PI: Jennifer J. Wimmer Evaluation of Academic Objectives At no time has it been more vital to understand teachers’ knowledge, beliefs, and practices than in the emerging and expanding field of new literacies. New literacies is defined as those social practices that continuously evolve in response to technological advances, which enable persons to question, construct, […]
Search Results for: school
It’s How You Respond: Emotional Preschoolers and their Longterm Victimization
Sarah Shepard and David Nelson, School of Family Life Introduction Experiencing victimization by peers can have detrimental consequences for children, such as depressive symptoms, social anxiety, and feelings of loneliness (Crick & Grotpeter, 1995; Crick, Ostrov, & Werner, 2006; Prinstein, Boergers, & Vernberg, 2001; Tran, Cole, & Weiss, 2012). For this reason, it is important […]
Disconnected Decisions Understanding School Decision Factors Within Low-SES Families
Daniela Barriga and Kristie Rowley, Department of Sociology Parents constantly make decisions in regard to their children’s education, whether it be decisions about enrolling their children in the local public school or private school or even where to live based on school zoning areas. Alternative school options such as charter and magnet schools are becoming […]
Mindset and Resilience in High-School Cross Country Runners
Anna Lisa Ward and Ben Ogles, Department of One debate found in the psychological field is one of nature vs. nurture. Those agreeing with the nature side of this argument would state that we, as individuals, come into the world knowing everything we will ever know. We are ‘born’ with the genes, brain structures, etc. […]
Community Literacies: Examining the Availability of Texts in Rural Communities and Their Integration into the Elementary School Classroom
Chelsi Tolbert and Jennifer Wimmer, Teacher Education Introduction It is an unarguable fact that literacy instruction is one of the most vital aspects of elementary education. Without literacy, knowing how to read and write, students will find success in the “real” world difficult to come by. Traditionally, the focus of literacy instruction has been linked to giving students […]
Early Exposure to Expository Texts: Administering the EECA-R2 to Preschoolers
Annika Stark and Barbara Culatta, Communication Disorders Introduction Children are exposed to a variety of narrative texts from a young age. However, young children are not given this same amount of exposure to expository texts. Expository texts inform and describe as they expose a child to factual information. There is a current need in early […]
Polynesian Parents’ School Attitudes and Choices about Young Children’s Schooling
Mikaela Dufur, Curtis Child, Kristie Phillips, and Carol Ward, Sociology Abstract This research expands the literature on school choice to take into account the impact of minority status and culture on parental schooling decisions. The purpose of this exploratory study is to identify the range of beliefs, experiences and expectations that inform Polynesian parents’ choice […]
How Much Do Skills Developed Before School Matter? An Intra-generational, Non-linear Approach to Understanding Extreme Achievement
Ian Peacock and Dr. Benjamin Gibbs, Sociology The hierarchical ranking of children in schools based on cognitive skills has important implications for understanding processes of social stratification. Scholars have noted that differences in cognitive skills in the school context can reach well beyond school, influencing later occupational and economic outcomes (Kerckhoff, Haney, and Glennie 2001). […]
Race Differences in Perceptions of School Safety: A comparison of Hispanics & Whites
Paul Andrew Bauman and Child Curtis, Sociology Scholars are interested in how parents think about schools. Yet so far they give only limited attention to the role that race plays in shaping parents’ views. Our research addresses this shortcoming by focusing on two race groups – whites and Hispanics – in order to determine how […]
Poor and Latino: Does Race/Ethnicity Matter in Parents’ Conceptualizations of Good Schools?
Daniela Barriga and Mikaela Dufur, PhD, Department of Sociology Introduction To determine whether race/ethnicity and social class have similar effects on conceptualizations of school quality, we conducted qualitative interviews of families from distinct, selfidentified racial/ethnic and lowSES backgrounds (Hispanic/Latino, Caucasian, and Polynesian backgrounds, the latter a group often overlooked by the literature (Fullmer, Elmore and […]