Review of Native Americans in the School System: Family, Community, and Academic Achievement by Carol J. Ward

The title of this volume promises more than the content delivers. The heart of the book is information from Ward's 1992 University of Chicago doctoral dissertation, which focused on the social and cultural reasons leading to students dropping out of school. Her first two chapters provide a good review of research on dropouts and Indian education; the following six focus on the results of her 1987-1989 study of 698 Northern Cheyenne, Crow, and white high school students attending the Colstrip Public, St. Labre Catholic, and Busby Tribal Schools in Montana. Fifty-two percent of the students in this study were Indian, with a dropout rate of 45% .

Departmentalization in the 5th Grade Classroom: Re-thinking the Elementary School Model

In this action research study of my 5th grade classroom, I investigated the benefits of a modified block schedule and departmentalization. The research consisted of dividing the 5th grade curriculum into three blocks. Each block consisted of two primary subject areas: Mathematics was paired with Social Studies, Reading was paired with Health, and Writing was paired with Science. These groupings were designed to accommodate district time-allotment requirements and the strengths of each teacher within the 5th grade team. Thus, one teacher taught all of the Mathematics and Social Studies, another all of the Reading and Health, and another all of the Writing and Science. Students had classes with each teacher, each school day. I discovered that this departmentalization had many benefits to both students and teachers. As a result of this research, we plan to continue with our new schedule and further develop it to more fully exploit the educational and professional advantages we found to be a part of the project.

Calculators in a Middle School Mathematics Classroom: Helpful or Harmful?

In this action research study of my classroom of eighth grade mathematics, I investigated the use of calculators. Specifically, I wanted to know the answer to three questions. I wanted to know more about what would happen to my students’ ability to recall basic math facts, their ability to communicate mathematically during problem solving, and their attitude when my students were or were not permitted to use their calculator. I discovered that in my research, I did not find enough evidence to either support or reject my initial hypotheses, that calculators largely influenced my students’ behavior, and also that my students’ ability to recall basic math facts would change when using a calculator. As a result of this research, I plan to continue my research within my classroom. I plan to further investigate the use of calculators within my classroom.

Motivating Middle School Mathematics Students

In this action research study I examined the relationship between the teacher, the students and the types of motivation used in mathematics. I specifically studied the mathematic teachers at my school and my seventh grade mathematics students. Motivating middle school students is difficult and the types of motivation can be as numerous as the number of students studied. I discovered that the teachers used multiple motivating tactics from praise, to extra time spent with a student, to extra fun activities for the class. I also discovered that in many instances, the students’ perception of mathematics was predetermined or predetermined by parental perceptions of mathematics. The social environment of the student and a sense of belonging also plays a role in how motivated a student stays. As a result of this research, I plan to notify the mathematics teachers at my school of the most effective types of motivation so we can become a more effective mathematics department.

Cooperative Learning Groups in the Middle School Mathematics Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the inclusion of cooperative learning groups. Data was collected to see how cooperative learning groups affected oral and written communication, math scores, and attitudes toward mathematics. On the one hand, I discovered that many students enjoyed the opportunity to work within a group. On the other hand, there continues to be a handful of students who would rather work alone. The benefits outweigh the demands. Overall, students benefitted from the inclusion of cooperative learning groups. Oral explanations of solutions and methods improved during the study. Written expression also improved over this time period. As a result of this research, I plan to continue with the incorporation of cooperative learning groups in the middle school math classroom.

Generating Interest in Mathematics Using Discussion in the Middle School Classroom

In this action research study of my classroom of 8th grade algebra, I investigated students’ discussion of mathematics and how it relates to interest in the subject. Discussion is a powerful tool in the classroom. By relying too heavily on drill and practice, a teacher may lose any individual student insight into the learning process. However, in order for the discussion to be effective, students must be provided with structure and purpose. It is unrealistic to expect middle school age students to provide their own structure and purpose; a packet was constructed that would allow the students to both show their thoughts and work as a small group toward a common goal. The students showed more interest in the subject in question as they related to the algebra topics being studied. The students appreciated the packets as a way to facilitate discussion rather than as a vehicle for practicing concepts. Students still had a need for practice problems as part of their homework. As a result of this research, it is clear that discussion packets are very useful as a part of daily instruction. While there are modifications that must be made to the original packets to more clearly express the expectations in question, discussion packets will continue to be an effective tool in the classroom.

Daily Problem-Solving Warm-Ups: Harboring Mathematical Thinking In The Middle School Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the use of daily warm-ups written in problem-solving format. Data was collected to determine if use of such warm-ups would have an effect on students’ abilities to problem solve, their overall attitudes regarding problem solving and whether such an activity could also enhance their readiness each day to learn new mathematics concepts. It was also my hope that this practice would have some positive impact on maximizing the amount of time I have with my students for math instruction. I discovered that daily exposure to problem-solving practices did impact the students’ overall abilities and achievement (though sometimes not positively) and similarly the students’ attitudes showed slight changes as well. It certainly seemed to improve their readiness for the day’s lesson as class started in a more timely manner and students were more actively involved in learning mathematics (or perhaps working on mathematics) than other classes not involved in the research. As a result of this study, I plan to continue using daily warm-ups and problem-solving (perhaps on a less formal or regimented level) and continue gathering data to further determine if this methodology can be useful in improving students’ overall mathematical skills, abilities and achievement.

School of Natural Resource Sciences

Good afternoon. Thank you for asking me to be with you today; I welcome this opportunity to talk with you, to hear what you're thinking, and to participate with you in an exchange of ideas. I've been asked to make some prepared remarks this afternoon, and when those are ended I welcome your ideas, your questions, and your comments. I look forward to more discussions with you at other times, as well. I do have open hours Friday afternoons, and encourage faculty and staff to stop by to visit, to share an idea, to ask a question, or to just visit. Sometimes duties call me away, as they will for the next few Fridays, but I try to be available as many Friday afternoons as possible for drop-in visitors. I hope you'll be among them. As a big believer in the land grant university, with our mission of teaching, research, and extension education, I also am a big believer that it takes all of us, working together, to fulfill that mission.

Adolescents’ Occupational and Educational Aspirations and Expectations: Links to High School Activities and Adult Educational Attainment

This longitudinal study explored adolescents’ future-oriented cognitions, current activities, and later educational attainment using data from 317 adolescents (55% female; mean age = 14.98 years, SD = 0.85) followed into early adulthood. Aspirations and expectations regarding work and education showed modest stability from year to year. Exploration of the reciprocal relations between these cognitions and adolescents’ activities supported both unidirectional and bidirectional effects, with different patterns emerging for aspirations and expectations. In multiple regression analyses, future-oriented cognitions predicted adult educational attainment; follow- up analyses indicated that the effect of adolescents’ expectations was partially mediated by participation in extracurricular activities. These results suggest a potentially important influence of adolescents’ future-oriented cognitions on their current behavior and future attainments.

Survey of Staff and Organization of Private Secondary School Libraries in Ondo West Local Government Area of Ondo State

The teacher-librarian and organization of private secondary school libraries in Ondo West Local Government Area of Ondo State was the focus of the study. A structured questionnaire was the instrument used for data collection. Copies of questionnaires were administered to staff of six school libraries surveyed. The study revealed that none of the staff were professionally qualified, which resulted in poor and haphazard organization of the resources in all the schools surveyed. Recommendations were made to improve library services, including pr

A Qualitative Analysis of Youth Feedback of Nutrition School Enrichment Kits in Lincoln, NE

A Qualitative Analysis of Youth Feedback of Nutrition School Enrichment Kits in Lincoln, NE Richard A. Losey, M.S. University of Nebraska, 2010 Advisor: Wanda M. Koszewski The qualitative analysis of the responses given by students participating in classrooms that used the Nutrition Education Program‟s (NEP) school enrichment kits was the primary focus of this research. Data was collected from the participants in written form. Three major themes appeared during analysis of the data, healthy eating habits, cleanliness and change. The theme of healthy eating habits is comprised of the following sub-themes: breakfast, nutrients, label reading, Food Guide Pyramid/MyPyramid and healthy snacks. Cleanliness is comprised of hand washing and food safety sub-themes. The change theme is made up of change in healthy eating habits, change in cleanliness and change in both healthy eating habits and cleanliness. The data suggests that participating students have made or intend to make changes regarding healthy eating habits and cleanliness, which is the goal of nutrition education. The students‟ responses indicate that the NEP school enrichment kits are effective in increasing the knowledge of students and promoting healthy lifestyle changes.

A Pilot Study of the Relationship of Calcium Intake and Frequency of Injuries In High School Athletes

Little information is available related to adolescent calcium intake and relationships with injuries they might suffer from sport participation. To determine calcium intake of high school athletes, to assess their self reported injury rates, and to examine the relationship between the two over a 12 month period of time. Participants received a questionnaire at their school and completed it anywhere they found convenient. Adolescent athletes in the Lincoln Public School system (n=43) that participated in at least one sport in the past year. Four age groups participated in the study with sixteen year olds having a significantly higher calcium intake at 1297 mg that of fourteen year olds. A variety of sports were represented with largest number of respondents participating in baseball/or softball at (55%). The next most played sport was basketball at (18%). Median total diet calcium was 1144.5 mg with a mean of 1182 mg + 567 mg. For the frequency of injuries that caused a missed practice or game in the past year, ankle injuries were the most common (25%). Knee injuries were the second most common (17%), followed closely by hand injuries (8%). Mean total diet calcium of athletes with five or more injuries that caused a missed practice or game was significantly higher at 1966 mg (P<.05) than athletes mean diet calcium with zero, one, two, and three injuries. Total milk calcium of those who reported three injuries that resulted in broken or fractured bones or dislocated joints was significantly higher (P<.05) at 1286 mg of total milk calcium than those who reported having zero, one, or two breaks or fractures. Athletes with higher calcium intakes have a higher number of reported injuries. This may be the result of increased vigorous activity which leads to increased calorie and calcium consumption. More importantly, this increased activity leads to an increased chance of injury. The greater calcium intake correlated with greater number of injuries may also be because of third parties advising the athletes who get injured to drink more milk and get more calcium in their diets because they have been injuries already.