9820 research outputs found
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Installation imageof the exhibition Famous and Family: Through the Lens of Trude Fleischmann
No full texthttps://digitalcommons.fairfield.edu/trudefleischmann-images/1120/thumbnail.jp
Famous and Family: Through the Lens of Trude Fleischmann - pull-up banner
Full text linkhttps://digitalcommons.fairfield.edu/trudefleischmann-ephemera/1002/thumbnail.jp
Building Procedural Fluency from Conceptual Understanding in a Mathematics Content Course Through a Number Talks Field Experience
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Finding Balance: Student Experiences Pursuing Authentic Success in a High-Performing, Suburban High School
Full text linkStudents in high-performing schools are socialized to equate self-worth with external achievements by a complex achievement cycle that prioritizes external achievement. This exacerbates existing inequities for students and leads to detrimental psychological and emotional consequences for students in high-performing schools. This qualitative, constructivist, grounded theory study, grounded in sociocultural and critical theory, aimed to understand student definitions of success; the impact school environment, policies, and procedures have on those definitions; and empower students to recognize their potential for and role in generating change. Focus group interviews of high school seniors at a high-performing school were used to collect data to answer three research questions: (RQ1) How do students at a high-performing, suburban, affluent, mostly white high school describe success? (RQ2) In what ways do the school environment, policies, and practices affect student perceptions of success? (RQ3) What changes do students believe would help them find more authentic success? Data revealed that while students largely define success through intrinsic values, they perceived their school\u27s definition as predominantly extrinsic. As captured in the resulting theory, Continuous Success, Value, and Motivation Formation and Reinforcement Theory, this discrepancy creates dissonance and misalignment, forcing students to repeatedly navigate decision points where they must choose between intrinsic and extrinsic perspectives. These choices, in turn, shape and reinforce their value systems and motivational orientations. This research highlights the critical need for educational environments to align with students\u27 intrinsically aligned definition of success, promoting healthy development through a more authentic understanding of success shared by students and their school
The Effects of Professional Development Workshops and Mentoring on Teachers Use of Multicultural Strategies in One Urban Middle School
Full text linkThis ten-month action research study involved 13 teachers in one middle school in a high-needs New England school district. It examined the effects of professional development workshops on teachers’ use of multicultural strategies to promote culturally and linguistically diverse students’ participation in content area classes. The study was grounded in principles of multicultural education, culturally relevant pedagogy, and restorative practices. Workshops were designed based on needs identified by two measures: a school-wide survey and informal observations in classrooms. The principal investigator designed and presented the workshops and provided follow-up coaching (observations and interviews) to support to teachers as they implemented strategies they learned in the workshops. In addition to the workshops, surveys, and classroom observations, other data sources included interviews and analysis of artifacts--such as, curricula, changes in classroom instructional supports, and informal observations of increased student engagement, and class participation. Data was analyzed using descriptive statistics and ethnographic research methods. Findings indicated that locally designed workshops with district-based coaching afterward incrementally increased teachers use of the strategies introduced. District-wide multicultural education initiatives, however, may not be effective without a district-wide plan to monitor teachers’ implementation of strategies and assess changes in student engagement and ideally student academic growth
From Interest to Inclusion: Exploring Student Perceptions in Redesigned Computer Science Curricula
Full text linkThis study investigated the impact of redesigned and newly developed computer science (CS) courses at Oak Tree Day School (OTDS) focused on increasing participation and promoting inclusivity, particularly among females. Employing a mixed-methods approach, the research analyzed quantitative data from the Student Computer Science Attitude Study (SCSAS). Qualitative insights from surveys and focus groups examined important constructs of student confidence, interest, belonging, perceived usefulness, and encouragement in CS education./= / \u3eResults revealed notable increases in overall participation in advanced CS courses among females over a 10-year period, with AP Computer Science Principles exceeding national averages for female enrollment, while improvements in confidence, interest, belonging, and perceived usefulness were not statistically significant over time in the course. High school students reported increased encouragement compared to middle school peers. Parental and teacher encouragement was a critical motivator, with supportive and enthusiastic teaching practices encouraging student interest and persistence./= / \u3eThe study illustrated the importance of hands-on, project-based learning that integrates real-world applications. Female students particularly valued interdisciplinary projects and practical applications of coding. Challenges included teaching abstract coding concepts, managing time constraints on projects, and addressing gender disparities in perceived competence and participation. These findings stressed the significance of intentional course design, supportive teaching, and encouragement from families in creating an inclusive CS educational environment. By addressing barriers such as stereotype threat and encouraging a sense of belonging, schools can better equip a diverse student population (including females and other underrepresented groups) to pursue advanced studies and careers in computer science
Food Additive Safety
Full text linkFood additive safety has emerged as a critical public health concern, with mounting evidence that highlights potential health risks associated with certain additives. Specifically, cumulative, low-dose exposures to certain food additives may be contributing to the rise of chronic diseases, such as obesity, diabetes, and cancer. Although food additives offer benefits in terms of preservation, flavor enhancement, and visual appeal, there is an increasing concern regarding their potential long-term health effects. This health policy analysis examines the historical development of food additives, evaluates current regulatory frameworks in the United States, and compares them to more precautionary policies in the European Union. Drawing on key informant interviews, the analysis identifies gaps in oversight, public communication, and equity, highlighting the need for stronger federal regulations, transparent labeling, and targeted consumer education. Policy recommendations focus on strengthening regulatory frameworks, improving the food supply, and ensuring consumer access to safe food. Addressing food additive safety is essential in safeguarding public health, rebuilding trust in the food supply, and advancing health equity
Installation image of the exhibition To See This Place: Awakening to Our Common Home
No full texthttps://digitalcommons.fairfield.edu/commonhome-images/1006/thumbnail.jp