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Changing Hearts and Minds
Get PDFA composition colleague, one with whom I regularly talk about
teaching and writing, sends a student to the writing center with
these words written across the top of the page: ”Your ideas are
acceptable but your writing is marginal.” (Welch 51)
Recently, a writing center friend told about coming up behind a
group of fellow faculty members gathered around a bulletin board.
From a distance she could see her name on the recently posted
list of nominations for the outstanding teacher award. Next to her
name, someone had drawn several large question marks. As she
drew nearer to the group, she heard her colleagues question her
eligibility. Even though she had recently earned tenure and
regularly taught courses for graduate and undergraduate students,
the fact that she also worked with students in the writing center
placed her outside the circle of those regarded as teachers eligible
for awards. (Grimm 524)University Writing Cente
Funder Perspectives: Assessing Media Investments
Get PDFHow are funders evaluating the outcomes of the media productions and campaigns that they support? Over the past five years, this question has informed a growing array of convenings, reports and research initiatives within the philanthropic sector, driving the emergence of a small but increasingly visible field of analysts and producers seeking to both quantify and qualify the impact of public interest media.These examinations have stimulated debate among both funders and grantees. Calls for the creation of a single media impact metric or tool have been met with both curiosity and skepticism. Those in favor of impact analysis cite its strategic usefulness in this moment of myriad new and untested media platforms, the importance of concretely tying mission to outcomes, and the need to justify media investments rather than programmatic ones. Detractors raise concerns about how an excess of evaluation might stifle creativity, needlessly limit funding to those projects whose short-term impact can be conclusively proven, or simply bog grantees down in administrative tasks that require entirely different skills, as well as resources.However, these debates have taken place in somewhat of an information vacuum. To date, the conversation about media impact has been led by a limited group of foundations. Little substantive information is available about how a broader range of funders address questions of evaluation. This research project aims to help fill that gap.The report, Funder Perspectives: Assessing Media Investments explores the multiple and sometimes overlapping lenses through which grantmakers view media evaluation, and confirms that there are still many unanswered questions
We Owe it to the Earth: The Importance of Environmentally-Friendly Lifestyle Changes during the Transitional College Years
Get PDFThis paper aims to explain and justify my choice of film as the medium employed to persuade my audience of the need for environmentally-friendly lifestyle changes to be made by individuals. In order to effectively stimulate action by college students, the target audience, film was used to communicate the necessity of developing green habits. During these years students in higher education develop intellectually and mature into adults. It is a prime time to learn simple green lifestyle changes and translate them into their daily behavioral repertoire. To begin my project I researched current information about the state of our environment, how individuals can do their part, and why it is important to reduce your impact on the environment. Then the documentary was produced, the steps of which will be detailed in the paper. In order to validate my use of film, academic databases were searched for applicable articles of the influential powers of television and documentaries specifically. After the documentary was produced it was tested on an ecology class and a control group was utilized. The results showed an increase in desire to perform green habits
Social Justice Documentary: Designing for Impact
Get PDFExplores current methodologies for assessing social issue documentary films by combining strategic design and evaluation of multiplatform outreach and impact, including documentaries' role in network- and field-building. Includes six case studies
Impact Assessment for Nonprofit News Projects and their Funders
Get PDFThis is a how-to guide for funders and nonprofit news organizations looking to develop media assessment strategies
'Speddies with Spraypaints': Intersections of agency, childhood, and disability in award winning young adult fiction
Get PDFThe Impact of Culturally Responsive Teaching on the Achievement of African American Students
Get PDFCulturally responsive teaching is a pedagogical practice that incorporates cultural knowledge, prior experiences, frames of reference, and performance styles of students to make learning encounters more relevant and effective. The purpose of this study is to evaluate the impact of culturally responsive teaching on the academic achievement of African American students. The context of this inquiry is at a minority-majority Title I high school within a large urban school district. The district and evaluation school previously adopted a culturally responsive teaching initiative. My mixed-method study captures the quantitative performance of students within the school in teachers\u27 classrooms using culturally responsive teaching strategies and the qualitative perspective of teachers, administrators, and parents about culturally responsive teaching\u27s impact on student achievement
Comparison of Vegetative Community and Soil Organic Matter Depth Among Reference Sites and Two Restored Wetlands in the Coastal Plain of South Carolina
Get PDFWetland loss and degradation from agriculture, urbanization, forestry, and mining is a global issue. South Carolina alone has lost over 27% of its wetlands. This historical wetland loss and climatic changes and impacts make restoring wetlands critical for the state. In restoration, understanding the difference in restored and reference wetland’s vegetation and soil organic matter depth can be crucial in assessing the recovery rate and determining environmental functions and services. The main objectives for our research were to determine differences in soil organic matter depth and vegetative community between the restored Brosnan Forest wetlands, the headwater flats and headwater slopes, and reference sites at Francis Marion National Forest. Our results indicate no significant differences in soil organic matter depth between the two restored wetlands. However, the reference site’s soil organic matter depth was twice that of the Brosnan wetlands. Additionally, there are differences in vegetative community between the two restored wetlands; different species dominated each wetland. However, compared to the reference sites, the Brosnan wetlands were more similar, with only a few quadrats reaching the reference sites
Fluctuations in Student Understanding of Newton's 3rd Law
Full text linkWe present data from a between-student study on student response to questions
on Newton's Third Law given throughout the academic year. The study, conducted
at Rochester Institute of Technology, involved students from the first and
third of a three-quarter sequence. Construction of a response curve reveals
subtle dynamics in student learning not captured by simple pre/post testing. We
find a a significant positive effect from direct instruction, peaking at the
end of instruction on forces, that diminishes by the end of the quarter. Two
quarters later, in physics III, a significant dip in correct response occurs
when instruction changes from the vector quantities of electric forces and
fields to the scalar quantity of electric potential. Student response rebounds
to its initial values, however, once instruction returns to the vector-based
topics involving magnetic fields.Comment: Proceedings of the 2010 Physics Education Research Conferenc
Parent and Teacher Report: Comparing Results from the Sensory Profile and the Sensory Profile School Companion
Get PDFOBJECTIVE. This study investigated the similarities and differences between parent and teacher report on the Sensory Profile and the Sensory Profile School Companion (School Companion). METHOD. Using data gathered during the standardization of the School Companion, scores of 173 children with and without disabilities were analyzed. Results were based on the entire sample and subgroups organized by child, parent, and teacher demographics. RESULTS. Analyses of the entire sample demonstrate that parents and teachers have many significant similarities (16/18) and few significant differences (2/18). Scoring relationships between reporters for subgroups followed the pattern found in the literature for other parent/teacher questionnaires. CONCLUSION. Parents and teachers provided a combination of similar and unique information when evaluating a child using the Sensory Profile and the School Companion thus adding to their construct validity. Therefore, best practice indicates that evaluators should interpret results from both versions when evaluating children with these tools
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