Curriculum and Social Inquiry Commons^™

Literacy Initiatives In The Urban Setting That Promote Higher Level Thinking, Karen C. Waters

Education Faculty Publications

How does an urban district become a twice-nominated candidate by the Broad Foundation? In a district in which 72 languages are spoken, 38% of the students live in homes in which English is not the dominant language, and 91% of the population is minority (African American, Asian, and Hispanic), this largest school district in Connecticut not only made student learning a priority, but focused on higher level thinking as part of the process. This chapter provides insight to grassroots implementation of district and department initiatives over the course of five years that emphasized cognitive and metacognitive strategies in advancing the …

Lessons From The Believing Game, Tim Doherty

The Journal of the Assembly for Expanded Perspectives on Learning

My essay reflects on different lessons I have learned in using the believing game to promote deliberative dialogue in first-year writing courses. I have learned that it helps not to be in a hurry: spending enough preparation time with students thinking about belief itself, listening to students' stories and sense of attachment to beliefs, and playing the game repeatedly. I also explore the believing game as a mode of play, especially the fruitful way that role-play can be integrated into the believing game.

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

The Believing Game In Mathematics: Stories In A Discipline Of Doubt, Shelly Sheats Harkness, Catherin Pullin Lane, Sue Mau, Amber Brass

The Journal of the Assembly for Expanded Perspectives on Learning

Many people view mathematics as a discipline of certainty and rigidity. Answers are either right or wrong, and, when they are wrong, it is easy to play the doubting game. We invite readers into our mathematics classrooms as we story our attempts to play the believing game. We provide a lens into how we suspended our own logic, assumptions, and interpretations until we first tried to "unpack, " understand, and honor our students' logic, assumptions, and interpreta· tions. Within our individual stories, elements of tension, surprise, and wonder emerged as collective themes.

A Reflection On Habitual Belief And Habitual Doubt, Irene Papoulis

The Journal of the Assembly for Expanded Perspectives on Learning

Some people are habitual "believers" while others are habitual "doubters." I' m a believer, but doubting others helps me believe myself I explore the idea that examining our individual habitual relationships with believing and doubting helps us think better and relate better to others and to ourselves.

A Highly Incomplete Bibliography, Peter Elbow

The Journal of the Assembly for Expanded Perspectives on Learning

I’m nervous to include this because I’ve not read a lot of these books and articles, and the whole thing is so inadequate for such a large topic. Many are titles I’ve jotted down for when I “have time.” But the list also includes a few suggestions from the authors in this issue, though this list mostly doesn’t duplicate the valuable Works Cited sections they’ve put with each of their essays. I’m risking the amateur quality of this enterprise in hopes that it can help others to pursue an important issue. (At the end, I’ve listed my various essays about …

Discover Mojave Forever Earth Curriculum, Daphne Sewing, Allison Brody, Jennell M. Miller, Discover Mojave: Forever Earth

Curriculum materials (FE)

The Discover Mojave Forever Earth program is more than a field trip to Lake Mead National Recreation Area (NRA). The program takes place aboard the Forever Earth, a floating environmental learning center. It is designed to give students the rare opportunity to study different facets of water in the desert—such as its characteristics and quality, the species that rely on it, its ability to change a landscape, and much more. This educational experience complements traditional classroom studies with engaging, participatory, on-site activities and support lessons based upon a solid framework for inquiry and discovery. On-site activities and the supporting lessons …

Just Passing Through! The Water Cycle! On-Site Programming (Grade 4), Discover Mojave: Forever Earth

Curriculum materials (FE)

In “Just Passing Through! The Water Cycle!,” students begin exploring the importance of Lake Mead by making and recording observations of how water is being used in different ways by plants, animals, and people. Students view an animated PowerPoint presentation that follows one drop of water through Lake Mead’s water use cycle and then re-create the cycle on a magnet board. Working as scientists, students determine if water is the same in all parts of the lake by comparing water samples from the middle of the lake and from Las Vegas Bay. By examining a number of scenarios, students use …

Finicky Fish Finish... Last! On-Site Programming (Grade 5), Discover Mojave: Forever Earth

Curriculum materials (FE)

In “Finicky Fish Finish…Last!” students explore what has happened to the Colorado River and the reasons why it is so difficult for the razorback sucker to thrive in a changed environment. Working as ichthyologists (fish biologists) at Lake Mead, students collect water quality data such as temperature, pH, and clarity -- to determine whether current habitat conditions are sufficient for survival of young razorback suckers. Students observe and identify non-native fish in Lake Mead as they learn how the razorback sucker interacts with these neighbors. Students assess whether Lake Mead is still a good habitat for razorback suckers. Using the …

Assessment Of Forever Earth Curriculum 2008-2009: Final Report, Lori Olafson, Gregory Schraw, Michelle L. Weibel

Reports (FE)

Forever Earth is a floating environmental laboratory and learning center at Lake Mead National Recreation Area that provides hands-on science experiences for students in the Clark County School District. The Forever Earth program was brought about through the efforts of numerous partners including Forever Resorts, a division of Forever Learning LLC, the National Park Service, Lake Mead National Recreation Area; Outside Las Vegas Foundation; and UNLV’s Public Lands Institute. In 2005, a formal written agreement was reached between Fun Country Marine Industries and UNLV’s Public Lands Institute to operate and manage the Forever Earth houseboat for the purpose of enhancing …

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

K-12 Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors ( R2 = 5%); preparation practices and student achievement ( R2 = 5%); preparation practices and leaders’ instructional knowledge ( R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools ( R2 = 5%).

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

Teacher Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors (R2 = 5%); preparation practices and student achievement (R2 = 5%); preparation practices and leaders’ instructional knowledge (R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools (R2 = 5%).

Gsi: Geo Scene Investigation! On-Site Programming (Grade 7), Discover Mojave: Forever Earth

Curriculum materials (FE)

GSI: Geo Scene Investigation! introduces students to the differences between observations and interpretations and to some of the fundamental principles of geology. Students identify specific geologic processes and landforms in the landscape surrounding them at Lake Mead National Recreation Area (NRA) by solving mysteries with a set of geology-related clues.

Alien Invaders! Post-Visit Lesson (Grade 6), Discover Mojave: Forever Earth

Curriculum materials (FE)

The following post-visit activity is designed to synthesize and expand the knowledge students have gained in their Forever Earth experience by creating a Public Service Announcement (PSA) about an invasive species. By completing this activity, students re-analyze the impact of such species on an ecosystem and consider the value in educating and motivating the public in regard to invasive species.

Alien Invaders! Pre-Visit Lesson: Introduced And Invasive Species (Grade 6), Discover Mojave: Forever Earth

Curriculum materials (FE)

In the “Alien Invaders!” program, students use the Forever Earth vessel to investigate how quagga mussels might affect Lake Mead. Students collect water quality data such as clarity, pH, and temperature to determine whether current habitat conditions would allow quagga mussels to survive and thrive. Students learn about the consequences the quagga mussels could have on the lake and its living and non-living resources. Using the knowledge they’ve gained, students create their own management plans to prevent the spread of quagga mussels to other waterways.

This activity involves students in the concepts of introduced and invasive species

Alien Invaders! Pre-Visit Lessons: Water Characteristics (Grade 6), Discover Mojave: Forever Earth

Curriculum materials (FE)

In the “Alien Invaders!” program, students use the Forever Earth vessel to investigate how quagga mussels might affect Lake Mead. Students collect water quality data such as clarity, pH, and temperature to determine whether current habitat conditions would allow quagga mussels to survive and thrive. Students learn about the consequences the quagga mussels could have on the lake and its living and non-living resources. Using the knowledge they’ve gained, students create their own management plans to prevent the spread of quagga mussels to other waterways.

This activity gives students an opportunity to explore water quality conditions as they relate to …

Gsi: Geo Scene Investigation! On-Site Programming, Support Materials (Grade 7), Discover Mojave: Forever Earth

Curriculum materials (FE)

What happened geologically to produce the landscape we see today? What was the stage like that ultimately produced the Colorado River? What are the processes that are still at work today?

To begin exploring and discovering the answers to these questions, we can look at what’s happened in the past and also examine the clues that are evident on today’s landscape. Lake Mead’s geologic past can be organized like acts in a play. These geologic “acts” represent the area’s significant geologic events. The acts are not equal in terms of time (millions of years), nor is all geologic time accounted …

Gsi: Geo Scene Investigation! Post-Visit Lesson: The Story In Art (Grade 7), Discover Mojave: Forever Earth

Curriculum materials (FE)

The following post-visit activity is designed to synthesize and expand the knowledge students have gained in their Forever Earth experience. Students will demonstrate, with a visual creation, their understanding of at least five major components of the land and land forms that are part of the Lake Mead National Recreation Area.

Gsi: Geo Scene Investigation! Pre-Visit Lesson: Topograhic And Geologic Maps (Grade 7), Discover Mojave: Forever Earth

Curriculum materials (FE)

GSI: Geo Scene Investigation! introduces students to the differences between observations and interpretations and to some of the fundamental principles of geology. Students identify specific geologic processes and landforms in the landscape surrounding them at Lake Mead National Recreation Area (Lake Mead NRA) by solving mysteries with a set of geology-related clues.

This activity introduces students to topographic and geologic maps and their respective purposes.

Gsi: Geo Scene Investigation! Pre-Visit Lesson: Lake Mead Geologic Webquest (Grade 7), Discover Mojave: Forever Earth

Curriculum materials (FE)

GSI: Geo Scene Investigation! introduces students to the differences between observations and interpretations and to some of the fundamental principles of geology. Students identify specific geologic processes and landforms in the landscape surrounding them at Lake Mead National Recreation Area (Lake Mead NRA) by solving mysteries with a set of geology-related clues.

This activity is an inquiry-oriented activity designed to introduce students to the geology, landforms, geologic processes, and geologic timeline of Lake Mead NRA.

High School Activities Outline, Discover Mojave: Forever Earth

Curriculum materials (FE)

The following activity outline provides a protocol for conducting water quality monitoring. The outline also includes educational goals and objectives and shows how Nevada State Standards and Clark County District Objectives are addressed. The protocol can be adapted to meet the needs of the group, as well as its time and equipment constraints.

Profiles And Perspectives: Learning Through Descriptive Inquiry At The Cypress Hills Community School, Laura Ascenzi-Moreno, Cecilia M. Espinosa, Sarah Ferholt, Michael Loeb, Berky Lugo-Salcedo, Cecilia Traugh

Publications and Research

This paper describes the work of a collaborative study group on exploring the multiple literacies of students at one school in Brooklyn, NY. Through descriptive review, the group developed knowledge about how to support student language and bilingualism through responsive techniques.

Unlv Magazine, Tony Allen, Afsha Bawany, Barbara Cloud, Holly Ivy De Vore, Gian Galassi, Matthew K. Jacobsen, Michelle Mouton, Erin O'Donnell, Shane Bevell, Cate Weeks

UNLV Magazine

No abstract provided.

Teacher Empowerment Through Collaborative Action Research: Concepts, Possibilities And Challenges, Anjum Halai, Sherwin Rodrigues, Tauseef Akhlaq

Book Chapters / Conference Papers

This paper focuses on the process of collaborative action research (CAR) as an approach to teacher empowerment, and on issues and questions that emerged as a result of experience with CAR in Pakistan. This is part of a cross-national five year CAR project in selected schools in Pakistan, Rwanda and South Africa, Implementing curriculum change for reducing poverty and improving gender equity, which is studying the process of implementation of curriculum change in science and mathematics classrooms in disadvantaged settings, so that understandings of, and approaches to, poverty alleviation may be developed. A CAR approach has been adopted in this …

Our Places To Tell Stories: Preliminary Program, Public Lands Institute

Our Places to Tell Stories

Our Places Tell Stories is an innovative conference for educators and others working at public lands, nature centers, museums, zoos, aquariums, and other nature- and heritage-rich places. By providing participants with successful educational strategies and techniques, this conference will meet the needs of those interested in learning how to effectively connect with audiences to create motivated stewards of the environment.

Parental Attitudes Regarding Inclusion Of Children With Disabilities In Greek Education Settings, Kokaridas Dimitrios, Vlachaki Georgia, Zournatzi Eleni, Patsiaouras Asterios

Electronic Journal for Inclusive Education

The purpose of this study was to examine parents’ attitudes toward inclusion of their children with disabilities in general education and to associate their perspectives with parent variables (e.g. education) and child variables (e.g. age, severity of disability). The sample consisted of parents (51 mothers, 68 fathers) of children with disabilities, residing in Thessaly region. Each parent completed the Attitude Toward Inclusion/ Mainstreaming'' scale (Leyser and Kirk, 2004), composed of 18 items selected and adapted for parent respondents that assess scores for the factors of benefits, satisfaction, teacher ability and inclusion support, and child rights. The results of the study …

Welcome, Patricia R. Renick Ph.D.

Electronic Journal for Inclusive Education

Welcome to the Winter/Spring edition of The Electronic Journal for Inclusive Education. The journal continues to attract the voices of researchers from an international perspective. Within this edition we have research from around the globe as well as one article of exemplary graduate student work and a poem from a nurse finishing her training as a school nurse.

From the University of Hawaii Manoa, Dr. Drue E. Narkon and Rhonda Black address the question pre-service teachers’ confidence in teaching reading to struggling readers kindergarten through third grade.

From the University of Zimbabwe, Dr. Crispen Dirwai investigates the need for different …

It's A Matter Of Timing: Laying The Foundation For Successful Preschool To Kindergarten Transitions, Kathleen Winterman Ed.D.

Electronic Journal for Inclusive Education

Children with special needs receive a myriad of services within the early childhood preschool setting. For most children, the child’s parents coordinate this process. Under the IDEA, schools are charged with planning for and facilitating the transition of children with disabilities from one educational setting to the next. A smooth transition plan should be developed to maximize the benefits of an effective preschool program in kindergarten. This article addresses the procedures for a fluid transition from preschool to kindergarten for students with disabilities discussing parental roles and critical aspects of the transition timeline.

A Treasured Gift, Christine A. Glasgo R.N.

Electronic Journal for Inclusive Education

A poem written by Christine A. Glasgo.

Pre-Service Teachers' Confidence In Teaching Reading Acquisition Skills To Struggling Readers And Readers In General, Drue E. Narkon Ph.D., Rhonda S. Black

Electronic Journal for Inclusive Education

Thirty-one final semester undergraduate, dual preparation, pre-service students at a Pacific university completed a survey regarding their confidence in teaching reading acquisition skills to early elementary (Kindergarten through third grade) struggling readers and readers in general. The 36-item survey included open-ended and forced choice Likert-type rating scale items. We examined participants’ perceptions regarding their confidence in teaching reading and the degree to which numerous factors contributed to their levels of confidence. It appeared that this particular group of pre-service teachers was more confident in their ability to teach reading to all students, those who struggle and those who do not, …