University of Massachusetts Boston
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Teacher Emphasis and What it Reveals About Chemical Ideas and Practices
No full textResearch indicates that increased student interest in science and better learning outcomes result from teaching students the foundations of science knowledge (Vision I emphasis) as well as teaching students how to apply science knowledge in meaningful contexts (Vision II emphasis). However, Vision II emphasis is less common in the classroom, and efforts to increase its presence in practice have resulted in limited change. This multi-manuscript dissertation used a case study format to address three research questions related to growing the ability of chemistry teachers to enact practice aligned with Vision II: 1) How can chemistry teacher classroom emphasis along the Vision I/Vision II continuum be characterized; 2) How do teaching dilemmas impact the selection of beliefs into practice; and, 3) In what ways do knowledge, beliefs, and practices shift toward Vision II emphasis as a result of participation in a discipline-focused PD intervention that includes this shift as an implicit goal. A measurement tool (the PCEM) was created that allows classroom teachers, school administrators, and researchers to evaluate the amount of Vision I and Vision II practice in lessons quickly and easily, addressing the first research question. Results for the second research question indicated the presence of a conceptual dilemma that filtered out certain Vision II beliefs from enacted practice. This filtering effect constrained beliefs associated with the goals and objectives of stated emphasis, suggesting that dilemmas exert their effects on the selection of teaching beliefs that make up the goals and objectives component of Pedagogical Content Knowledge. Implications include the recommendation that designers of PD aiming to shift beliefs should account for the potential presence of dilemmas and draw teachers’ attention to them. Results for the third research question indicated that changes in knowledge and beliefs appeared earlier and more prominently than changes in practice. Changes in practice did appear, but were less pronounced than changes in beliefs. Despite the delay in appearance, changes in practice were found to align with the teacher’s present knowledge and beliefs. Implications included the importance of looking for change resulting from PD first in knowledge and beliefs and subsequently in classroom practice
(Re)Engaging Higher Education: The future of International Partnerships in a One-Third/Two-Thirds World
No full textThis study explores the evolving landscape of international higher education partnerships, with a specific focus on the BRICS nations (Brazil, Russia, India, China, and South Africa). These countries, representing a significant portion of the world\u27s population and economy, are redefining collaborative models in higher education, particularly within the framework of the One-third/Two-thirds world. This framework, which delineates the disparities between more and less economically developed nations, provides a critical lens for examining international higher education partnerships. The study critically examines how BRICS institutions navigate forming international partnerships amidst complex power dynamics and the pursuit of mutual respect and equitable collaboration. This exploration is particularly pertinent as the BRICS countries grapple with the anticipated expansion of the BRICS coalition in January 2024, which is set to include Argentina, Egypt, Ethiopia, Iran, Saudi Arabia, and the United Arab Emirates. This expansion represents a significant shift in global economic synergies and poses new challenges in terms of intra-BRICS disparities. Methodologically, the study employs the Delphi method and adopts mutuality as a theoretical lens. The main research question investigates how institutional policies and practices at BRICS higher education institutions aid or impede the planning and operationalization of international partnerships. Additionally, the study delves into partner institutions\u27 positions and cooperation relations in the One-third/Two-thirds context and the role of power dynamics, communications, funding, and mutuality in partnership outcomes. The conclusions drawn highlight the pivotal role of communication, funding, and mutuality in fostering successful international partnerships. Effective communication, guided by formal agreements, is identified as crucial for maintaining robust collaborative relationships. The study also underscores the critical nature of funding in sustaining partnerships and balancing power dynamics. Furthermore, the essence of mutuality, characterized by mutual respect and shared values, emerges as a cornerstone for successful collaborations. This research contributes significantly to the understanding of international educational partnerships, emphasizing the need for strategies that are attuned to the unique cultural, economic, and geopolitical realities of the participating nations
Developing Specialized Master\u27s Programs in Business Schools: The Convergence of Mission and Markets
Get PDFPractical problems can emerge when new academic programs are developed. If program development decisions are driven primarily by desires for enrollment growth and revenue generation, new programs may be created without clear connections to institutional missions or organizational core competencies. Additionally, introduction of new academic programs may generate internal conflict and competition for resources diminishing the capacity of both new and existing programs. Misalignment with mission, lack of connection to faculty expertise, and fierce internal competition for resources can create an environment where new academic programs are unlikely to thrive. The purpose of this multi-site case study was to understand how business school leaders develop new specialized master\u27s programs in relation to missions, markets, and organizational core competencies. Utilizing interviews with administrators and faculty members as well as document analysis, the study uncovered several findings about the development of specialized master’s programs. First was a clear connection between institutional mission and institutional identity. Study participants believed that closely linking the new program to institutional mission and identity would differentiate it from similar programs at competitor institutions. Second, regarding markets, study participants attempted to build upon existing institutional strengths as they developed the program and sought a niche in the market. However, all agreed that the search for a viable market niche should not overshadow the importance of maintaining their institution’s core identity. Third, each institution’s program development progress drew upon faculty knowledge and skills (organizational core competencies) as well as the faculty’s ability and willingness to collaborate across departmental boundaries. Reliance on organizational core competencies, however, was also associated with administrative decisions to implement the new programs using primarily existing resources. Study participants noted that neither new faculty lines nor sufficient support for marketing and recruitment had been provided. The study findings suggest that consideration of mission and institutional identity can serve to place boundaries on business schools’ pursuit of enrollment markets. A second implication is that the introduction of a new master’s program can serve as a catalyst for organizational learning and change within a business school
Floating Forests: A Citizen-Science Approach to Giant Kelp Research and Education
No full textGiant kelp (Macrocystis pyrifera) forests are icons of marine beauty, acting as critical marine ecosystems with great ecological and economic value. Kelp forests are hot spots for biodiversity and provide myriad ecosystem services such as nursery habitat for commercial fisheries, nutrient cycling, wave attenuation, as well as supporting several industries surrounding the direct harvest of Macrocystis. In addition to their value as natural resources, kelp forests have high cultural value in many regions, both historical and contemporary. Despite their importance and value, these key natural resources are threatened by a host of drivers, and as a result, kelp forests are disappearing worldwide. These drivers interact across multiple scales, forming a complex system where cause and effect manifest in a series of direct and indirect effects. Kelp is most strongly affected by drivers that degrade water quality, such coastal urbanization on a local-to-regional scale, and climate change on a regional-to-global scale. However, given the high natural variability of kelp forests, these changes can be difficult to interpret at large scales. In addition, much of the public is unaware of the importance of this issue, or worse, has dangerous misunderstandings about the drivers and impacts acting on these floating forests. Many do not consider the strength of the connections between land and sea. In addition to these possible knowledge deficits, Climate change is an extremely polarizing topic which is often misrepresented, both intentionally and due to genuine misunderstandings. The research presented in this dissertation is the result of an effort to study the impacts of human activities (specifically urbanization and climate change) while simultaneously leveraging citizen science to allow the general public to contribute to our project. This relationship has proved to be mutually beneficial; volunteers have a chance to see how authentic research is carried out while providing useful data to the science team. Specifically, I take a variety of approaches to 1) Validate our citizen science approach for scaling up kelp mapping efforts, 2) Test a causal model of how urbanization and climate change interact to drive kelp biomass in California, and 3) Develop and evaluate an undergraduate-level activity that uses our citizen science project as a focal point for increasing awareness of climate change impacts, as well as improving students’ general scientific literacy
Family Communication Worksheet and Plan SAMPLE
Get PDFThis worksheet template provides postsecondary education program staff with examples of policy and practices related to communicating with families and to support students in understanding how and if information will be shared with their families
In Pursuit of Failure: A Project-Based Learning Approach to Introducing Generative Failure Into High School Physics
Get PDFIt is important that students encounter and learn how to respond to failure in their high school experience. In traditional education systems, failure (for students and teachers) is often penalized in a way that stigmatizes failure and disincentivizes intellectual risk-taking. In my experience, as a high school physics teacher, I have witnessed firsthand the impact of the stigmatization of failure in the science classroom. Educators in the science classroom can use projects, lessons, and reimagined grading systems to cultivate a different mindset around failure for their students. As a conceptual physics teacher, I believe that my classroom should be a classroom that promotes project-based learning with real-world relevance that stresses authentic learning through intellectual risk-taking, the resulting failures, reflection on the experience and revised understanding. Based on my research, I will launch new projects in my classroom this spring that promote a culture of positive, generative failure in my classes. Key materials developed and piloted in pursuit of this work include new project-based challenges for physics class, post-lab reflections, and a transparent analysis of the current grading system paired with recommendations for different grading approaches that promote a generative view of failure rather than stigmatizing failure in the classroom
Greatness Restored: The Development of an Alternative to Suspension Program
Get PDFI have been fortunate enough to work with at-risk children within the youth services and education fields for over 20 years now and through this experience I have learned much about the successes and difficulties that these young people face as they navigate life and work their way toward adulthood. An at-risk youth is a child who, because of various life circumstances, is less likely to transition successfully into adulthood. This success could include in the academic realm, job readiness as well as the ability to become financially independent as an adult. In working directly with these students and their families I have seen firsthand just how detrimental the use of exclusionary discipline by schools can be for them. I will outline the development of a sustainable programmatic alternative to exclusionary discipline within this synthesis integrating my own professional and personal experiences with the foundation knowledge of critical and creative thinking I have gained through my participation in the Critical and Creative Thinking (CCT) program. I also describe how my UMASS Boston journey has informed and impacted my thinking in regards to this topic. The goal is for my program to offer schools and administrators an alternative to suspension that simultaneously holds students accountable for their choices and actions without jeopardizing their chances for a successful present and future
Increasing Housing Stability Through State-Funded Community Mediation Delivered by The Massachusetts Housing Mediation Program (HMP) in FY2022
Get PDFThis report presents findings and recommendations from an evaluation of the Massachusetts Housing Mediation Program (HMP) administered by the MA Office of Public Collaboration (MOPC) at the University of Massachusetts Boston in partnership with 11 Community Mediation Centers (Centers). The program is funded by the Commonwealth of Massachusetts and implemented in partnership with the Department of Housing and Community Development (DHCD). The program was initially part of the Governor’s Eviction Diversion Initiative (EDI), which ended in the latter half of FY2022 and is continuing as an intervention to support housing stability. The evaluation was conducted by MOPC’s research unit comprised of staff and graduate student researchers and does not necessarily represent the views of DHCD. As the statutory state dispute resolution agency, MOPC has been serving as a neutral forum and state-level resource for over 30 years. Its mission is to establish evidence-based public programs and build capacity within public entities for enhanced conflict resolution and intergovernmental and cross-sector collaboration to save costs for the state and its citizens and enable effective problem-solving and civic engagement on major public initiatives.
Funding from the Legislature in FY2022 allowed MOPC to award $690,000 in grants and technical assistance to 11 Centers to sustain their staffing capacity to continue delivering free housing mediation services to their service areas, maintaining, or strengthening referral relationships with partner agencies, and fulfilling other duties for the program. Centers employ one to two staff to serve as liaisons for agency and organizational partners as well as coordinate the delivery of primarily remote mediation services.
In FY2022, the HMP fielded 937 referrals, of which 812 were screened, resulting in 732 cases. Of these cases, 287 were mediated in 325 mediation sessions. Additionally, 276 tenancies and 32 housing subsidies were preserved. Centers served 660 landlords and 733 tenants located in 13 Massachusetts counties. Many of these services were provided remotely, as necessitated by the pandemic, but as communities, courts, and government agencies began to re-open, some services were provided in person.
To assess the impact of the HMP on housing stabilization and homelessness prevention, MOPC deployed a team of staff and graduate student researchers to create data collection and evaluation indicators and metrics vetted by DHCD and the Governor’s Office and produced a HMP evaluation report for FY2021. For FY2022, the MOPC team undertook the following activities to produce this evaluation report for the second year of the HMP operations: Launched a HMP mediation participant survey and collected 11 survey responses from tenants, landlords and lawyers and analyzed the quantitative data. Launched a HMP Eviction Diversion Initiative (EDI) survey and collected 48 survey responses from EDI partners and analyzed the quantitative data. Launched a HMP mediator session survey and a HMP mediator general survey and collected 77 session surveys responses and 1 general survey response and analyzed the quantitative data. Mined and analyzed data from HMP case intake forms and mediated agreements from 148 cases. Interviewed 23 HMP mediation participants, including tenants, landlords, lawyers for tenants and landlords, and transcribed and analyzed interview data. Interviewed 6 HMP case coordinators from Centers and transcribed and analyzed qualitative data. Analyzed written feedback from DHCD from a questionnaire sent to DHCD staff. Examined quantitative data in HMP weekly case data sheets. Drafted evaluation findings, case studies and recommendations tracked to detailed appendices.
This FY2022 HMP evaluation report is organized into the following sections: Executive Summary that can serve as a stand-alone document; Findings, based on an investigation of research on housing mediation, landlord-tenant and summary process mediations; Recommendations, for further increasing impact, utilization and effectiveness of housing mediation and the sustainability of the HMP; Appendices, presenting detailed, fully sourced summaries of the survey data and other relevant material with both qualitative data and analysis and quantitative data and analysis presented using the research questions in the methodology section as a guide
Diversity among Latino Groups in Massachusetts: 1980-2019
Get PDFThis report provides a descriptive snapshot of selected social, demographic, educational, and economic outcomes of the Latino population in Massachusetts from 1980-2019. It analyzes the Public Use Microdata Sample (PUMS) data from the 1980, 1990, and 2000 Decennial Censuses and the 2010, and 2019 American Community Surveys (ACS) conducted by the U.S. Census Bureau. The descriptive analysis uses both household- and individual-level data to estimate population size and percentages, to explore the diversity among Latino groups in Massachusetts. We report the outcomes for the ten largest Latino populations in Massachusetts, in order of size in 2019, namely, Puerto Ricans, Dominicans, Salvadorans, Guatemalans, Mexicans, Colombians, Hondurans, Cubans, Ecuadorans, and Peruvians. The sociodemographic, educational, and economic characteristics that we focus on include: age, nativity, labor force participation, employment, educational attainment, English proficiency, housing, median household income, and occupational sectors and categories.
This report is a follow-up investigation to the recent report by Mattos, Granberry, & Agarwal which provides a comprehensive analysis of the unique backgrounds and economic struggles of the diverse Latino populations in MA. It presents data points to identify the persisting socioeconomic conditions and challenges faced by the diverse Latino groups in the state, and dives deeper into the issues highlighted in the report related to the composition of the Latino population in Massachusetts