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Exploring K-5 STEM educators’ perceptions of a successful STEM elementary school
No full textExposure to integrated STEM curricula in K-5 elementary schools is critical to create equal economic opportunities for all students, meet the needs of the future STEM workforce, and build a stronger understanding of engaging and practical STEM application in the real-world. This mixed methods case study investigated if the implementation of integrated STEM curricula into a K-5 elementary school would increase student achievement as measured by STAAR and STEM educators’ perceptions of STEM education and key components of a successful STEM elementary school. A purposeful sample of K-5 STEM educators such as the principal, STEM specialist, librarian, and teachers from an elementary school in Texas participated in either a survey and/or interviews.
Quantitative data were analyzed using descriptive statistics to determine if the implementation of STEM curricula had increased students’ Reading and Mathematics STAAR scores in grades 3-5 and Science STAAR scores in grade 5. Quantitative results were inconclusive. An inductive coding process was used to analyze the qualitative data. The qualitative analysis provided supporting evidence that indicated that the integrated STEM curricula had a positive impact on students’ academic achievements and school culture. Additionally, it revealed seven emergent themes for a successful STEM elementary school: instructional leadership team; professional development; teacher collaboration; making connections; vision and school culture; 21st century skills; and the integration of the engineering laboratory.
The implications of the study stress the need for a common, clear vision, importance of a growth mindset, and application of STEM to instruction. Determining the vision begins with leadership, who creates the necessary STEM culture that promotes teacher buy-in. Teacher responses emphasize the importance of embracing a growth mindset and application of the Engineering Design Process (EDP) to teacher professional practice. Recommendations for further research include a qualitative analysis of teachers’ and students’ perception of how school mottos impact school culture and mindset as well as a longitudinal study assessing K-5 STEM students’ academic progress against students who attended a traditional elementary school. This information is important to educators, business leaders and other key community stakeholders, who are interested in impact of STEM education on the local community and public education
The Influence of Extrinsic Motivational Factors on Upper Elementary Students in Reading
Get PDFThe purpose of this study was to examine the influence of extrinsic motivational factors on upper elementary students who are reading at least two grade levels below their current grade. Research was conducted using a mixed methods approach to examine the perceptions of 3rd, 4th, and 5th grade students who have difficulty in reading. A purposeful sample of these students, from four elementary schools located in a large suburban school district in Southeastern Texas participated in both a questionnaire and face-to-face interviews. Overall, students in grades 3rd, 4th, and 5th felt that extrinsic factors did have an impact on their motivation to read. Students demonstrated agreement across grade levels that recognition had the most influence on their motivation to read. Students at all campuses agreed that at least one extrinsic motivational factor, if not all, had some degree of influence on their motivation to read. Qualitative themes that surfaced from various grade levels included recognition, competition, compliance, and grades; however, qualitative data did not contain any mention of social factors
A.L. Ballentine House, 1113 Cook St., Preparation and Move to Hall St. (1)
No full textText on back of photo reads "...- Moving of Fullers Home (Formally A.L. Ballentine) House originally built by Dick Larabee. To be moved and placed on Lot 2 Between 3rd & 4th on Hall Street. Mr. Marsh of Marsh House Movers purchased the house and will move it down third St. to Hall. [illegible] & SoWest Bell will move lines so bldg. can be moved. Picture taken from Tookie's parking lot."One of fifteen photographs of the A.L. Ballentine house showing the preparation and move from 1113 Cook St. to Hall St. Kodak paper, front and back
Lorentz Invariance in Loop Quantum Gravity
No full textFrom the principle of relativity, where the laws of physics is presumed to be the same in all inertial reference frames, we have Lorentz invariance. This invariance leads to rotational and boost invariance. These invariances are most recognizable in the theory of special relativity. For decades, physicists have been attempting to develop a theory of quantum gravity where all of general relativity, special relativity, and quantum mechanics can come together. Two of the biggest developments so far have been that of String Theory and Loop Quantum Gravity. In the case of Loop Quantum Gravity, Lorentz invariance has not emerged so smoothly. This is because of the postulates of Loop Quantum Gravity, postulating that a discrete structure of spacetime exists near the Planck scale, where there is a minimum length and minimum time. The minimum length and minimum time are the Planck length and Planck time, respectively. The crucial role of the Planck scale is that it is the scale at which gravitational effects become relevant in a quantum setting, unlike in quantum mechanics where gravitational effects are too weak to play much of a role. The minimum length, however, appears to be a contradiction to that of Lorentz invariance since a boost in one frame of reference would lead to a length contraction. By considering relative locality and the postulates of Loop Quantum Gravity, we develop two ways in which we could resolve this contradiction
The impact of social media on mental health
No full textThroughout my career as a Houston Police officer, I have responded to numerous calls for service where a complainant was threatened, harassed, impersonated, or otherwise victimized. Many of these calls had a common denominator – social media. Whether social media was the method in which the complainant was contacted, or the tool used to victimize, its role was profound. I wanted to know why people were using social media as a weapon just as much as I wanted to know why many victims seemed incapable of putting their phones down, even for just a few minutes while talking to the police. I decided to focus this research project on the effect that social media usage is having on its users. More specifically, the connection, if one should exist, between social media use and mental illnesses, such as depression, anxiety, and low self-esteem, as well as the connection to violent and deviant behaviors. Current research suggests there is a correlation between social media use and deteriorated mental health status. Research also has found that violent and deviant behavior is becoming more prevalent online because of the anonymity of the perpetrator. This project adds to the literature by examining the relationship between social media use and mental health
