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Understanding K-12 Teachers’ Emotional Intelligence: Theory, Measurement, And Validation
No full textTeacher emotional intelligence (EI) plays an important role in teachers’ professional lives. After surveying the topic and the gaps in the relevant literature, I conducted three studies to advance our current understanding of teachers’ EI. The first study involved a meta-analysis review that examined the relationship between K-12 teachers’ EI, self-efficacy, and burnout. It found that there is a significant positive relationship between K-12 teachers’ EI and teacher self-efficacy as well as a significant negative relationship between teachers’ EI and teacher burnout. The second study involved developing and testing the Teachers’ Emotional Intelligence Scale (TEIS), which measures teachers’ EI in their professional settings through self-perspectives. Among a sample of 328 K-12 in-service teachers, results showed that TEIS had a 4-factor model for teacher self-dimension and a 5-factor model for teacher-student interaction dimension. Both dimensions appear to exhibit reasonable levels of convergent and discriminant validity and Cronbach alpha estimates appear adequate for general research purposes. The third study, a mixed-methods study, aimed to examine teachers’ EI in a Chinese context and validate TEIS. The qualitative findings not only indicated the importance of teachers’ EI, but also supported the second study’s teachers’ EI conceptualization in China. For the quantitative study, data from factor analyses provided evidence for the 5-factor model and two dimensions solution. High internal consistency estimated as well as preliminary evidence of convergent and discriminant validity of TEIS scores show its promise as a reliable and potentially valid measure for teachers’ EI. Implications for practice and research are discussed.EducationDoctor of Philosophy (Ph.D.
Hematodinium: A Blue Crab Parasite
No full textGrade Level: High School Biology Students will use monthly survey data to measure percentage of infection, or "prevalence" of Hematodinium in adult and juvenile blue crabs and determine how prevalence changes through seasons
Speaking “You” Theologically: A Response to Daniel Haskell Weiss’ “The (Odd) Deixis of ‘You’ in Rabbinic Prayer”
No full textProperty owner shoreline modification decisions vary based on their perceptions of shoreline change and interests in ecological benefits
Get PDFEven under current sea level conditions, many communities are working to protect their coastlines against flooding and shoreline erosion. Coastal communities often protect their shorelines against excessive erosion by using armoring techniques (e.g., bulkheads, riprap). Yet hardened structures reduce many of the natural adaptive mechanisms present in coastal ecosystems and reduce the sustainability of the coastal system. In contrast, natural and nature-based features (e.g., living shorelines) can better protect coastal properties from storm damage and reduce erosion while also having the potential to adapt to new conditions. Since property owners are installing armoring structures more often than living shorelines, we sought to understand the factors motivating their shoreline modification decision. We surveyed property owners in Virginia, U.S. that applied for a shoreline modification permit. Most property owners, regardless of modification sought, perceive riprap revetment to be effective, able to withstand storm damage, and able to adapt to sea level rise. Interestingly, property owners that sought out living shorelines were not highly confident in living shorelines’ protection benefits. While most property owners perceived the ecological benefits of living shorelines, these benefits did not substantially impact the decision over what type of shoreline modification to implement. Our work highlights pathways that can improve coastal resilience given the important role that shoreline property owner decisions contribute to coastal community resiliency. Our results indicate there is a need to better engage property owners about the protection and adaptation benefits of living shorelines as their perceptions were not aligned with scientific assessments of living shorelines. Concurrently, coastal policies could be strengthened to support more natural approaches to shoreline management, as the more common armoring techniques are not resilient to sea level rise or storm damage.Virginia Institute of Marine Scienc
kFactorVAE: Self-Supervised Regularization for Better A.I. Disentanglement
No full textObtaining disentangled representations is a goal sought after to make A.I. models more interpretable. Studies have proven the impossibility of obtaining these kinds of representations with just unsupervised learning, or in other words, without strong inductive biases. One strong inductive bias is a regularization term that encourages the invariance of factors of variations across an image and a carefully selected augmentation. In this thesis, we build upon the existing Variational Autoencoder (VAE)-based disentanglement literature by utilizing the aforementioned inductive bias. We evaluate our method on the dSprites dataset, a well-known benchmark, and demonstrate its ability to achieve comparable or higher disentanglement in significantly fewer training steps against our model’s unsupervised counterparts.Computer ScienceBachelors of Science (BS
Building (and Rebuilding) an Inclusive Information Literacy Lesson from Inception to Assessment
Get PDFReconceptualizing Indigeneity Within the Fraternity and Sorority Community
No full textThe purpose of this article provides fraternity and sorority communities with an understanding of the impact of a Native American sisterhood on the cultivation in how it conceptualized itself, its centering an Indigenous structure, and how it affirms the women who join through building relationality. Through the first research inquiry of a Native American sisterhood, the findings reveal/highlight how the sisterhood has centered Indigeneity in its conception to how it lives today. Fraternity and sorority communities need to shift their culture to honor Indigenous ways of being
The Landscape of US Elementary Mathematics Teacher Education: Course Requirements for Mathematics Content and Methods
No full textThe adequate preparation of future teachers of mathematics is critical, requiring sufficient opportunities to develop both pedagogical skill and content knowledge. Yet, despite new recommendations for mathematics teacher preparation, we know little about the landscape of course-based learning opportunities in US elementary teacher education programs. To what extent do US elementary teacher education programs meet the Standards for Preparing Teachers of Mathematics outlined by the Association of Mathematics Teacher Educators (AMTE) for mathematics content and methods courses? Based on an a priori power analysis, we gathered a random sample of 291 higher education institutions. Within these institutions, we analyzed 736 programs, including Bachelor’s, Master’s, and Credential programs. We found that overwhelmingly US elementary teacher education programs do not meet the aspirations outlined in the AMTE standards, with Master’s and Credential programs and those covering all elementary grades particularly falling short. Potential explanations for these challenges and implications for teacher education program design are discussed.Educatio
