The Use of Vocabulary in an Eighth Grade Mathematics Classroom: Improving Usage of Mathematics Vocabulary in Oral and Written Communication

In this action research study of my mathematics classroom of eighth grade students, I investigated the use of mathematics vocabulary by focusing on improving the usage of this vocabulary in both oral and written communication. I discovered oral communication tended to show more improvements compared to written communication done by the same group of students. As a result of this research, I plan to continue to focus my teaching on the use of mathematics vocabulary in an effort to help my students gain a greater understanding of the daily use of that vocabulary.

BURROW-BUILDING STRATEGIES AND HABITAT USE OF VOLES IN PACIFIC NORTHWEST ORCHARDS

Seidel and Booth (1960) wrote that the "life histories of the genus Microtus are not numerous in the literature." In support of his observation he cited 6 publications, all dated between 1891 and 1953. Since then the literature has exploded with a proliferation of publications. An international literature review recently revealed over 3,500 citations for the genus. When Pitymys and Clethrionomys are included another 350 and 1,880, respectively, were found. Over the last 10 years approximately 3 new publications on voles appeared every 4 days; a significant output for what some would consider such an insignificant species. Most of the publications were the result of graduate research projects on population dynamics and species ecology. As such, many do not explore more than the rudimentary ecological relationships between the animal and their environments. Unfortunate, as well, is that all but one confined their observations to only a small part of their total environment. For many of these animals, their life underground may be more important for their survival than that above ground. Trapping studies conducted by Godfrey and Askham (1988) with permanently placed pitfall live traps in orchards revealed a significant inverse population fluctuation during the year. During the winter, when populations are expected to decrease, as many as 6 to 8 mature Microtus montanus were collected at any 1 time in the traps after several centimeters of snow accumulation. During the summer, when populations are expected to increase, virtually no animals were collected in the traps. According to current population dynamics theory, greater numbers of animals, including increasingly larger numbers of immature members of the community, should appear in any sample between the onset of the breeding period, generally in the spring, taper off during the latter part of the production season, usually late summer, and then decline as the limiting factors begin to take effect. For us, we trapped more animals in the fall and early winter than we did during the spring and summer. A review of the above literature did little to answer our question. Where are the animals going during the summer and why?

HOME RANGES AND MOVEMENTS OF COYOTES IN THE NORTHERN CHIHUAHUAN DESERT

The coyote (Canis latrans) is among the most studied animals in North America. Because of its adaptability and success as a predator, the coyote has flourished and is still expanding its range. Coyotes can now be found throughout most of North America and south into Central America (Voight and Berg 1987). Studies in recent years have been extensive to understand the interrelationships of prey and coyotes (Shelton and Klindt 1974, Beckoff and Wells 1981), as well as demographic relationships (Davis et al. 1975, Knowlton and Stoddart 1978, Mitchell 1979, Bowen 1981) and feeding strategies (Todd and Keith 1976, Andelt et al. 1987, MacCracken and Hansen 1987, Gese et al. 1988a). With the advance of radio telemetry, researchers have investigated lifestyle characteristics spatially with home ranges or temporally with movements in relation to habitat requirements. Researchers have studied home ranges of coyotes in various regions of the United States (Livaitis and Shaw 1980, Andelt 1981, Springer 1982, Pyrah 1984, Gese et al. 1988a) and Canada (Bowen 1982). Some studies of home range were separated by season (Ozoga and Harger 1966) or relation to nearby food sources (Danner and Smith 1980). Home range analysis in relation to social interactions of coyotes has been either neglected, overlooked, or avoided. Gese et al. (1988a) recognized a transient class of coyote by home range size. Coyote social systems are very complex and can vary by season or locality in addition to some reports of group or pack systems (Hamlin and Schweitzer 1979, Beckoff and Wells 1981, Bowen 1981, Gese et al. 1988b). Coyotes maintain communication with conspecifics through vocal and olfactory signals (Lehner 1987, Bowen and McTaggert Cowan 1980). Social interactions may be by far the most complex and least understood aspect related to coyote ecology. Coyote movements can be related to many factors including food, water, cover, and social interactions. Movements in relation to food sources are well documented (Fitch 1948, Todd and Keith 1976, Danner and Smith 1980) although reports on movements in relation to water have not been reported, probably because of limited research in desert situations. There has been some mention of coyotes' movements in relation to cover (Wells and Beckoff 1982). The objectives of this study were to delineate annual and seasonal home ranges, movements, and habitat use of coyotes in the northern Chihuahuan desert.

Student and Faculty Perceptions of Technology’s Usefulness in Community College General Education Courses

Educational institutions of all levels invest large amounts of time and resources into instructional technology, with the goal of enhancing the educational effectiveness of the learning environment. The decisions made by instructors and institutions regarding the implementation of technology are guided by perceptions of usefulness held by those who are in control. The primary objective of this mixed methods study was to examine the student and faculty perceptions of technology being used in general education courses at a community college. This study builds upon and challenges the assertions of writers such as Prensky (2001a, 2001b) and Tapscott (1998) who claim that a vast difference in technology perception exists between generational groups, resulting in a diminished usefulness of technology in instruction. In this study, data were gathered through student surveys and interviews, and through faculty surveys and interviews. Analysis of the data used Kendall’s Tau test for correlation between various student and faculty variables in various groupings, and also typological analysis of the transcribed interview data. The analysis of the quantitative data revealed no relationship between age and perception of technology’s usefulness. A positive relationship was found to exist between the perception of the frequency of technology use and the perception of technology’s effectiveness, suggesting that both faculty members and students believed that the more technology is used, the more useful it is in instruction. The analysis of the qualitative data revealed that both faculty and students perceive technology to be useful, and that the most significant barriers to technology’s usefulness include faulty hardware and software systems,lack of user support, and lack of training for faculty. The results of the study suggest that the differences in perception of technology between generations that are proposed by Prensky may not exist when comparing adults from the younger generation with adults from the older generation. Further, the study suggests that institutions continue to invest in instructional technology, with a focus on high levels of support and training for faculty, and more universal availability of specific technologies, including web access, in class video, and presentation software. Adviser: Ronald Joekel