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Sex Education In Our Schools
Get PDFThis research project involved interviewing 42 parents with children between the ages of 12 to 18-years-old regarding their views and opinions on sex education for today’s youth. All 42 parents agreed they wanted a more informative sex education for their children than what they were exposed to as children. This included those with formal sex education as well as those that learned from peers, siblings or in their neighborhood. Another aspect all parents agreed on was the need for a more comprehensive sex education. Thirty-eight parents thought abstinence should be included as an option in sex education classes but not the only method. Four parents did not believe abstinence is realistic in today’s world so it should not be taught in class. While each state holds its own mandates for sex, sexually transmitted infections (STI) and human immunodeficiency virus (HIV) education, parents still have the responsibility to engage in their own child’s sex education. If they live in a state that does not educate in the manner they feel is acceptable, they would have the option of discussing their own beliefs and values with their family
Describing Comprehension
Get PDFTeachers\u27 observations of student performance in reading are abundant and insightful but often remain internal and unarticulated. As a result, such observations are an underutilized and undervalued source of data. Given the gaps in knowledge about students’ reading comprehension that exist in formal assessments, the frequent calls for teachers’ observational data to fill these gaps, and the paucity of research on teachers as assessment instruments, this study sought to learn more about the knowledge teachers gain about students’ comprehension through embedded observation.
This research was framed by a transactional conception of reading and informed by cognitive and sociocultural studies of reading comprehension. It was guided by two questions: 1). What do teachers notice about students’ reading comprehension? 2). How do they articulate what they observe and interpret?
Data were derived from a three-phased set of semi-structured interviews conducted with ten study participants, teachers employing a transactional strategic instructional approach in grades two through five. Quantitative and qualitative analyses resulted in a comprehension framework that organizes teachers’ observations into three categories: stance, technique, and interpretation. The three categories are comprised of nine observed states and twenty-seven ranges with definitions and exemplars derived from the data. Teachers’ observational methods are characterized as a real-time data processing system in which dimensions of comprehension are articulated as moments, patterns, and trends.
Implications for teachers, professional development and public policy are discussed. First, a comprehension framework, drawn from participants’ observations of student comprehension, is offered to teachers as a tool for reflecting on and organizing knowledge of students gained through embedded observation. Multiple forms of collaborative inquiry are suggested to support teachers’ interpretation and use of observational data to inform instruction. Finally, active support for teachers’ local and continuous knowledge construction and a greater appreciation of the complexity and value of the data teachers generate through embedded observation are considered essential to the implementation of data-based instruction
Beyond the Black Horizon
Get PDFAlthough U.S. colleges and universities continue to discuss creative ways to increase the number of African American collegians participating in study abroad, this research is limited when revealing the unique perspectives of African American collegians who have studied abroad. Traditionally an emphasis on program success has been placed on the quantity of study abroad participants rather than the quality of African American student support and engagement; the personal reflections through the lens of African American race and identity are often overlooked. A series of culturally responsive, guided interviews were conducted with African American collegians from a variety of institutions across the United States, to learn their perspectives on their study abroad experiences. This research reveals that culturally responsive mentoring and guidance are valuable in helping African American collegians deconstruct or make sense out of their study abroad experiences, both during and upon reentry. Also, African American collegians use the method of finding home abroad as an important coping tool for support, social adjustment, and cultural validation. Combined, these findings suggest that African American collegians who have studied abroad benefit from culturally guided reflection and learning experiences in which their race and identity are taken into consideration
Portrait of a Woman and Child
No full textA woman and child pose for a photo at the house of Pedro Almeida\u27s aunt. The house is in Villa da Ribeira Brava, a village located in an interior valley on São Nicolau. It is a unique location in Cape Verde because it has a relatively stable water source, which allows for better agricultural development and a greener landscape, as you can see in the background of this photo.https://digitalcommons.ric.edu/baxter_gallery/1110/thumbnail.jp
Tuna on Scale; Tuna Cannery
No full textWorkers weigh tuna fish as it is brought into this cannery in Tarrafal. It is believed to be the first cannery to open in Cape Verde.https://digitalcommons.ric.edu/baxter_gallery/1445/thumbnail.jp
Street Market in Praia
No full textA busy market in Praia, the capital of Cape Verde. Praia, a coastal town on Santiago, was settled in the late 15th century, but not made the official capital until 1770.https://digitalcommons.ric.edu/baxter_gallery/1192/thumbnail.jp
The Rocky Coastline of Santo Antao
No full textAn alternate view of the coastline pictured previously. This photograph is taken in Paul, which is located on the northern coast of Santo Antao. Looking from the beach this photograph shows the waves washing up onto rocks as craggy mountains descend into the sea in the background. The picture shows how striking and rugged the coastline can be.https://digitalcommons.ric.edu/baxter_gallery/1364/thumbnail.jp
Eye on Ethics: The Cultivation of Ethics Expertise - The Impact of Deliberate Practice
No full textWe know that ethical competence is a vital component of being a professional. Experience tells me that focused, sustained, thoughtful, purposeful—deliberate—practice applied to challenging ethical dilemmas is the path to real expertise
Hinterland Landscape
No full textThis landscape photograph shows the farm houses and small villages that dot São Nicolau\u27s hinterland, a fertile interior valley that is the most agriculturally productive of the Cape Verde archipelago.https://digitalcommons.ric.edu/baxter_gallery/1185/thumbnail.jp