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Articles 1 - 14 of 14
Full-Text Articles in Education
Same But Different: Characters With Developmental Disabilities In Current Juvenile Literature, Tina Taylor, Kellie Egan, Kimberly T. Moss, Hannah P. Grow, Sharon Black, Mary Anne Prater
Same But Different: Characters With Developmental Disabilities In Current Juvenile Literature, Tina Taylor, Kellie Egan, Kimberly T. Moss, Hannah P. Grow, Sharon Black, Mary Anne Prater
Faculty Publications
As many children first encounter individuals with developmental disabilities (DD) through characters in children’s literature, these individuals must be depicted authentically. Using descriptive analyses, we evaluated 38 books written for children and adolescents (11 picture books, 17 chapter books) for their portrayals of characters with developmental disabilities, comparing the portrayals against those published in three previous studies. All books considered were eligible for the 2018 Dolly Gray Children’s Literature Award. Data were analyzed regarding personal portrayal, social interactions, and exemplary practices. Results indicated that most characters portrayed have ASD (80%) and the majority are male (65%). Generally, characters with DD …
Departmental Action Teams: A Five-Year Update On A Model For Sustainable Change, Daniel Reinholz, Mary Pilgrim, Karen Falkenberg, Courtney Ngai, Gina Quan, Sarah Wise, Chris Geanious, Joel Corbo, Noah Finkelstein
Departmental Action Teams: A Five-Year Update On A Model For Sustainable Change, Daniel Reinholz, Mary Pilgrim, Karen Falkenberg, Courtney Ngai, Gina Quan, Sarah Wise, Chris Geanious, Joel Corbo, Noah Finkelstein
Faculty Publications
Fostering sustainable improvements in undergraduate education remains a formidable challenge. To address this challenge, our team has developed the Departmental Action Team (DAT) model. DATs are small working groups of faculty, students, and staff, that work collaboratively to envision, plan, develop, and build sustainable structures in their department. To support the uptake of such structures, DATs collect and analyze data to reflect on the root causes of an issue, which they use to shift beliefs, values, and practices within their context. This paper provides a five-year status report on the DAT project. We describe the history of the model, its …
An Investigation Of Engineering Design Cognition And Achievement In Primary School, Greg J. Strimel, Scott R. Bartholomew, Eunhye Kim, Liwei Zhang
An Investigation Of Engineering Design Cognition And Achievement In Primary School, Greg J. Strimel, Scott R. Bartholomew, Eunhye Kim, Liwei Zhang
Faculty Publications
This study examined the design cognition and achievement results of both kindergarten and fourth grade students engaged in engineering design-based instructional activities. Relationships between design cognition and student grade level, as well as quality of student work, were investigated. 30 concurrent think-aloud protocols were collected from individual primary students as they worked in groups to design and make a solution to a design task. The concurrent think-aloud protocols were examined and coded to determine the duration of time the participants devoted to a pre-established set of mental processes for technological problem solving. Significant differences between kindergarten and fourth grade participants …
Development Of A Placement Exam To Increase Student Success In A Junior Level Circuits And Systems Class, David Parent
Development Of A Placement Exam To Increase Student Success In A Junior Level Circuits And Systems Class, David Parent
Faculty Publications
In this work, which is intended to be a Full Paper in the Innovative Practice Category, the implementation of an improved placement exam that increased the pass rate in a junior level systems course in the author’s electrical engineering department by 15% is presented. For almost 30 years the author’s EE department has used a face to face exam to place students in a junior level circuits and systems course or into a review workshop. The details of the exam and suggestions about future use in conjunction MyOpenMath analytics to increase student success are also given.
Examination The Impact Of Various Factors On Student Success In An Introduction To Circuit Analysis Course, David Parent
Examination The Impact Of Various Factors On Student Success In An Introduction To Circuit Analysis Course, David Parent
Faculty Publications
In this work in progress, several models to predict student success in a sophomore introduction to circuit analysis class were created based on prior grade point average, grade in a pre-requisite physics class, the semester the pre-requisite physics class was taken, the number of units a student was taking, the number of times a student repeated the circuits class, and the number of times a student repeated any class prior to enrollment. While all models were statistically significant, the model that included prior GPA and the grade in a pre-requisite physics was the most significant for the data collection effort. …
Research On University Faculty Members Reasoning About How Departments Change, Gina Quan, Joel Corbo, Courtney Ngai, Daniel Reinholz, Mary Pilgrim
Research On University Faculty Members Reasoning About How Departments Change, Gina Quan, Joel Corbo, Courtney Ngai, Daniel Reinholz, Mary Pilgrim
Faculty Publications
Research on institutional change says that effective change agents are able to flexibly reason with multipleperspectives on change, depending on their local context and their goals. However, little is known about whatthis flexible reasoning looks like. In this exploratory work, we conducted and analyzed interviews in whichfaculty discussed departmental change. This work is part of an ongoing study to understand how to supportdepartmental change through Departmental Action Teams (DATs). Our preliminary analyses suggest that facultyhave multiple context-dependent ways to reason about change. This work will lead to a better understanding ofhow productive lines of reasoning can be leveraged in faculty …
The Validity Of Validity In Debra P.: Judicial And Psychometric Perspectives On Test Consequences, Charles Olney, Brent Duckor
The Validity Of Validity In Debra P.: Judicial And Psychometric Perspectives On Test Consequences, Charles Olney, Brent Duckor
Faculty Publications
We explore the uses and functions of ‘validity’ as a boundary marker between legal theory and psychometrics. Standardized testing regimes rely on experts to articulate the limits of validity. When challenged in courts, these limits become the subject of contestation, requiring practitioners to litigate the validity of validity. This process generates significant discontinuities, resulting from different conceptual relationships to the idea of validity. Through a qualitative textual analysis of specific case law and a quantitative examination of Lexis-Nexis database archives, we trace how legal reasoning elides new developments in psychometric research that would broaden and enrich judicial treatments while showing …
Unpacking Teacher Practice Through A Moves-Based Formative Assessment Framework Using Video-Based Cycles Of Inquiry, Brent Duckor, Carrie Holmberg
Unpacking Teacher Practice Through A Moves-Based Formative Assessment Framework Using Video-Based Cycles Of Inquiry, Brent Duckor, Carrie Holmberg
Faculty Publications
Research has shown for over a decade that teachers who engage in formative assessment (FA) practices may have the most powerful impact on student learning (Black & Wiliam, 1998; Hattie, 2012). Yet less is known about the development of teachers’ knowledge and use of formative assessment as they plan, enact, and reflect on their questioning practices. Our qualitative case study focuses on how in-service middle school math teachers take up three specific moves (Author A, 2014) associated with formative assessment practice as as part of a video-based cycle of inquiry project. The study found focusing participants’ planning and reflection through …
Evaluating And Supporting Teacher Practice Of Formative Assessment: Assessing Posing, Pausing, And Probing Moves, Carrie Holmberg, Brent Duckor
Evaluating And Supporting Teacher Practice Of Formative Assessment: Assessing Posing, Pausing, And Probing Moves, Carrie Holmberg, Brent Duckor
Faculty Publications
Decades of research supports that teacher engagement in formative assessment (FA) can powerfully impact student learning outcomes (Black & Wiliam, 1998; Hattie, 2009, 2012). Yet less is known about teacher development of FA skills on a continuum of practice. This empirical study designed, piloted, and examined test content validity of a performance-based assessment of teachers’ FA practice related to questioning “moves” in the context of six multilingual high needs middle school mathematics classrooms. Qualitative comparative analysis of triangulated evidence of teachers’ planning for, enacting, and reflecting on posing, pausing, and probing “moves” found differences among teachers’ probing in particular, related …
Impact Of First-Year Initiatives On Retention Of Students: Are There Differences In Retention Of Students By Ethnicity And Gender?, Patricia Backer, Joseph Green, Bryan Matlen, Cindy Kato
Impact Of First-Year Initiatives On Retention Of Students: Are There Differences In Retention Of Students By Ethnicity And Gender?, Patricia Backer, Joseph Green, Bryan Matlen, Cindy Kato
Faculty Publications
Project Succeed is a campus-wide initiative funded by the U.S. Department of Education. Its focus is to improve the 5-year graduation and retention rates and close the achievement gap for Under-Represented Minorities (URMs) across all majors at San José State University (SJSU). In addition, SJSU has a high percent of first generation students. We have several thrusts under this project: block scheduling, Faculty/Staff Mentor program, expanding Peer Educators, developing a First Year Experience Program, and developing more student living learning communities. This project is in its fourth year and we have analyzed each project effort with respect to its impact …
Does The Test Work? Evaluating A Web-Based Language Placement Test, Avizia Long, Sun-Young Shin, Kimberly Geeslin, Erik Willis
Does The Test Work? Evaluating A Web-Based Language Placement Test, Avizia Long, Sun-Young Shin, Kimberly Geeslin, Erik Willis
Faculty Publications
In response to the need for examples of test validation from which everyday language programs can benefit, this paper reports on a study that used Bachman’s (2005) assessment use argument (AUA) framework to examine evidence to support claims made about the intended interpretations and uses of scores based on a new web-based Spanish language placement test. The test, which consisted of 100 items distributed across five item types (sound discrimination, grammar, listening comprehension, reading comprehension, and vocabulary), was tested with 2,201 incoming first-year and transfer students at a large, Midwestern public university. Analyses of internal consistency and validity revealed the …
Approach To Developing Basic And Scientific Writing Competency In Dnp Students At Samuel Merritt University, Michelle Hampton
Approach To Developing Basic And Scientific Writing Competency In Dnp Students At Samuel Merritt University, Michelle Hampton
Faculty Publications
No abstract provided.
From The Ground Up: Providing Support To Emergent Bilinguals To Distinguish Language Difference From Disability, Andrea Golloher, David Whitenack, Lisa Simpson, Donna Sacco
From The Ground Up: Providing Support To Emergent Bilinguals To Distinguish Language Difference From Disability, Andrea Golloher, David Whitenack, Lisa Simpson, Donna Sacco
Faculty Publications
National Assessment of Educational Progress (NAEP) data reveal that students with disabilities who are emergent bilinguals (English language learners) have the lowest levels of profficiency in reading and mathematics among all student groups. We consider issues related to the instruction of emergent bilinguals, including those identified as having specific learning disabilities, using a Response to Intervention (RTI)/Multi-Tiered Systems of Support (MTSS) model. In so doing, we argue that instructional practices consistent with a robust Tier 1 framework are beneficial to emergent bilinguals with and without learning disabilities while differentiating Tier 2 and 3 interventions may improve outcomes for emergent bilingual …
Assessing The Impact Of A Faculty Book Club On Self-Reflection And Teaching Practice, Scott Moncrieff, Anneris Coria-Navia
Assessing The Impact Of A Faculty Book Club On Self-Reflection And Teaching Practice, Scott Moncrieff, Anneris Coria-Navia
Faculty Publications
No abstract provided.