2331 research outputs found
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A qualitative study on how licensed-tracked female graduates from a maritime academy have advanced professionally
No full textThis study examines the experiences of a cohort of maritime licensed female graduates from an east coast maritime academy. The women being studied were employed in the maritime trades and sailed on various United States Coast Guard licenses. Literature was examined both worldwide and within the United States. The methodology used for this qualitative study is phenomenological and describes key aspects of the lived experience for this particular group of female officers. This study also explores how these women have advanced professionally within the maritime domain. Interviews were based on random sampling of females who received U.S. Coast Guard licenses in Marine Engineering and Marine Transportation from 2006 to 2016. The findings are multifaceted and complex in nature. The results show, in part, how the experiences of these women might be better understood and acknowledged.These stories shed light on the successes and challenges of these women and point to opportunities for more research and future horizons for women in the maritime professions
Comparison of classroom organization and behavior management across elementary education teacher preparation programs within colleges and universities in New England
Get PDFThis study was designed to examine general education teacher preparation programs and how colleges and universities in New England approach classroom organization and behavior management in their syllabi. This replication study was based on the 2007 study by Oliver & Reschly who examined syllabi from special education teacher preparation in classroom organization and behavior management. Nine colleges and universities in New England contributed 91 elementary education syllabi. Results indicate that there is still insufficient training in teacher preparation programs in the areas of classroom organization and behavior management. A thematic analysis of the same syllabi was implemented to develop five themes, including Diversity, Professional Skills, Curriculum, Family and Community, and Social Justice. Limitations for the study are discussed along with further research needs in this area
Breakout 1: Launching a Staff Learning Community
No full textAre you interested in using a community-driven approach to improve the culture and processes here at PSU? Join the Staff Learning Community session, where a model will be unveiled that will allow staff to participate in a grassroots process to identify and tackle our campus challenges
Applied Radar Meteorology
Get PDFThis is a textbook focused on operational and other aspects of applied radar meteorology. Its primary purpose is to serve as a text for upper-level undergraduates and graduate students studying meteorology, who wish to work as professional operational meteorologists in the U.S. National Weather Service or the Air Force Weather Agency. In addition to a detailed description of operational weather radar systems operating in the United States, this text also provides a brief historical overview of the subject as well as a basic review of the physics of electromagnetic radiation and other theoretical aspects of weather radar. The last two chapters discuss a sample of other radar systems (such as the Doppler on Wheels and the Canadian and European operational networks), and future directions of weather radar, including its use as an input for high-resolution, rapid refresh computer models
The Great January Jamboree Unconference
No full textThis will be an engaging, irreverent, energizing and relaxed event designed to help our community set goals and set a tone for Spring. An Unconference is a community-generated event that will take shape around the participants. Come experience the fun! The CoLab encourages all employees to attend! The event ends at 12:15pm
Breakout 2: CoLab Pedagogy Orientation Program
No full textIn this session, faculty and others with a special interest in teaching and learning will be introduced to the CoLab\u27s new Pedagogy Orientation Program. Help us design, develop, and launch a fresh initiative to support new faculty, build community and collaboration across our instructors, and scale the Cluster Pedagogy Learning Community to serve sustainably all of our campus faculty. All welcome
From Wicked Problems to Learning Communities
No full textA diverse team of folks will talk about using a Learning Community model to tackle some of our university\u27s most complex challenges
The relationship between the Utah 50/50 Dual-Language Immersion model and literacy in the Alpine, Davis, and Granite school districts in Utah: considerations for and implications of students with disabilities and limited English proficiency in fourth grade
No full textLiteracy is the pillar of our society. The students who cannot read by fourth-grade are four times more likely to drop out of high school and live in poverty (Hartmann, 2016). Despite educators’ effort to remediate literacy deficiency, according to the 2015 National Assessment of Educational Progress (NAEP), 36% of all students, 14% of Students with Disabilities (SwD) and 9% of Limited English learners (LEP) were English Language Arts (ELA) proficient. In 2006, Utah created a Dual Language Immersion model (DLI) in elementary schools to promote bilingualism and biliteracy. Under this model, 50% of the classes were in English and the other 50% in a target language. The Utah state assessments, Criterion-Referenced Test (CRT) (1999-2013), and Student Achievement Growth and Excellence (SAGE) (2014-2017) presented a higher level of ELA proficiency for students in DLI programs. Therefore, the hypothesis was that DLI programs could enhance ELA proficiency non only for all but also for Students with Disabilities (SwD) and Limited English Proficient LEP students. Incidentally, there was no significant difference between SAGE and NAEP fourth-grade ELA test scores in 2015. The methodology followed a qualitative descriptive study. Five interviews were conducted and were supported by a collection of quantitative data gathered from fourth grade SAGE ELA test scores from the website Datagateway and the USBOE. SAGE ELA test scores for All, SwD, and LEP students in DLI and non-DLI schools for years 2014 to 2017 were recorded, analyzed, and compared. The result of the analysis suggested a positive relationship between DLI programs and ELA proficiency for All but also for SwD and LEP students in DLI programs
An investigation of the influences on the residency aspirations of youth in the present-day rural context
No full textThis study examined the residency aspirations of rural youth in the context of the globalized economy. Past research on the outmigration of rural youth pointed to academic achievers being pushed towards pursing higher education and leaving the community for white-collar careers. Gains in technology, connectivity, and other features of the modern economy open rural locales to new possibilities from remote work in knowledge-worker career fields to the ability to tap into the global marketplace. Given these temporal changes to the rural circumstance, this study sought to investigate how the career aspirations of rural students were being influenced, and correspondingly, how that influenced their plans for settling down in the future. Set in the Northern Forest Region, this natural amenity rich rural community once thrived with relatively high-wage blue-collar jobs at its economic core. This collective case study involved interviews with five high school seniors, a parent of each student, and an educator or other influential adult identified by the student. Perceptions regarding careers and employment opportunities were found to be the leading driver in shaping residency aspirations. Despite positive feelings towards rurality and desires to reside in non-metropolitan areas, participants appeared to believe that quality employment opportunities were not possible in their hometown. The recommendations consider how schools and communities might work in partnership to cultivate place-consciousness while fostering careers that leverage today’s more placeless economy
Imact of complex childhood trauma: knowledge and understanding of Vermont educators
Get PDFThe purpose of this study was to explore the perceptions of licensed and non-licensed Vermont educators with regard to their perceived knowledge and understanding of the impact of complex childhood trauma. This partial replication study was based on the 2017 study by Goodwin-Click who examined the impact trauma-informed care professional development had on school personnel’s perception of knowledge of complex childhood trauma. For this quantitative study, Vermont licensed and nonlicensed educators were recruited via email invitation to participate in the study. Participants were asked to respond to a fifty-two item survey and were also asked to provide demographic information. Responses indicated that the majority of respondents had participated in trauma-informed professional development. The data analysis identified some significant differences in educators’ knowledge of the impact of complex childhood trauma. Further research needs in this area are discussed along with the limitations of this research