Partnering with Parents to Promote High School Graduation: An Evidence-based Program Evaluation

Thesis (Master's)--University of Washington, 2016-06

Teaching College Writing in a High School Setting: The Impact of Concurrent Enrollment on Teacher Learning and Practice

Thesis (Ph.D.)--University of Washington, 2016-06

Engagement experiences of Hispanic Generation 1.5 English language learners at a Massachusetts community college

Hispanic Generation 1.5 students are foreign-born, U.S. high school graduates who are socialized in the English dominant K-12 school system while still maintaining the native language and culture at home (Allison, 2006; Blumenthal, 2002; Harklau, Siegal, & Losey, 1999; Rumbault & Ima, 1988). When transitioning from high school to college, these students sometimes assess into ESL courses based on their English language abilities, and because of this ESL placement, Hispanic Generation 1.5 students might have different engagement experiences than their mainstream peers. Engagement is a critical factor in student success and long-term retention because students’ positive and negative engagement experiences affect their membership and sense of belonging at the institution. The purpose of this study was to describe the engagement and membership experiences of Hispanic Generation 1.5 students’ at a Massachusetts community college. This study employed naturalistic inquiry within an embedded descriptive case study design that included three units of analysis: the students’ engagement experiences in (a) ESL courses, (b) developmental courses, and (c) mainstream courses. The main source of data was in-depth interviews with Hispanic Generation 1.5 students at Commonwealth of Massachusetts Community College. Criterion sampling was used to select the interview participants, ensuring that all participants were native Spanish speakers and were taking or had taken at least one ESL course at the institution. The study findings show that these Hispanic Generation 1.5 students at the college did not perceive peer engagement as critical to academic success. Most times the participants avoided peer engagement outside of the classroom, especially with fellow Hispanic students, who they felt would deter them from their English language development and general academic work. Engagement with ESL faculty and ESL academic support staff played the most critical role in the participants’ sense of belonging and success, and students who were required to engage with faculty and academic support staff outside of the classroom were the most satisfied with their educational experiences. While the participants were all disappointed with some aspect of their ESL placement, they valued the ESL engagement experiences more than the engagement experiences while completing developmental and credit coursework.

Swimming against the tide: A study of a youth enrichment program seeking to empower inner-city Black youth

Serious inequities in our K-12 public education system, particularly in regard to the quality of education in predominately Black inner-city schools, are well-documented in the literature (Freeman, 1998; Ross, 1998). Moreover, there is general agreement that the most effective means of ameliorating that situation is through well-thought-out after-school programs and partnership initiatives (Beck, 1993; Gardner et al., 2001). ^ The purpose of this qualitative study was to examine the programmatic interventions of a youth enrichment program for inner-city Black youth currently in place at the Overtown Youth Center (OYC) in Miami, Florida, in order to: (a) discern those factors that support its claim that it is making a difference in students’ lives, (b) explore how any such factors are implemented, and (c) determine whether its interventions have served to equalize the playing field for these youth. ^ Two primary methods of data collection were used for this study. The first was participant observation conducted over the course of two years through a partnership initiative established and led by this author. The second was through in-depth interviews of the Center’s founder, staff, and students. Secondary methods used were the recording of informal conversations and the analysis of written documents. ^ Analysis of the data yielded four features of the Center that are indispensible to the students’ growth. The center provides the youth with (a) physical and psychological safety, (b) supportive relationships, (c) exposure to cultural and educational opportunities, and (d) assistance in building self-esteem. ^ The most significant finding of the study was that OYC has been successful at making a difference in students’ lives and at increasing their aspirations to attend college. By addressing the full spectrum of their needs, the Center has given them many of the necessary tools with which to compete and thereby helped equalize their opportunities to succeed in school and in life. ^ The study also noted a number of challenges for the Center to examine. The main issues that need to be addressed more seriously are staff turnover, staff indifference, nepotism, inconsistent student attendance, and insufficient focus on racial issues and African-American-centered education. Meeting those challenges would engender even greater positive outcomes.^

Using LatCrit, Autoethnography, and Counterstory to Teach About and Resist Latina/o Nihilism

Nihilism caused by inequalities and injustices hurts students of color. Educators can help these students with Critical Race theory and storytelling. Latina/o students also face nihilism but there is no clear solution. This study explores a way to use LatCrit in the K-12 classroom to fight for justice and equality.

The relationship between the secondary mathematics curriculum, college persistence, and success at an urban community college

According to Venezia, Kirst, and Antonio (2003) and Barth’s 2002 Thinking K16 Ticket to Nowhere report, the disconnect between K-12 and postsecondary education was a contributing factor to high attrition rates. Since mathematics emerged as a primary concern for college readiness, Barth (2002) called for improving student transitions from K-12 to postsecondary institutions through the use of state or local data. The purpose of the present study was to analyze mathematics course-taking patterns of secondary students in a local context and to evaluate high school characteristics in order to explore their relationships with Associate degree attainment or continuous enrollment at an urban community college. Also, this study extended a national study conducted by Clifford Adelman (The Toolbox Revisited, 2006) as it specifically focused on community college students that were not included his study. Furthermore, this study used the theoretical framework that human capital, social capital, and cultural capital influence habitus—an individual’s or a group’s learned inclination to behave within the parameters of the imposed prevailing culture and norms. Specifically, the school embedded culture as it relates to tracking worked as a reproduction tool of ultimate benefit for the privileged group (Oakes, 1994). ^ Using multilevel analysis, this ex post facto study examined non-causal relationships between math course-taking patterns and college persistence of public high school graduates who enrolled at the local community college for up to 6 years. One school-level variable (percent of racial/ethnic minorities) and 7 student-level variables (community college math proportion, remedial math attempts, race, gender, first-year credits earned, socioeconomic status, and summer credits earned) emerged as predictors for college persistence. Study results indicated that students who enter higher education at the community college may have had lower opportunities to learn and therefore needed higher levels of remediation, which was shown to detract students from degree completion. Community college leaders are called to partner with local high schools with high percentages of racial/ethnic minorities to design academic programs aimed at improving the academic preparation of high school students in mathematics and promote student engagement during the first year and summers of college. ^

The Effect of Mobile Technology as an Active Student Response System on the Acquisition of U.S. History Content of Secondary Students with Specific Learning Disabilities

Students with specific learning disabilities (SLD) typically learn less history content than their peers without disabilities and show fewer learning gains. Even when they are provided with the same instructional strategies, many students with SLD struggle to grasp complex historical concepts and content area vocabulary. Many strategies involving technology have been used in the past to enhance learning for students with SLD in history classrooms. However, very few studies have explored the effectiveness of emerging mobile technology in K-12 history classrooms. This study investigated the effects of mobile devices (iPads) as an active student response (ASR) system on the acquisition of U.S. history content of middle school students with SLD. An alternating treatments single subject design was used to compare the effects of two interventions. There were two conditions and a series of pretest probesin this study. The conditions were: (a) direct instruction and studying from handwritten notes using the interactive notebook strategy and (b) direct instruction and studying using the Quizlet App on the iPad. There were three dependent variables in this study: (a) percent correct on tests, (b) rate of correct responses per minute, and (c) rate of errors per minute. A comparative analysis suggested that both interventions (studying from interactive notes and studying using Quizlet on the iPad) had varying degrees of effectiveness in increasing the learning gains of students with SLD. In most cases, both interventions were equally effective. During both interventions, all of the participants increased their percentage correct and increased their rate of correct responses. Most of the participants decreased their rate of errors. The results of this study suggest that teachers of students with SLD should consider a post lesson review in the form of mobile devices as an ASR system or studying from handwritten notes paired with existing evidence-based practices to facilitate students’ knowledge in U.S. history. Future research should focus on the use of other interactive applications on various mobile operating platforms, on other social studies subjects, and should explore various testing formats such as oral question-answer and multiple choice.

"It's Equal but It's not Fair": The experiences of Teacher Candidates of Color in a Predominantly White Institution

Thesis (Ph.D.)--University of Washington, 2016-06

State of Iowa Cybersecurity Strategy, July 2016

On December 21, 2015, Governor Branstad issued Executive Order 87 (EO87); a cybersecurity initiative for the State of Iowa. The executive order establishes a multi-agency partnership, the EO87 Leadership Team, with the Office of the Chief Information Officer, Iowa National Guard, Department of Public Safety, Iowa Communications Network, and the Iowa Homeland Security and Emergency Management Department. The order directs these agencies to develop a comprehensive cybersecurity strategy which addresses lifeline critical infrastructure, risk assessments, best practices, awareness training, public education and communication, collaboration, K-12 and higher education, data breach notifications, and incident response planning to protect the citizens of Iowa and Iowa businesses. The EO87 Leadership Team, along with several key partners, worked diligently over the last six months to prepare recommendations that will have a direct and sustainable impact on protecting lifeline critical infra-structure, reducing risk to government operations, and creating sustainable partnerships in cybersecurity.

Ready for Transition: Factors that facilitate transfer to undergraduate engineering programs among Black African and American students

This study examines the factors facilitating the transfer admission of students broadly classified as Black from a single community college into a selective engineering college. The work aims to further research on STEM preparation and performance for students of color, as well as scholarship on increasing access to four-year institutions from two-year schools. Factors illuminating Underrepresented Racial and Ethnic Minority (URM) student pathways through Science, Technology, Engineering, and Mathematics (STEM) degree programs have often been examined through large-scale quantitative studies. However, this qualitative study complements quantitative data through demographic questionnaires, as well as semi-structured individual and group. The backgrounds and voices of diverse Black transfer students in four-year engineering degree programs were captured through these methods. Major findings from this research include evidence that community college faculty, peer networks, and family members facilitated transfer. Other results distinguish Black African from Black American transfers; included in these distinctions are depictions of different K-12 schooling experiences and differences in how participants self-identified. The findings that result from this research build upon the few studies that account for expanded dimensions of student diversity within the Black population. Among other demographic data, participants’ countries of birth and years of migration to the U.S. (if applicable) are included. Interviews reveal participants’ perceptions of factors impacting their educational trajectories in STEM and subsequent ability to transfer into a competitive undergraduate engineering program. This study is inclusive of, and reveals an important shifting demographic within the United States of America, Black Africans, who represent one of the fastest-growing segments of the immigrant population.

The effect of mobile technology as an active student response system on the acquisition of U.S. history content of secondary students with specific learning disabilities

Students with specific learning disabilities (SLD) typically learn less history content than their peers without disabilities and show fewer learning gains. Even when they are provided with the same instructional strategies, many students with SLD struggle to grasp complex historical concepts and content area vocabulary. Many strategies involving technology have been used in the past to enhance learning for students with SLD in history classrooms. However, very few studies have explored the effectiveness of emerging mobile technology in K-12 history classrooms. ^ This study investigated the effects of mobile devices (iPads) as an active student response (ASR) system on the acquisition of U.S. history content of middle school students with SLD. An alternating treatments single subject design was used to compare the effects of two interventions. There were two conditions and a series of pretest probesin this study. The conditions were: (a) direct instruction and studying from handwritten notes using the interactive notebook strategy and (b) direct instruction and studying using the Quizlet App on the iPad. There were three dependent variables in this study: (a) percent correct on tests, (b) rate of correct responses per minute, and (c) rate of errors per minute. ^ A comparative analysis suggested that both interventions (studying from interactive notes and studying using Quizlet on the iPad) had varying degrees of effectiveness in increasing the learning gains of students with SLD. In most cases, both interventions were equally effective. During both interventions, all of the participants increased their percentage correct and increased their rate of correct responses. Most of the participants decreased their rate of errors. ^ The results of this study suggest that teachers of students with SLD should consider a post lesson review in the form of mobile devices as an ASR system or studying from handwritten notes paired with existing evidence-based practices to facilitate students’ knowledge in U.S. history. Future research should focus on the use of other interactive applications on various mobile operating platforms, on other social studies subjects, and should explore various testing formats such as oral question-answer and multiple choice. ^

A lean tudás átadásának gyakorlatai multinacionális hálózatokban

A cikk azt vizsgálja, hogyan áramoltatják a lean menedzsmenttel kapcsolatos tudást a multinacionális vállalatok hálózataikban, azaz a vállalati központ és az egyes leányvállalatok között, illetve a leányvállalatok egymás között. Mivel a lean tudás megosztásával kapcsolatos irodalom még gyerekcipőben jár, kutatási módszerként az esettanulmány-alapú kutatást választották a szerzők. 12 interjú alapján három leányvállalatnál készítettek esettanulmányt. Feltáró kutatásukban 13 tudásmegosztási gyakorlatot azonosítottak. A megosztott tudás jellege, az érintettek és a megosztás gyakorisága alapján osztályozták őket. Kutatásuk rámutat arra, hogy a felső vezetők bevonása a lean tudás megosztásába rendkívül fontos. Ezek a vezetők egyfajta információs ügynök szerepet játszanak (gyűjtik és megosztják a jó gyakorlatokkal kapcsolatos információkat) és iránymutatást adnak a leányvállalati szintű lean erőfeszítéseknek. Kutatásuk további eredménye, hogy a lean fejlődése korántsem egyenes vonalú. A lean hálózati szintű egységes értelmezésének kialakítása alapvető ebben a fejlődési folyamatban. A globális lean tudásközpontnak döntő szerepe van az egységes értelmezési keret kialakításában.

Avaliação dos teores de N, P, K, Ca, Mg e S em plantas de gravioleira cultivadas em solução nutritiva com omissão de macronutrientes.

Com o objetivo de avaliar os teores de N, P, K, Ca, Mg e S nas folhas, caule e raízes de plantar de gravioleira, conduziu-se experimento em casa de vegetação, utilizando a técnica do elemento faltante. O delineamento experimental foi inteiramente casualizado com quatro repetições e os tratamentos foram: completo, omissão de N, P, K, Ca, Mg e S. Os resultados analíticos evidenciaram que a omissão individual de macronutrientes promoveu alterações nas concentrações de N, P, K, Ca, Mg e S nas plantar de gravioleira. Foram verificados efeitos de varias interações entre os nutrientes. Com base nos teores em g kg-1 dos macronutrientes nas folhas, infere-se, em uma primeira aproximação, dos valores adequados (completo) e do deficiente (omissão), sendo: N =14,70 e 8,82; P = 0,92 e 0,47; K = 12,35 e 2,62; Ca = 14,11 e 3,44; Mg = 3,59 e 1,09; S = 5,32 e 2,30.

The constancy of global regulation across a species: the concentrations of ppGpp and RpoS are strain-specific in Escherichia coli

Background: Sigma factors and the alarmone ppGpp control the allocation of RNA polymerase to promoters under stressful conditions. Both ppGpp and the sigma factor sigma(S) (RpoS) are potentially subject to variability across the species Escherichia coli. To find out the extent of strain variation we measured the level of RpoS and ppGpp using 31 E. coli strains from the ECOR collection and one reference K-12 strain. Results: Nine ECORs had highly deleterious mutations in rpoS, 12 had RpoS protein up to 7-fold above that of the reference strain MG1655 and the remainder had comparable or lower levels. Strain variation was also evident in ppGpp accumulation under carbon starvation and spoT mutations were present in several low-ppGpp strains. Three relationships between RpoS and ppGpp levels were found: isolates with zero RpoS but various ppGpp levels, strains where RpoS levels were proportional to ppGpp and a third unexpected class in which RpoS was present but not proportional to ppGpp concentration. High-RpoS and high-ppGpp strains accumulated rpoS mutations under nutrient limitation, providing a source of polymorphisms. Conclusions: The ppGpp and sigma(S) variance means that the expression of genes involved in translation, stress and other traits affected by ppGpp and/or RpoS are likely to be strain-specific and suggest that influential components of regulatory networks are frequently reset by microevolution. Different strains of E. coli have different relationships between ppGpp and RpoS levels and only some exhibit a proportionality between increasing ppGpp and RpoS levels as demonstrated for E. coli K-12.

Beyond the middle: A report about literacy and numeracy development of target group students in the middle years of schooling: Volume 2 (Appendices)

This research project was commissioned by the Commonwealth Department of Education, Science and Training to investigate the perceived efficacy of middle years programs in all States and Territories in improving the quality of teaching, learning and student outcomes - especially in literacy and numeracy and for student members of particular target groups. The latter groups included students from lower socio-economic communities, Aboriginal and Torres Strait Islander (Indigenous) communities, students with a Language Background Other than English (hereafter LBOTE), rural and remote students, and students struggling with the transition from middle/upper primary to the junior secondary years.