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Tip Your HAT to Your New Teammate
Get PDFAs the evolution of human-AI teams (HATs) progresses, it will cause a paradigm shift of previously accepted group dynamic and social exchange principles. Though the broad context of HAT development encompasses three dimensions: job displacement, job augmentation, and job creation, we focus on job augmentation, where AI (Artificial Intelligence) and humans will work best in collaboration. We investigate the impact on theory and implications to practice as the unique challenges and opportunities presented by these new collaborative interactions and exchange dynamics arise
Elementary English Language Learners\u27 Perceptions of Teacher Care in the Classroom
Get PDFEnglish Language Learners (ELLs) experience care in the classroom based on prior experiences, teacher and student relationships, academic support, health support, and safety. The purpose of this study was to understand how ELLs experience care in the classroom with their classroom teacher as described by six ELL participants. A positive teacher-student relationship rooted in care, comfort, safety, and trust enhanced ELLs\u27 engagement with their classroom teacher. The findings of this qualitative narrative study revealed that unconditional support and individualized quality time contributed to ELLs’ well-being in the classroom. Interpretations of care from the ELLs’ narratives depicted how experiences in the classroom informed wellness and motivation for learning. Daily classroom practices enabled ELLs to feel comfortable and safe and develop a sense of belonging. Teacher and student relationships can positively affect ELLs, allowing them to be engaged in their own learning. When teachers carefully consider ELLs’ needs and support them unconditionally, ELLs can attain positive well-being. Further development of the teacher-student relationship can benefit all stakeholders because it provides a foundation for ensuring positive well-being for ELLs and academic success. Implications suggest that planning time, professional development, allocation of resources, and enhancing the home and school connection are crucial for educating ELLs and providing them with equitable opportunities. Nodding’s Care Theory and Krashen’s Second Language Acquisition (SLA) theory were two theoretical frameworks used to support this qualitative study
A Narrative Case Study: The Role of Culturally Responsive Mentorship to Navigate, Empower, and Level the Playing Field for Black and Brown Students in Higher Education
Get PDFAs the rate of enrollment increases for Black and Brown students in U.S. colleges and universities, in part, due to innovative and strategic recruitment and enrollment efforts to attract them, research shows that students of color benefit from intentional and strength-based college support services to ensure that they can thrive and persist toward graduation. In this narrative case study, I explored the perceived experiences of Black and Brown alumni who were participants in a mentoring program at a predominantly White institution (PWI). In-depth interviews with 20 alumni chronicled their lived experiences and perceptions as they navigated the PWI with the help of their assigned mentor. Utilizing critical race theory (CRT) and culturally relevant education as frameworks, I found that student mentees described how their mentors assisted them with cultural competence and critical consciousness skills. I conceptualize this type of mentoring as culturally responsive as both White mentors and mentors of color provided the students with 1) strategies to combat feelings of isolation and microaggressions, 2) clarity for next steps post-graduation, and 3) a thought partner to help them think through prominent racial equity issues on campus, some of which were unique to PWI’s. Mentors of color were perceived to give students of color the additional value of role modeling. Limitations and implications for future research as well as suggestions and considerations for institutions of higher learning to implement culturally responsive mentoring programs are presented
Attitudes About Inclusivity Among Preservice Educators: A Mixed Methods Approach
Get PDFIn 1975, the Education for All Handicapped Children Act (EHA) became the first enacted policy that led the fight against ableism, providing students with disabilities the right to public education. In 2004, this policy became known as the Individuals with Disabilities Act (IDEA), which included these major components supporting the policy of inclusion: Free and Appropriate Public Education (FAPE), Individual Education Plans (IEP), and Least Restrictive Environment (LRE). This study highlights how teacher preparation programs are pivotal in preservice teachers\u27 attitudes toward inclusion. The data for this study was collected and analyzed based on quantitative surveys and qualitative interviews with preservice teachers at Preparatory University (pseudonym). The findings of this study confirmed that teacher preparation programs impact preservice teachers\u27 attitudes toward inclusion. However, there remains a significant gap in the components of the specific aspects of the curriculum that affected preservice teachers\u27 attitudes. The broad understanding of inclusion captured by preservice teachers demonstrated barriers to inclusive attitudes, but there needs to be more understanding of inclusion from a social justice lens. Further, preservice teachers in this study support inclusion and have inclusive attitudes. However, there were significant implications of concerns on implementation and feasibility of inclusion within the confines of the educational system. These findings indicate the need for more inclusive educational resources within our teacher preparation programs, redesigning the pedagogical core, and restructuring the educational system to support inclusion and the fight against ableis
Great South Bay, Long Island, New York Summer Phytoplankton Identification & Monitoring Program
Get PDFPhytoplankton Collection Methodologies: 80 micron Plankton Tow Net with sample bottle attachment
Phytoplankton Protocol: 1.Gather Samples 2.Make one slide per sample 3.View slides using microscope connected with computer 4. Record findings using “ Row # “ and “ Column letter “ 5. Record using “ Tallies “ per species found within sample 6. Capture anything interesting “ Take Picture “ 7.Duplicate pictures taken 8.Make sure measurement of species found is taken 9. Email Jennifer Maucher at [email protected] , include pictures, questions and names of the species you “guess” you found
Co-Teaching With Multilingual Learners: Key Themes From Emerging Research
Get PDFThis article presents a review of the major themes that have emerged in over a decade of research conducted by the authors and others on the practice of co-teaching for multilingual learners (MLs) in K-12 English language development (ELD) programs. It highlights six major themes from research and documentary accounts that focus on how teachers engage in a collaborative instructional service delivery for MLs. The authors review each of the major themes and relate them to best practices for the successful implementation of Integrated English as a New Language (ENL) instruction in New York State
Academic Librarians\u27 Opinions on Social Justice Advocacy
Get PDFThis session presented the results of 113 academic librarians surveyed regarding their views on social justice advocacy. As part of a mixed-methods exploration, quantitative, qualitative, and integrated elements were revealed. Beyond a comprehensive survey administered, librarian advocates describe how they approach issues of social justice, what the benefits are of addressing inequities within academic libraries, what barriers they\u27ve encountered in their advocacy efforts and initiatives, and what advice a more experienced advocate might offer to a peer with less knowledge who is interested in becoming more involved
Multilingual Learners\u27 and Their Teachers\u27 Perceptions of Culturally Responsive-Sustaining Practices in the Mainstream Classroom: A Mixed-Method Approach
Get PDFThe number of multilingual learners (MLs) is on the rise in the United States, especially in schools located in New York State and Long Island. However, many general education teachers lack the necessary training and certification to teach these diverse students effectively. In response, New York State has developed the NYS Culturally Responsive-Sustaining (CR-S) Education Framework to address the gaps in teaching practices. The implementation varies across districts on Long Island. To gain a deeper understanding, I conducted this study to investigate the perceptions of MLs and their teachers regarding CR-S pedagogical approaches in mainstream classrooms. The study involved surveys and focus group interviews with both sets of participants, and the data were analyzed based on the four core components of the CR-S framework. The findings revealed significant differences in the perceptions of MLs and their teachers, particularly in the areas of Building Relationships/Welcoming and Affirming Environment and Ongoing Professional Learning. MLs’ responses displayed a lack in their teachers\u27 effort to understand their cultural backgrounds, experiences, and prior knowledge. On the other hand, both MLs and teachers reported similar results for High Expectations and Rigorous Instruction, Inclusive Curriculum, and Assessment. Both MLs and teachers acknowledged the use of CR-S strategies but highlighted the need for more training and support. The study underscores the importance of targeted professional development and training opportunities for general education teachers to incorporate CR-S strategies and techniques for MLs effectively. School districts can use these findings to improve their teaching practices and provide better support for MLs\u27 academic success
Clinical practice patterns of speech-language pathologists for screening and identifying dysphagia
Get PDFPurpose: To identify how speech-language pathologists (SLPs) in the UnitedStates are screening for and identifying dysphagia. To do this, we examined theapproaches most often used to screen for dysphagia and the influence of contex-tual factors such as setting, continuing education and means of staying up to datewith the most current literature on screening approaches.Method: A web-based survey composed of 32 questions was developed andfield tested for content, relevance and workflow. The survey was distributedonline, via social media, online SLP forums and through the American Speech-Language-Hearing Association’s Special Interest Group 13 (swallowing disor-ders). One hundred and thirty-seven clinicians from the United States completedthe survey and were included for analysis using descriptive statistics and linearregression modelling to assess associations of continuing education and yearspracticing with screening protocols and consumption of evidence.Results: Respondents worked in a variety of settings, including acute care,skilled nursing facilities, and inpatient rehabilitation. Most respondents workedwith adult populations (88%). The most common screening protocols reportedwere a volume-dependent water swallow test (74%), subjective patient report(66%), and trials of solids/liquids (49%). Twenty-four percent (24%) reportedusing a questionnaire, the Eating Assessment Tool (80%) being most common.How clinicians consume their evidence was significantly associated with thetypes of screening approaches used. Continuing education hours were signifi-cantly associated with dysphagia screening protocol choice (p \u3c 0.001) and howclinicians stayed up to date with evidence (p \u3c 0.001).Conclusions: Results from this study provide an in-depth look at the choicesclinicians are making in the field regarding how to effectively screen patientsfor the presence of dysphagia. Contextual factors such as evidence base con-sumption patterns should serve researchers to continue seeking alternative waysto share evidence with clinicians, accessibly
Whose Library is it? A Youth Participatory Action Research Study Examining School Libraries as Culturally Sustaining Environments From the Students\u27 Perspectives
No full textTraditionally, school libraries are assumed to be spaces of positivity and inclusion free from bias and discrimination. However, school libraries have not remained untouched by harmful school policies and state educational laws. Recently, new policies and laws have begun to restrict the role of librarians and library spaces are continuously being eliminated from school districts across the United Sates. One issue is the library profession has examined the library as a room but not the concept of what a library space is or can be. One approach to addressing this gap is by examining school libraries through the lens of culturally sustaining pedagogy. This perspective can help one understand how school library spaces can exist as antiracist spaces particularly for students of color. In addition, elementary school children are rarely given the opportunity to make major decisions concerning their schooling. This study utilizes youth participatory action research to enable elementary children to examine their school library and determine if the library is a culturally sustaining space for the student population in their school. This study chronicles the youth participatory action research process and highlights the major changes that elementary students made to school library policies. The findings from the study show 1. The youth participatory action research process allowed the young co-researchers to choose the direction of the research study which diverted from the researcher’s original intentions. 2. The young co-researchers created and added a culturally sustaining element to the library space. 3. Without proper evaluation, school libraries can perpetuate oppressive practices that hinder students. Based on these findings school libraries need student input in order to establish culturally sustaining spaces as the children themselves are best positioned to determine what and how the library sustains them