It uses modern comic theory, as well as various works on visual rhetoric, to prove the benefits of comics, as well as how they can be implemented. Teachers can use this as a guide for their own classrooms to inspire classroom libraries, curricular choices, and student recommendations.

Socio-Dramatic Work Systems For Children With Autism Spectrum Disorder, Jorey Prange

Theses/Capstones/Creative Projects

This capstone project assessed the integration of socio-dramatic work systems for two children with Autism Spectrum Disorder (ASD) in an inclusive preschool classroom. It provides details about Teaching Strategies GOLD assessment tool and Structured Treatment and Education of Autistic and Communication related handicapped Children (TEACCH) Work Systems. My experience working with two children with ASD shows that creating and implementing dramatic play work systems helped these two students improve their dramatic play skill progression as rated with the Teaching Strategies GOLD assessment tool.

Elementary School Administrators’ Perspectives Of Expanded School Mental Health Systems And Implications For Further Training, Melissa M. Petersen

Student Work

School administrators play a crucial role in the development and implementation of mental health systems that allow all students access to universal, preventative interventions and services. Understanding their perspectives about the fundamental features of effective Expanded School Mental Health systems is critical to understanding the research to practice gap as it relates to the successful implementation of school-based mental health services. Furthermore, it is necessary to understand administrators’ perspectives about the training and supports teachers need to increase knowledge, confidence, and self-efficacy in the delivery of effective school mental health services. The purpose of this pragmatic qualitative research study was …

Teacher Perceptions During The Candidacy Phase Of The International Baccalaureate Primary Years Programme, Nicole M. Beins

Student Work

This qualitative case study explores the perceptions of educators during the candidacy phase of the International Baccalaureate Primary Years Programme in a suburban Midwest school. The methodology was comprised of a two-phase research design. During Phase 1, participants responded anonymously through written narrative responses via electronic questionnaire. This data was analyzed for common themes. After initial data analysis, focus group questions were generated using the findings of common themes to ask focus groups what strengths and challenges were faced during the implementation phase of the International Baccalaureate Primary Years Programme. The goal of this research was to gain insight on …

Salt Restriction Lowers Blood Pressure At Rest And During Exercise Without Altering Peripheral Hemodynamics In Hypertensive Individuals, Stephen M. Ratchford, Ryan M. Broxterman, Taylor La Salle, Oh-Sung Kwon, Song-Young Park, Paul N. Hopkins, Russell S. Richardson, Joel D. Trinity

Health and Kinesiology Faculty Publications

Dietary salt restriction is a well-established approach to lower blood pressure and reduce cardiovascular disease risk in hypertensive individuals. However, little is currently known regarding the effects of salt restriction on central and peripheral hemodynamic responses to exercise in those with hypertension. Therefore, this study sought to determine the impact of salt restriction on the central and peripheral hemodynamic responses to static-intermittent handgrip (HG) and dynamic single-leg knee extension (KE) exercise in individuals with hypertension. Twenty-two subjects (14 men and 8 women, 51 ± 10 yr, 173 ± 11 cm, 99 ± 23 kg) forewent their antihypertensive medication use for …

Running Economy - A Comprehensive Review For Passive Force Generation, Christos Ziliaskoudis, Song-Young Park, Sang-Ho Lee

Health and Kinesiology Faculty Publications

Running economy is considered a major determinant of distance running performance. Enhancing the body’s ability for passive force generation could have a positive effect on running economy by minimizing the energy cost required for the propulsion of the body. Thus, the purpose of this comprehensive review was to provide a list of modifiable factors that promote this ability. The interest was focused on lower-limb stiffness, as it is a factor of great influence and at the same time can be modified with training and specific biomechanical adjustments. Although it appears that no clear instructions can be provided to athletes and …

Impacts Of Aquatic Walking On Arterial Stiffness, Exercise Tolerance, And Physical Function In Patients With Peripheral Artery Disease: A Randomized Clinical Trial, Song-Young Park, Elizabeth J. Pekas, Yi-Sub Kwak

Health and Kinesiology Faculty Publications

Peripheral artery disease (PAD) is an atherosclerotic disease that is associated with attenuated vascular function, cardiorespiratory capacity, physical function, and muscular strength. It is essential to combat these negative effects on health by incorporating lifestyle interventions to slow disease progression, such as exercise. We sought to examine the effects of aquatic walking exercise on cardiovascular function, cardiorespiratory capacity [maximal volume of oxygen consumption (V̇o2max)], exercise tolerance [6-min walking distance (6MWD)], physical function, muscular strength, and body composition in patients with PAD. Patients with PAD (n = 72) were recruited and randomly assigned to a 12-wk aquatic walking training group …

Secondary Teachers’ Beliefs About Teaching Writing To Typically Achieving And Struggling Adolescent Writers, Apryl L. Poch, Morgan Hamby, Xiaohan Chen

Special Education and Communication Disorders Faculty Publications

Writing is a critical component of many secondary classrooms, but little is known about teachers’ beliefs and assumptions surrounding their teaching of writing at the secondary level (particularly including the beliefs of special educators) and teaching writing to students with disabilities. Yet, teachers’ beliefs impact their own perceptions and judgments, which can then affect their behavior (i.e., instructional decisions) within their classrooms. The purpose of this study was to describe middle and high school general and special educators’ beliefs about writing. Results of this study demonstrated that secondary teachers (a) felt somewhat self-efficacious about teaching writing and somewhat less self-efficacious …