The impact of the changing weaving industry on the culture and socioeconomic development of Maya women in Guatemala

Growing demand for handwoven Maya textiles from Guatemala parallels recent international fascination with Maya civilization. This thesis surveys the effects of increases in demands for artisan textiles in Guatemala, and explores the reactions of women involved in Aj Quen, a weavers' association. The hypothesis is that the well-being of Maya women depends on their participation in the association. This is tested by using indicators of the weavers' attitudes defined as their "well-being" regarding (1) health, (2) education levels, (3) child care practices, and (4) economic stability. Interviews were conducted with 127 Maya women. Data were documented, providing a crucial missing link in the current literature of "women in Guatemala." The results of this study yield baseline data demonstrating that health and child care practices are not directly related to women's participation in the association. Their education levels increased as a direct result of working with the association, as did economic stability, although less consistently.

Generational change among women in rural Valencia

The demise of Generalissimo Francisco Franco in 1975 and the subsequent democratization of Spain and its inclusion in the European Community have profoundly altered the patriarchal traditions of Spanish society. This study focused on the changes that women in Moixent, a rural village in Valencia, Spain, have experienced as a result of this liberalization of government policies, modernization, and economic development. ^ The purpose of this research was to illuminate the changing lives of two generations of women and their families in rural Valencia. The qualitative research techniques of participant observation, in-depth interviewing, and narrative analysis were used to present the different frames of reference of the two generations. Young working women in this rural community have come to rely on the help and support of their mothers in their attempts to work outside the home and improve their standard of living. As they enter Spain's modernizing economy their consumption patterns increasingly mimic those promoted by the global media, and especially television. As these young women take jobs outside the home they are having fewer children and dramatically altering the nation's demographic profile. ^ The older generation of women, who lived through decades of deprivation during the Spanish Civil War and Franco's long regime, support their daughters' new independence by assuming the arduous tasks of providing informal day care for their grandchildren and performing a variety of unpaid services for their daughters, including shopping, cooking, and housecleaning. This older generation of grandmothers is assuming a more difficult and demanding workload in what otherwise would be their retirement years. Hence they are the true enablers of their daughters' economic progress and modern patterns of consumption. ^ Other influences from the outside world have altered family farming practices. The participation of women in the harvests has declined, and most harvesting is now done by migrant foreign workers. As young women enter the workforce grandmothers strive to impart traditional values to their grandchildren, in the face of a rapidly changing world. ^

Effects of cooperative and individual integrated learning system on attitudes and achievement in mathematics

This study compares the effects of cooperative delivery (CD) and individual delivery (ID) of integrated learning system (ILS) instruction in mathematics on achievement, attitudes and behaviors in adult (16-21 yrs.) high school students (grades 9-13). The study was conducted in an urban adult high school in Miami-Dade County Public Schools using a pre-test/post-test design. Achievement was measured using the Test of Adult Basic Education (TABE) by CTB MC-Graw-Hill and Compass Learning. An attitudinal survey measured attitudes towards mathematics, the computer-related lessons, and attitudes toward group activities. Behavior was assessed using computer lab observations. ^ Two-way analyses of variance (ANOVA) were conducted on achievement (TABE and Compass) by group and time (pre and post). A one-way ANOVA was conducted on the overall attitude by group on the five components (i.e., content mathematics, delivery/computers, cooperative, partners, and self efficacy) and a one-way ANOVA was conducted on the on-task behavior by group. ^ The results of the study revealed that CD and ID students working on mathematics activities delivered by the ILS performed similarly on achievement tests of the TABE. The CD-ILS students had significantly better overall mathematics attitudes than the ID-ILS students and the ID-ILS group was on-task significantly more than the CD-ILS group. This study concludes that regularity and period of time over which the ILS is used may prove to be important variables although there were insufficient data to fully investigate the impact of models of use. Additionally, a minimum amount of time-on-system is necessary before gains can become apparent in innumeracy and increasing exposure to the system may have beneficial effects on learning. ^

The effects of the use of technology in mathematics instruction on student achievement

The purpose of this study was to examine the effects of the use of technology on students’ mathematics achievement, particularly the Florida Comprehensive Assessment Test (FCAT) mathematics results. Eleven schools within the Miami-Dade County Public School System participated in a pilot program on the use of Geometers Sketchpad (GSP). Three of these schools were randomly selected for this study. Each school sent a teacher to a summer in-service training program on how to use GSP to teach geometry. In each school, the GSP class and a traditional geometry class taught by the same teacher were the study participants. Students’ mathematics FCAT results were examined to determine if the GSP produced any effects. Students’ scores were compared based on assignment to the control or experimental group as well as gender and SES. SES measurements were based on whether students qualified for free lunch. The findings of the study revealed a significant difference in the FCAT mathematics scores of students who were taught geometry using GSP compared to those who used the traditional method. No significant differences existed between the FCAT mathematics scores of the students based on SES. Similarly, no significant differences existed between the FCAT scores based on gender. In conclusion, the use of technology (particularly GSP) is likely to boost students’ FCAT mathematics test scores. The findings also show that the use of GSP may be able to close known gender and SES related achievement gaps. The results of this study promote policy changes in the way geometry is taught to 10th grade students in Florida’s public schools.

Women in Athletic Training: Striving for Equity

The demands of athletic training are unique to the profession and many of the concerns of women in the NATA are similar to those of female executives in other professions. The purpose of this paper is to identify challenges for women in athletic training and reveal areas of inequity.

Motivational Strategies to Increase Completion of Assignments in Mathematics Classes

The purpose of this paper is to share the results of an 8-week study that focused on the effects of incorporating real-life applications and rewards to measure their impact on student motivation. The goal was to reduce the number of students unmotivated to complete their mathematics assignments satisfactorily.

Women in Nontraditional Career and Technical Education

The purpose of this research is to outline several of the issues that serve as barriers to women participating in nontraditional career and technical education in an effort to prompt solution based strategies on the part of career and technical instructors, adult education practitioners, and administrators.

Analyzing Elementary Preservice Teachers’ Development of Content and Pedagogical Content Knowledge in Mathematics through Microteaching Lesson Study

This study examines the effect of Microteaching Lesson Study participation on the mathematics content and pedagogical content knowledge of 52 elementary preservice teachers. Preliminary findings, which are positive, are discussed.

Effects of Cooperative and Individual Integrated Learning System on Attitudes and Achievement in Mathematics

The purpose of this study was to determine the effects of a computer-based Integrated Learning Systems (ILS) model used with adult high school students engaging mathematics activities. This study examined achievement, attitudinal and behavior differences between students completing ILS activities in a traditional, individualized format compared to cooperative learning groups.

The Predictive Power of Homework Assignments on Student Achievement in Mathematics

This study examined the relationship between homework performance (percent of homework completed and percent of homework correct), student characteristics (Stanford Achievement Test score, gender, ethnicity, and socio-economic status), perceptions, and challenges and academic achievement determined by the students’ average score on weekly tests and their score on the Florida Comprehensive Assessment Test (FCAT) Norm Reference Test (NRT) mathematics assessment.

Epidemiologic Features of Vulvovaginal Candidiasis among Reproductive-Age Women in India

Background. Vulvovaginal candidiasis is characterized by curd-like vaginal discharge and itching, and is associated with considerable health and economic costs. Materials and Methods. We examined the incidence, prevalence, and risk factors for vulvovaginal candidiasis among a cohort of 898 women in south India. Participants completed three study visits over six months, comprised of a structured interview and a pelvic examination. Results. The positive predictive values for diagnosis of vulvovaginal candidiasis using individual signs or symptoms were low (<19%). We did not find strong evidence for associations between sociodemographic characteristics and the prevalence of vulvovaginal candidiasis. Women clinically diagnosed with bacterial vaginosis had a higher prevalence of vulvovaginal candidiasis (Prevalence 12%, 95% CI 8.2, 15.8) compared to women assessed to be negative for bacterial vaginosis (Prevalence 6.5%, 95% 5.3, 7.6); however, differences in the prevalence of vulvovaginal candidiasis were not observed by the presence or absence of laboratory-confirmed bacterial vaginosis. Conclusions. For correct diagnosis of vulvovaginal candidiasis, laboratory confirmation of infection with Candida is necessary as well as assessment of whether the discharge has been caused by bacterial vaginosis. Studies are needed of women infected with Candida yeast species to determine the risk factors for yeast’s overgrowth.

The impact of standards -based practices in mathematics on the achievement of low -performing students

This study examined standards-based mathematics reform initiatives to determine if they would improve student achievement on the part of low-performing students. New curricula, the Carnegie Learning Cognitive Tutor®, were provided for algebra and geometry students. The new instructional strategy relied on both the teacher-led instruction and the use of computers to differentiate instruction for individual students. Mathematics teachers received ongoing professional development to help them implement the new curricula. In addition, teachers were provided with ongoing support to assist them with the transformation of the learning environments for students using standards-based practices. This quasi-experimental (nonrandomized) study involved teachers in two matched urban high schools. Analyses (ANCOVAs) revealed that the experimental group with an appropriately implemented program had significantly higher learning gains than the comparison group as determined by the students' 2007 mathematics Developmental Scale Score (DSS). In addition, the experimental group's adjusted mean for the second interim mathematics assessment was significantly higher than the comparison group's mean. The findings support the idea that if the traditional curriculum is replaced with standards-based curriculum, and the curriculum is implemented as intended, low-performing students may make significant learning gains. With respect to the teaching practices as observed with the Classroom Observation Protocol (COP), t-tests were conducted on four constructs. The results for both the algebra and geometry teachers on the constructs were not significant. The COP indicated that teachers in both the experimental and comparison groups used traditional instruction strategies in their classrooms. The analyses of covariance (ANCOVA) on the use of technology revealed no significant main effects for computer use.

Analysis of Students’ Misconceptions and Error Patterns in Mathematics: The Case of Fractions

This study analyzed three fifth grade students’ misconceptions and error patterns when working with equivalence, addition and subtraction of fractions. The findings revealed that students used both conceptual and procedural knowledge to solve the problems. They used pictures, gave examples, and made connections to other mathematical concepts and to daily life topics. Error patterns found include using addition and subtraction of numerators and denominators, and finding the greatest common factor.