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  • The Critical Role of Faculty as Buffering the Impact of Discrimination on College Student Aspirations

    Type:
    Article
    Description/Abstract:
    While most like to consider college and university campuses safe from discrimination, research demonstrates this is unfortunately not true. We know students with minority group status experience discrimination on campus at an alarming rate. Years of research has demonstrated the negative effects of experiencing discrimination on students’ well-being, sense of belonging, and future aspirations. However, research has also shown positive impacts that faculty relationships can have on students’ motivation, academic achievement, persistence, and aspirations. Faculty serve as institutional agents within the university, so they have considerable influence over students’ satisfaction with their university experience and overall wellness. 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.
    Creator/Author:
    Mason, Lauren; Vason, Tyra; Faller, S. Elisabeth (Beth); Campbell, Kristen, and Chrobot-Mason, Donna
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    01/03/2024
    Date Modified:
    01/03/2024
    Date Created:
    2023-08-30
    License:
    All rights reserved

  • Are scientist stereotypes eroding among students?: It's complicated, but there's something teachers can do

    Type:
    Article
    Description/Abstract:
    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.
    Creator/Author:
    Faller, S. Elisabeth (Beth)
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    02/04/2020
    Date Modified:
    02/04/2020
    Date Created:
    July 2019
    License:
    All rights reserved

  • A process guide for establishing state adult education content standards

    Type:
    Article
    Description/Abstract:
    A Process Guide for Establishing State Adult Education Content Standards was developed by the American Institutes for Research as part of the Adult Education Content Standards Warehouse Project under contract to the U.S. Department of Education, Office of Vocational and Adult Education, Contract No. ED-01-CO-0026/0023.
    Creator/Author:
    Faller, S. Elisabeth (Beth)
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    01/05/2018
    Date Modified:
    01/05/2018
    Date Created:
    2005
    License:
    All rights reserved

  • “When You Walk into this Room, You’re Scientists:” How You Can Promote Positive Science-Linked Identities for All Your Students

    Type:
    Article
    Description/Abstract:
    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.
    Creator/Author:
    Faller, S. Elisabeth (Beth)
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    12/12/2017
    Date Modified:
    02/04/2020
    Date Created:
    2017
    License:
    All rights reserved

  • “I Just Hadn’t Thought about it Before:” Developing Self-Regulated Learners in a Fully Online Course

    Type:
    Image
    Description/Abstract:
    Poster presented at the 2016 Lilly Conference on evidence-based teaching and learning in Traverse City, Michigan. ABSTRACT A 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. OBJECTIVES After 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.
    Creator/Author:
    Faller, S. Elisabeth (Beth)
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    04/19/2017
    Date Modified:
    04/27/2017
    License:
    All rights reserved

  • Reading and Writing as Scientists? Text Genres and Literacy Practices in Girls' Middle-Grade Science

    Type:
    Article
    Description/Abstract:
    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.
    Creator/Author:
    Faller, S. Elisabeth (Beth)
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    09/11/2017
    Date Modified:
    07/03/2018
    Date Created:
    License:
    All rights reserved

  • An Examination of School Climate in Effective Alternative Programs

    Type:
    Article
    Description/Abstract:
    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]
    Creator/Author:
    Tonelson, Steven W.; Magee Quinn, Mary; Gable, Robert A.; Faller, S. Elisabeth (Beth), and Poirier, Jeffery M.
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    08/23/2017
    Date Modified:
    08/23/2017
    License:
    All rights reserved

  • Career Pathways, Performance Pay, and Peer-review Promotion in Baltimore City Public Schools

    Type:
    Document
    Description/Abstract:
    Teaching Case from the Public Education Leadership Project at Harvard University, A joint initiative of the Harvard Graduate School of Education and the Harvard Business School
    Creator/Author:
    Kim, John J-H; Faller, S. Elisabeth (Beth); Moore Johnson, Susan; Marietta, Geoff, and Noonan, James
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    08/23/2017
    Date Modified:
    10/02/2017
    License:
    All rights reserved

  • Baltimore City Public Schools: Implementing Bounded Autonomy (B)

    Type:
    Document
    Description/Abstract:
    Teaching Case from the Public Education Leadership Project at Harvard University, A joint initiative of the Harvard Graduate School of Education and the Harvard Business School
    Creator/Author:
    Marietta, Geoff; Faller, S. Elisabeth (Beth); Moore Johnson, Susan, and Grossman, Allen
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    08/23/2017
    Date Modified:
    10/02/2017
    License:
    All rights reserved

  • The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools

    Type:
    Article
    Description/Abstract:
    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 < .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.
    Creator/Author:
    Lesaux, Nonie K.; Kelley, Joan G.; Faller, S. Elisabeth (Beth), and Kieffer, Michael J.
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    08/23/2017
    Date Modified:
    10/02/2017
    License:
    All rights reserved