Western Connecticut State University
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Keep Moving Forward
No full textKeep Moving Forward is a story written in the inspiration of author Charles Bukowski, specifically in spirit of Ham On Rye. Similarly to that novel, this story is written in the form of dirty realism, with an intended audience of young adults. This coming of age story follows the youth of Lily Torres, who is simply looking for happiness. Or at least some means of satisfaction. But things don't always work out that way in life, especially not for Lily. Throughout this story, readers follow the everyday struggles Lily is brought up against. Abandoned by her friends, mistreated by her lovers and forgotten about by her family, Lily is forced to learn the lessons of friendship, love and trust. It's through these learning lessons that she finally accepts that she can only keep moving forward
Intraspecific Variation in Podestemum Ceratophyllum (Postostemacea): Evidence of Refugia and Colonization Since the Last Glacial Maximum
No full textPremise of the Study: Intraspecifi c variation among 20 populations of Podostemum ceratophyllum Michx. was investigated to test the hypothesis of range expansion from southern refugia since the last glacial maximum.
Methods: Six noncoding regions of chloroplast DNA were sequenced in 60 individuals. Populations were divided into two groups, north and south of the glacial boundary, in addition to isolated populations in Arkansas and Honduras. Variation in populations north of the boundary was compared with variation in populations to the south and in the isolated populations.
Key Results: Nucleotide diversity was an order of magnitude lower in populations north of the glacial boundary than in those to the south. The Arkansas and Honduras populations showed no variation. The predominant haplotype in northern populations was also found in a Virginia population.
Conclusions: Reduced variation north of the glacial boundary suggests a founder event associated with range expansion since the last glacial maximum. Colonization probably occurred from populations in refugia located several hundred kilometers south of the glacial boundary. The results provide insight into the effects of past and current climate change on patterns of geographic distribution and genetic variation in aquatic plants
ÉXITO: FACTORS CONTRIBUTING TO SECOND GRADE LATINA/O AMERICAN STUDENTS’ SUCCESSFUL ACQUISITION OF THE DISCOURSE OF SCHOOL
No full textThis study presented a description of the social and cultural factors that contributed to the academic success of second grade Latina/o American students. The manner in which students whose primary Discourse differs from the dominant Discourse acquire the secondary Discourse of school is explained. This study views the school experience through the eyes of the children and acknowledged the courage that needs to be mustered in order to confront the multiple challenges that a Latina/o student faces each and every day of school. It is not only the different language but the implications of the new culture as well. The data from participant observation, student artifacts, and teacher interviews generated nine themes; five themes addressed the student behaviors of successful Latina/o successful students, two themes described teacher/adult behaviors, and two themes reflected adult/student conduct. The first five themes focused on student agency, sustaining remaining in the present moment, students envisioning their futures, metacognitive awareness, and student resourcefulness. Theme six and seven spoke to teachers being ambassadors of crossing borders between cultures and adults being supportive and sensitive to children. The last two themes dealt with communication through multiple pathways and reciprocal respect and positive relationships. The data gleaned from this investigation and the implications for practice factor into early intervention strategies for the enhancement of academic stratagems for young struggling Latina/o students.Doctor of Education (EdD)Education & Educational Psycholog
Amelia & Leukemia
No full textThesis Abstract
My thesis is a children's picture book titled Amelia & Leukemia. The book is based on the character Amelia Roberts and her experience with leukemia at the age of three and six. The book involves actual dealings and affects that the illness has on Amelia's life, education, and self. As Amelia conquers leukemia two times, she progresses to achieve her dream of becoming an elementary education teacher
AN EXAMINATION OF THE FACTORS RELATED TO ELEMENTARY SCHOOL CLASSROOM TEACHERS' SELF-EFFICACY AND THE IMPACT OF SELF-EFFICACY BELIEFS ON TEACHING OUTCOMES IN SCIENCE
No full textThis study examined kindergarten through fifth grade elementary school teachers’ self-efficacy regarding classroom science teaching and then related these findings to the daily instructional methods that these teachers use when teaching science. Survey methodology was used to explore the perceptions of elementary school teachers (n = 143) regarding science teaching, specifically relating these perceptions to a number of factors: gender, number of years of experience teaching science, grade level taught, number of elective undergraduate science courses, highest degree earned, and whether or not the participants had earned a science degree. In addition, participants’ self-efficacy was used to predict teachers’ frequency of questioning and thinking strategies in classroom science instruction.
Participants completed the Classroom Science Instruction Survey (CSIS) which included: (a) demographic items, (b) the Science Teaching Efficacy Belief Scale (STEBI-A); (c) the Classroom Practices Survey (CPS) that explored teachers’ frequency of questioning and thinking strategies, and (d) open-ended items that explored participants’ underlying perceptions regarding classroom science teaching. Response rate for survey completion was 79.2%.
Multiple regression results indicated that having taken three or more elective undergraduate science courses and teaching fifth grade science significantly predicted self-efficacy in science instruction. In addition, self-efficacy predicted the frequency of questioning and thinking skills used by teachers in the science elementary school classroom. Qualitative results indicated that teachers believed that specific curriculum and teacher-based strategies fostered student interest, and encouraged challenging content and higher-order student thinking skills, which resulted in increased frequency of student questioning. Teachers identified specific inquiry beliefs and practices and their relationship to developing self-efficacy, but noted specific barriers in the elementary school science classroom environment that hinder this process. Implications for educators and suggestions for future research are discussed.Doctor of Education (EdD)Education & Educational Psycholog
Proposal for New Learning Program: The Write Road
No full textThis business plan outlines the purpose and method for a new learning program entitled "The Write Road" (TWR). The program focuses on increasing college readiness for inner-city high school students by increasing their writing capabilities and their understanding of the writing process. The outline gives reasons why such a program is necessary. It also highlights why TWR is the perfect program to address this need, and how TWR plans to do so
EFFECTS OF AN INQUIRY-BASED SCIENCE PROGRAM ON CRITICAL THINKING, SCIENCE PROCESS SKILLS, CREATIVITY, AND SCIENCE FAIR ACHIEVEMENT OF MIDDLE SCHOOL STUDENTS
No full textThis study investigated the impact of an inquiry-based science program on the critical thinking skills, science process skills, creativity, and science fair achievement of middle school students. Although research indicates the connection between inquiry and achievement, there is limited empirical research relating specific inquiry-based programs to critical thinking, creativity, and science fair achievement in middle school classrooms.
The research took place in a small, suburban middle school in the northeast from November 2010 to May 2011. A sample of convenience was comprised of seventh and eighth grade students. The study was quasi-experimental in nature, with a pretest-posttest comparison group design using intact classrooms of students. Five instruments were administered related to the elements of science process skills, critical thinking, creative thinking, and science fair achievement.
The scores of those students in the inquiry-based science program were compared to those students in the traditional science classroom to determine the impact of each method of delivering instruction. In the multivariate analysis of variance, the inquiry instruction group scored significantly higher for science process skills as measured by the Earthworm Test (p CM3 (p
In multiple regression analysis, program type contributed significantly to the prediction of science fair achievement scores above and beyond the predictor variables of science process skills, critical thinking, and creativity (p p p p Doctor of Education (EdD)Education & Educational Psycholog
Life or Death
No full textIn this complete short story, entitled "Life or Death," cousins Dee and Casey Larson think they know their family and the ones they love. They think they know what will happen next. They think everything is written in a script, their actions and choices set, their characters fleshed out. But when events begin to unfold that Dee and Casey had not counted on, they realize that nothing – their relationships, the past, and their senses of self – is as it seems
Abused Women - Why Do They Stay?
No full textPlease contact the author for complete thesis.This thesis project is a long-form human interest journalistic piece that focuses on why educated, professional women stay in abusive relationships. It opens with a personal story and also draws on interviews with female victims, as well as research studies. Women stay in abusive relationships for many reasons, among them: denial, family history, shame, financial concerns, and fear of the broken home. The root of all of these is the same—low self-esteem. This lack of self-confidence and self-respect creates feelings of powerlessness and helplessness that makes a woman vulnerable to abusive men who influence her thought processes