Increasing Student Confidence and Knowledge through Student Presentations

In this action research study of a 9th grade Algebra classroom, I investigated the influence of having students present homework solutions and what effect it had on student learning and student confidence. Students were asked to present solutions to homework problems each day and were rated on how well they did. The students were also surveyed about their confidence and feelings about mathematics. Students were also observed for information about who they asked questions of when presented with a math problem they did not understand. In this classroom, two teachers were involved in instruction and this study examines what affect this had on student learning and who was asked for help. As a result of presentations, students’ confidence increased and students reacted positively to both the presentations and their own mathematical learning. The students felt the presentations were a benefit to the class and watching their peers solve mathematical equations helped them to better understand the mathematics.

How Student Self-Assessment Influences Mastery Of Objectives

In this action research study of my classroom of 7th grade students, enrolled in Pre- Algebra (an 8th grade course), I investigated: rate of homework completion when not taken as part of the academic grade, cognizant self-assessment and its affect on mastery of objectives, and use of self-assessment to guide instruction and re-teaching of classroom objectives. I learned that without sufficient accountability homework completion rates drop with time. Similarly, students can be overconfident in their abilities but unmoved when their summative reports do not match their initial perceived formative benchmarks. Finally, due in part to our society’s reactive nature; students find it more practical to play catch-up rather than staying caught up. As a result of this research, I plan to create, with the help of the students, an accountability statute to help students stay caught up with their understanding of the objectives, as well as allow additional time and energy spent by both student and teacher to react in a timely manner to complete student knowledge within a day or two rather than a week or two later.

Effects of a synthetic gonadotrophin-releasing hormone agonist, leuprolide, on rut-associated events in male red deer

This study examined the effectiveness of leuprolide, a gonadotrophin-releasing hormone agonist, in suppressing rut-associated events in farmed male red deer. In mid-January (~6 weeks before the rut period in the southern hemisphere) adult red deer (Cervus elaphus scoticus) stags that had been allocated to three groups (n = 10 per group) received leuprolide, administered subcutaneously in a 90-day release formulation, at zero (control), low (22.5 mg) or high (45 mg) doses. Following treatment with leuprolide there was evidence of suppression of mean plasma luteinising hormone concentration that was significant (P < 0.05) at 9 weeks. Mean plasma testosterone concentration of all three groups rose following treatment, then declined prematurely in the low- and high-dose leuprolide-treated groups, so that it was significantly (P < 0.05) suppressed (0.66 ± 0.29 and 2.0 ± 0.88 ng mL–1, low and high dose respectively) in early April when the peak value (9.0 ± 1.94 ng mL–1) was recorded from control stags. A reduction in mean liveweight occurred in all three groups through February–April and this did not differ among treatments. However, a corresponding reduction in mean body condition score was greater in the control stags (P < 0.05). There was little effect of leuprolide treatment on aggressive behaviours, but it lowered roaring frequency in the latter period of the rut. The results indicate that this gonadotrophin-releasing hormone agonist has potential for application in the deer farming industry to suppress undesirable effects of the rut.

Is Everyone Rated Equal? An Examination of Factors Related to Sexual Risk in Ethnically Diverse Male Adolescents Who Have Sexually Offended

As the juvenile justice system has evolved, there has been a need for clinicians to make judgments about risk posed by adolescents who have committed sexual offenses. There are inherent difficulties in attempting to assess risk for violence among adolescents due to the developmental changes taking place and the absence of well-validated instruments to guide risk prediction judgments. With minority groups increasing in numbers in the U.S., it is likely that professionals will encounter minority individuals when conducting risk assessments. Overall questions regarding race/ethnicity have been neglected and there are few if any published research that explores risk factors with minority juvenile sex offenders. The present study examined whether differences exist between Caucasian and racial/ethnic minority adolescent sexual offenders on four risk assessment measures (J-SORRAT-II, J-SOAP-II, SAVRY, and ERASOR). The sample of 207 male adolescent sexual offenders was drawn from treatment facilities in a Midwestern state. Overall results indicated that minority adolescent sex offenders had fewer risk factors endorsed than Caucasian youth across all risk assessment tools. Exploration of interactions between race and factors such as: family status, exposure to family violence, and family history of criminality upon the assessment tools risk ratings yielded non-significant findings. Limitations, suggestions for future directions, and clinical implications are discussed.

Student Leader LMX Relationships as Moderated by Constructive-Developmental Theory

This study examined how the quality of Leader-Member Exchange (LMX) relationships was moderated by the Constructive-Developmental stage or Order of Consciousness of both leader and follower. Using student organization presidents and officers on a small, private, liberal arts college campus in the Midwest, the researcher used a sample of 37 students to study the impact developmental stage had on the leadership relationship. Using the Leader Member Exchange-Multi-Dimensional Measure (LMX-MDM), four dimensions of LMX were examined. The four dimensions were Affect, Contribution, Loyalty and Professional Respect. There was no significant relationship between Order of Consciousness and quality of LMX relationship. While there was no significant difference in LMX relationship based on gender of participants, there was a significant difference between how male presidents and officers perceived their relationship in the Loyalty dimension. Directions for further research and implications for practice were discussed.