{"response":{"docs":[{"system_create_dtsi":"2024-01-03T17:19:52Z","system_modified_dtsi":"2024-01-03T17:19:56Z","has_model_ssim":["Article"],"id":"nz806131n","accessControl_ssim":["efefdc62-2631-452d-a2cb-5f9debf2cb2f"],"depositor_ssim":["fallersn@ucmail.uc.edu"],"depositor_tesim":["fallersn@ucmail.uc.edu"],"title_tesim":["The Critical Role of Faculty as Buffering the Impact of Discrimination on College Student Aspirations"],"date_uploaded_dtsi":"2024-01-03T17:19:51Z","date_modified_dtsi":"2024-01-03T17:19:51Z","isPartOf_ssim":["admin_set/default"],"journal_title_tesim":["College Teaching"],"college_tesim":["Other"],"department_tesim":["Fac Dev CET \u0026 L"],"creator_tesim":["Mason, Lauren","Vason, Tyra","Faller, S. 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Thus, this study investigates the extent to which college students’ trust in faculty acts as a buffer against the negative impacts of discrimination. Results of this research indicate a strong relationship between experiencing discrimination and feelings of stress and decreased sense of belonging, and that increased stress and decreased belonging negatively affect students’ future aspirations. However, our findings demonstrate that trust in faculty mitigates the negative effects of discrimination and can reduce feelings of stress and increase feelings of belonging, thereby increasing students’ future aspirations. Our findings demonstrate the important role faculty play in creating an affirming climate for students on college campuses."],"license_tesim":["http://rightsstatements.org/vocab/InC/1.0/"],"date_created_tesim":["2023-08-30"],"related_url_tesim":["https://doi.org/10.1080/87567555.2023.2251638"],"source_tesim":["College Teaching"],"thumbnail_path_ss":"/assets/work-ff055336041c3f7d310ad69109eda4a887b16ec501f35afc0a547c4adb97ee72.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"CRITICAL ROLE OF FACULTY AS BUFFERING THE IMPACT OF DISCRIMINATION ON COLLEGE STUDENT ASPIRATIONS","human_readable_type_tesim":["Article"],"read_access_group_ssim":["public"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["fallersn@ucmail.uc.edu"],"nesting_collection__pathnames_ssim":["nz806131n"],"nesting_collection__deepest_nested_depth_isi":1,"_version_":1787090590501961728,"timestamp":"2024-01-03T17:19:57.253Z","score":0.00049999997},{"system_create_dtsi":"2020-02-04T16:27:44Z","system_modified_dtsi":"2020-02-04T16:30:09Z","has_model_ssim":["Article"],"id":"vq27zp704","accessControl_ssim":["3843e93c-994e-4aa8-95b6-83c2aadd011a"],"depositor_ssim":["fallersn@ucmail.uc.edu"],"depositor_tesim":["fallersn@ucmail.uc.edu"],"title_tesim":["Are scientist stereotypes eroding among students?: It's complicated, but there's something teachers can do"],"date_uploaded_dtsi":"2020-02-04T16:27:44Z","date_modified_dtsi":"2020-02-04T16:30:09Z","isPartOf_ssim":["admin_set/default"],"journal_title_tesim":["Science Scope"],"college_tesim":["Other"],"department_tesim":["Fac Dev CET \u0026 L"],"creator_tesim":["Faller, S. Elisabeth (Beth)"],"publisher_tesim":["NSTA"],"description_tesim":["According to this poll, when asked to compare the prevalence of the stereotypical view that scientists are most likely to be white males to 10 years ago, 60% of science educators said that more students are aware that scientists can come from any demographic group. In the same poll, 55% of science educators said their students still see scientists as most likely to be males. [...]25% said that although more students (compared to 10 years ago) are aware that science can be a diverse field, they do not connect those opportunities with their own demographic group. Teachers can promote the idea that science provides a useful foundation for a variety of careers either in science or that build on science (ASPIRES 2013). [...]teachers can demonstrate the importance of learning science, regardless of career aspirations, by empowering students to weigh in, in an informed manner, on scientific questions important to their lives, such as those that appear in the news or government debates. [...]teachers might help their students better understand climate science by engaging them in the Smithsonian Environmental Research Center's Invader ID citizen science project where they would help identify invasive marine invertebrates in order to track changes in coastal environments."],"license_tesim":["http://rightsstatements.org/vocab/InC/1.0/"],"date_created_tesim":["July 2019"],"related_url_tesim":["https://search.proquest.com/docview/2241271496?accountid=2909"],"source_tesim":["Science Scope"],"thumbnail_path_ss":"/assets/work-ff055336041c3f7d310ad69109eda4a887b16ec501f35afc0a547c4adb97ee72.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"ARE SCIENTIST STEREOTYPES ERODING AMONG STUDENTS ITS COMPLICATED BUT THERES SOMETHING TEACHERS CAN DO","human_readable_type_tesim":["Article"],"read_access_group_ssim":["public"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["fallersn@ucmail.uc.edu"],"nesting_collection__pathnames_ssim":["vq27zp704"],"nesting_collection__deepest_nested_depth_isi":1,"_version_":1697088179464568832,"timestamp":"2021-04-15T06:50:09.432Z","score":0.00049999997},{"system_create_dtsi":"2018-01-05T18:57:11Z","system_modified_dtsi":"2018-01-05T18:57:12Z","has_model_ssim":["Article"],"id":"1j92g745j","accessControl_ssim":["c9f18564-f29b-4222-a993-e6f27305a863"],"depositor_ssim":["fallersn@ucmail.uc.edu"],"depositor_tesim":["fallersn@ucmail.uc.edu"],"title_tesim":["A process guide for establishing state adult education content standards"],"date_uploaded_dtsi":"2018-01-05T18:57:11Z","date_modified_dtsi":"2018-01-05T18:57:11Z","isPartOf_ssim":["admin_set/default"],"required_software_tesim":[""],"college_tesim":["Other"],"department_tesim":["CET \u0026 L"],"note_tesim":[""],"creator_tesim":["Faller, S. 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Elisabeth (Beth)"],"publisher_tesim":["National Science Teachers' Association"],"subject_tesim":["education research"],"description_tesim":["As the Next Generation Science Standards make clear, equity must be a priority in today’s science classrooms. This means ensuring that all students, regardless of race, gender, and economic or linguistic background, develop positive science-linked identities that allow them to access, evaluate, challenge, and even generate scientific knowledge. Yet, developing positive science-linked identities can be problematic for students who perceive science to be in conflict with other aspects of their identities, such as gender, ethnicity, or economic class. Thus prioritizing equity indicates the need to provide experiences that help all students—and especially those who are historically underrepresented in science—forge positive science-linked identities. This article draws on a yearlong case study conducted in collaboration with a middle grade (5-8) science teacher at an all-female school serving primarily students of color from working class families. Analysis of data, including observations of 102 classes and student interviews and surveys, revealed four promising strategies relevant to all middle school science teachers: (a.) Prioritize communication in science, (b.) Position all students as scientists,  (c.) Allow students to be science authorities, and (d.) Demonstrate that science actually matters."],"license_tesim":["http://rightsstatements.org/vocab/InC/1.0/"],"date_created_tesim":["2017"],"related_url_tesim":["https://search.proquest.com/docview/2062645297?accountid=2909 "],"source_tesim":["Science Scope"],"thumbnail_path_ss":"/assets/work-ff055336041c3f7d310ad69109eda4a887b16ec501f35afc0a547c4adb97ee72.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"WHEN YOU WALK INTO THIS ROOM YOURE SCIENTISTS HOW YOU CAN PROMOTE POSITIVE SCIENCELINKED IDENTITIES FOR ALL YOUR STUDENTS","human_readable_type_tesim":["Article"],"read_access_group_ssim":["public"],"edit_access_person_ssim":["fallersn@ucmail.uc.edu"],"nesting_collection__pathnames_ssim":["1544bp10f"],"nesting_collection__deepest_nested_depth_isi":1,"_version_":1697079564666142720,"timestamp":"2021-04-15T04:33:13.720Z","score":0.00049999997},{"system_create_dtsi":"2017-10-27T04:32:03Z","system_modified_dtsi":"2019-06-06T15:04:20Z","has_model_ssim":["Image"],"id":"bc387x35d","accessControl_ssim":["f8d84992-2f97-4373-8aa9-3729eaa91bcf"],"hasRelatedMediaFragment_ssim":["bc387x36p"],"hasRelatedImage_ssim":["bc387x36p"],"depositor_ssim":["fallersn@ucmail.uc.edu"],"depositor_tesim":["fallersn@ucmail.uc.edu"],"title_tesim":["“I Just Hadn’t Thought about it Before:” Developing Self-Regulated Learners in a Fully Online Course"],"date_uploaded_dtsi":"2017-04-19T00:00:00Z","date_modified_dtsi":"2017-04-27T00:00:00Z","isPartOf_ssim":["admin_set/default"],"doi_tesim":["doi:10.7945/C2VK5W"],"college_tesim":["Other"],"department_tesim":["CET \u0026 L"],"creator_tesim":["Faller, S. Elisabeth (Beth)"],"publisher_tesim":["University of Cincinnati"],"subject_tesim":["SoTL","Education Research"],"description_tesim":["Poster presented at the 2016 Lilly Conference on evidence-based teaching and learning in Traverse City, Michigan.\n\nABSTRACT\nA major goal of higher education is to help students choose purposeful pathways through college as they acquire skills that support them in becoming self-regulated and lifelong learners. This poster describes the successful implementation of two practices that foster self-regulated learning, a before- and after-course case study used to assess course knowledge and goal setting, in a fully online teacher education course. In addition to describing the practices, the poster includes a thematic analysis of the data from open-ended student responses to the assignment. Participants are invited to discuss the implications of this work and its potential applications in their classrooms.\n\nOBJECTIVES\nAfter interacting with others at this poster, you will be able to: (a) describe two practices for developing self-regulated learners, (b) identify lessons learned from the implementation of these practices in a fully online teacher education course, and (c) apply these practices to one of your own courses.\n  "],"license_tesim":["http://rightsstatements.org/vocab/InC/1.0/"],"thumbnail_path_ss":"/downloads/bc387x36p?file=thumbnail","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"member_ids_ssim":["bc387x36p"],"file_set_ids_ssim":["bc387x36p"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"I JUST HADNT THOUGHT ABOUT IT BEFORE DEVELOPING SELFREGULATED LEARNERS IN A FULLY ONLINE COURSE","human_readable_type_tesim":["Image"],"read_access_group_ssim":["public"],"edit_access_person_ssim":["fallersn@ucmail.uc.edu"],"nesting_collection__pathnames_ssim":["bc387x35d"],"nesting_collection__deepest_nested_depth_isi":1,"_version_":1697119489832779776,"timestamp":"2021-04-15T15:07:49.326Z","score":0.00049999997},{"system_create_dtsi":"2017-10-27T00:54:07Z","system_modified_dtsi":"2018-07-03T15:34:47Z","has_model_ssim":["Article"],"id":"bc389353q","accessControl_ssim":["20830290-ae33-4d40-95a4-124312da132b"],"depositor_ssim":["fallersn@ucmail.uc.edu"],"depositor_tesim":["fallersn@ucmail.uc.edu"],"title_tesim":["Reading and Writing as Scientists? Text Genres and Literacy Practices in Girls' Middle-Grade Science"],"date_uploaded_dtsi":"2017-09-11T00:00:00Z","date_modified_dtsi":"2018-07-03T15:34:47Z","isPartOf_ssim":["admin_set/default"],"doi_tesim":[""],"journal_title_tesim":["Journal of Adolescent \u0026 Adult Literacy (JAAL)"],"required_software_tesim":[""],"college_tesim":["Other"],"department_tesim":["CET \u0026 L"],"note_tesim":[""],"creator_tesim":["Faller, S. Elisabeth (Beth)"],"publisher_tesim":["International Literacy Association"],"subject_tesim":["Education Research"],"description_tesim":["Science teachers are often charged with providing discipline-specific literacy instruction. However, little is known about the reading and writing genres, or text types, typically found in these classrooms. In particular, there is a lack of knowledge about what opportunities adolescents have to engage with the genres privileged in science to learn the discipline's specialized ways of making meaning and communicating knowledge. This article reports on a case study of the reading and writing genres found within four middle-grade science classrooms in one small all-female school. Results suggest that although a variety of text genres were present, there was little discussion of how and why science content was presented in particular ways. Notably, students also had far more opportunities to read than write extended nonfiction. Teachers can cultivate a more reciprocal relation between reading and writing in science by using genres that students read as models for their writing."],"license_tesim":["http://rightsstatements.org/vocab/InC/1.0/"],"date_created_tesim":[""],"related_url_tesim":["http://rdcu.be/BaA8"],"source_tesim":["Journal of Adolescent \u0026 Adult Literacy (JAAL)"],"thumbnail_path_ss":"/assets/work-ff055336041c3f7d310ad69109eda4a887b16ec501f35afc0a547c4adb97ee72.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"READING AND WRITING AS SCIENTISTS TEXT GENRES AND LITERACY PRACTICES IN GIRLS MIDDLEGRADE SCIENCE","human_readable_type_tesim":["Article"],"read_access_group_ssim":["public"],"edit_access_person_ssim":["fallersn@ucmail.uc.edu"],"nesting_collection__pathnames_ssim":["bc389353q"],"nesting_collection__deepest_nested_depth_isi":1,"_version_":1697088541360652288,"timestamp":"2021-04-15T06:55:54.563Z","score":0.00049999997},{"system_create_dtsi":"2017-10-27T00:32:49Z","system_modified_dtsi":"2017-11-07T17:51:02Z","has_model_ssim":["Article"],"id":"bc389060h","accessControl_ssim":["6dbb7cf1-a4e9-4dcf-baee-6230603d8e3d"],"depositor_ssim":["fallersn@ucmail.uc.edu"],"depositor_tesim":["fallersn@ucmail.uc.edu"],"title_tesim":["An Examination of School Climate in Effective Alternative Programs"],"date_uploaded_dtsi":"2017-08-23T00:00:00Z","date_modified_dtsi":"2017-08-23T00:00:00Z","isPartOf_ssim":["admin_set/default"],"college_tesim":["Other"],"department_tesim":["CET \u0026 L"],"creator_tesim":["Tonelson, Steven W.","Magee Quinn, Mary","Gable, Robert A.","Faller, S. Elisabeth (Beth)","Poirier, Jeffery M."],"description_tesim":["The alternative education field lacks a common definition and has a major divide between the differing philosophies of alternative programs; little empirical evidence is available to identify the components necessary to create effective alternative educational programs. Tremendous growth in the availability of alternative programs in the United States over the past several decades, however, illustrates continuing demand for such programs as well as the need for research on the characteristics that constitute effective alternative programs. In this article, the authors study exemplary alternative programs in 3 racially and economically diverse communities to characterize the school climate as viewed by the students and the staff. At this relatively early stage in the field of alternative education, it is essential to examine the similarities, as well as any differences, in the social climate of highly effective alternative programs and to consider their potential relationship with student academic and behavioral success. Furthermore, it is important to recognize how these findings might be one foundation for future inquiry and research on alternative education. [PUBLICATION ABSTRACT] "],"license_tesim":["http://rightsstatements.org/vocab/InC/1.0/"],"related_url_tesim":["https://search.proquest.com/docview/228568497?pq-origsite=summon\u0026accountid=2909"],"thumbnail_path_ss":"/assets/work-ff055336041c3f7d310ad69109eda4a887b16ec501f35afc0a547c4adb97ee72.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"EXAMINATION OF SCHOOL CLIMATE IN EFFECTIVE ALTERNATIVE PROGRAMS","human_readable_type_tesim":["Article"],"read_access_group_ssim":["public"],"edit_access_person_ssim":["fallersn@ucmail.uc.edu"],"nesting_collection__pathnames_ssim":["bc389060h"],"nesting_collection__deepest_nested_depth_isi":1,"_version_":1697117701365825536,"timestamp":"2021-04-15T14:39:23.711Z","score":0.00049999997},{"system_create_dtsi":"2017-10-27T00:32:40Z","system_modified_dtsi":"2021-04-16T14:57:47Z","has_model_ssim":["Document"],"id":"bc389056x","accessControl_ssim":["68528f57-ac21-42a4-a13c-b5f8059e5c6e"],"depositor_ssim":["fallersn@ucmail.uc.edu"],"depositor_tesim":["fallersn@ucmail.uc.edu"],"title_tesim":["Career Pathways, Performance Pay, and Peer-review Promotion in Baltimore City Public Schools"],"date_uploaded_dtsi":"2017-08-23T00:00:00Z","date_modified_dtsi":"2017-10-02T00:00:00Z","isPartOf_ssim":["admin_set/default"],"college_tesim":["Other"],"department_tesim":["CET \u0026 L"],"creator_tesim":["Kim, John J-H","Faller, S. 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Elisabeth (Beth)","Kieffer, Michael J."],"publisher_tesim":["International Reading Association"],"subject_tesim":["Education Research"],"description_tesim":["The present study aims to advance the extant research base by evaluating the implementation and effectiveness of an academic vocabulary program designed for use in mainstream middle school classrooms with high proportions of language minority learners. The quasi-experimental, mixed-methods study was conducted in 21 classes (13 treatment matched to 8 control) in seven middle schools in a large district, with 476 sixth-grade students (346 language minority learners, 130 native English speakers). Classroom observations and teacher logs indicated the 18-week program was implemented with good fidelity and that the approach contrasted sharply with the standard district English language arts (ELA) curriculum. Multilevel modeling indicated that the program resulted in significant effects on several aspects of vocabulary knowledge, including meanings of taught words (d = 0.39; p \u003c .0001), morphological awareness (d = 0.20; p = .0003), and the word meanings as presented in expository text (d = 0.20; p = .0227). The program also yielded marginally significant, but promising effects on a depth of word knowledge measure (d = 0.15; p =0.0830) and a norm-referenced measure of reading comprehension (d = 0.15; p = .0568). No effects were found on a norm-referenced vocabulary measure. These effects were comparable for language minority learners and their native-English-speaking classmates. Data from teachers shed light on the challenges of meeting students' diverse instructional needs and the roles of curriculum and professional networks in building instructional capacity. The findings show promise in developing effective multifaceted vocabulary instruction for implementation by ELA teachers in middle school classrooms with high numbers of language minority learners."],"license_tesim":["http://rightsstatements.org/vocab/InC/1.0/"],"related_url_tesim":["http://onlinelibrary.wiley.com/doi/10.1598/RRQ.45.2.3/abstract"],"thumbnail_path_ss":"/assets/work-ff055336041c3f7d310ad69109eda4a887b16ec501f35afc0a547c4adb97ee72.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"EFFECTIVENESS AND EASE OF IMPLEMENTATION OF AN ACADEMIC VOCABULARY INTERVENTION FOR LINGUISTICALLY DIVERSE STUDENTS IN URBAN MIDDLE SCHOOLS","human_readable_type_tesim":["Article"],"read_access_group_ssim":["public"],"edit_access_person_ssim":["fallersn@ucmail.uc.edu"],"nesting_collection__pathnames_ssim":["bc389052t"],"nesting_collection__deepest_nested_depth_isi":1,"_version_":1697099802437746688,"timestamp":"2021-04-15T09:54:53.963Z","score":0.00049999997}],"facets":[{"name":"human_readable_type_sim","items":[{"value":"Article","hits":8,"label":"Article"},{"value":"Document","hits":2,"label":"Document"},{"value":"Image","hits":1,"label":"Image"}],"label":"Human Readable Type Sim"},{"name":"creator_sim","items":[{"value":"Faller, S. 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