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Journal articles on the topic 'Chemistry – Study and teaching (Secondary) – United States'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Popova, Maia, Annika Kraft, Jordan Harshman, and Marilyne Stains. "Changes in teaching beliefs of early-career chemistry faculty: a longitudinal investigation." Chemistry Education Research and Practice 22, no. 2 (2021): 431–42. http://dx.doi.org/10.1039/d0rp00313a.

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Literature at the secondary level has demonstrated a tight interconnectedness between one's beliefs about teaching and learning and one's instructional practices. Moreover, this research indicates that personal and contextual factors influence beliefs and that growth and changes in beliefs are most notable during the early years of one's teaching experience. Despite the substantial influence of teaching beliefs on educational decisions, very little research has been conducted at the post-secondary level in both characterizing and monitoring changes in beliefs over time of early-career faculty

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Popova, Maia, Lu Shi, Jordan Harshman, Annika Kraft, and Marilyne Stains. "Untangling a complex relationship: teaching beliefs and instructional practices of assistant chemistry faculty at research-intensive institutions." Chemistry Education Research and Practice 21, no. 2 (2020): 513–27. http://dx.doi.org/10.1039/c9rp00217k.

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In this era of instructional transformation of Science, Technology, Engineering, and Mathematics (STEM) courses at the postsecondary level in the United States, the focus has been on educating science faculty about evidence-based instructional practices, i.e. practices that have been empirically proven to enhance student learning outcomes. The literature on professional development at the secondary level has demonstrated a tight interconnectedness between ones’ beliefs about teaching and learning and one's instructional practices and the need to attend to faculty's beliefs when engaging them i

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Zhao, Zijian, Yuxuan Wang, Momei Qin, Yongtao Hu, Yuanyu Xie, and Armistead G. Russell. "Drought Impacts on Secondary Organic Aerosol: A Case Study in the Southeast United States." Environmental Science & Technology 53, no. 1 (2018): 242–50. http://dx.doi.org/10.1021/acs.est.8b04842.

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Videnovic, Milica. "Challenges with Implementing Oral Exams in Post-Secondary Mathematics Courses." Indonesian Journal of Mathematics Education 3, no. 2 (2020): 44. http://dx.doi.org/10.31002/ijome.v3i2.3079.

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<p><span lang="EN-US">In this study, seven mathematics professors and instructors were interviewed to share their thoughts about implementing oral assessment in mathematics courses in Canada and the United States, where oral assessment in mathematics is not part of the educational system. Four out of seven mathematics professors and instructors were educated in Poland, Romania, Bosnia, and Ukraine, and they are currently teaching mathematics at a university in Canada. The other three professors were educated in Canada, Germany, and the United States, and they are currently teaching

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Kasmer, Lisa Ann, and Esther Billings. "Teaching Mathematics in Multi-Lingual Classrooms: Developing Intercultural Competence via a Study Abroad Program." Frontiers: The Interdisciplinary Journal of Study Abroad 29, no. 2 (2017): 1–17. http://dx.doi.org/10.36366/frontiers.v29i2.389.

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This study investigated how a study abroad experience teaching mathematics in Tanzania, Africa impacted a group of secondary education pre-service teachers’ (PSTs) from the United States. In particular, we discuss their ability to facilitate the learning of students in multi-lingual mathematics classrooms while personally developing intercultural competence. We examined three areas: the PSTs’ knowledge and comprehension, skills, and attitudes in an effort to understand their ability to teach in multilingual classrooms.

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Sadik, Olgun, Anne Ottenbreit-Leftwich, and Thomas Brush. "Secondary Computer Science Teachers’ Pedagogical Needs." International Journal of Computer Science Education in Schools 4, no. 1 (2020): 33–52. http://dx.doi.org/10.21585/ijcses.v4i1.79.

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The purpose of this study is to identify secondary computer science (CS) teachers’ pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers’ discussions in Computer Science Teachers Association’s (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comp

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VanTassel-Baska, Joyce, Bronwyn MacFarlane, and Annie Xuemei Feng. "A Cross-Cultural Study of Exemplary Teaching: What Do Singapore and the United States Secondary Gifted Class Teachers Say?" Gifted and Talented International 21, no. 2 (2006): 38–47. http://dx.doi.org/10.1080/15332276.2006.11673474.

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Cardina, Catherine. "Professional Development Activities and Support Among Secondary Health Teachers." Pedagogy in Health Promotion 4, no. 3 (2017): 190–99. http://dx.doi.org/10.1177/2373379917742924.

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This study describes public school secondary health education teachers’ support for professional development in the United States and the types of professional development activities in which they participated. Results were compared with public school secondary teachers of all other subjects. In addition, perceptions of professional preparation among newly hired health teachers and the types of professional support they received are described. Data were collected through the 2011-2012 Schools and Staffing Survey and included a nationally representative sample of public school teachers in the U

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Prior, Laura F., and Matthew D. Curtner-Smith. "Effects of occupational socialization on United States secondary physical education teachers’ beliefs regarding curriculum design." European Physical Education Review 26, no. 1 (2019): 179–97. http://dx.doi.org/10.1177/1356336x19840062.

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The purpose of this study was to examine the effects of occupational socialization on the development of United States secondary physical education teachers’ beliefs and actions regarding curriculum design. Participants were 10 teachers. Data were collected with six qualitative techniques and analyzed using analytic induction and constant comparison. Three groups of teachers were identified: non-teachers, conservatives, and progressives. Key influences on the teachers’ beliefs and values were their orientations to teaching and coaching. These orientations had been formed during their accultura

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Cassidy, Kelly, Yvonne Franco, and Emilia Meo. "Preparation for Adulthood: A Teacher Inquiry Study for Facilitating Life Skills in Secondary Education in the United States." Journal of Educational Issues 4, no. 1 (2018): 33. http://dx.doi.org/10.5296/jei.v4i1.12471.

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Life skills preparation for adulthood is a crucial, yet often overlooked concept in education. In schools across the United States, young adults graduate from high school with limited knowledge regarding how to navigate through the expectations of the real world. Although many educators feel teaching life skills in the classroom is necessary, the frustration of needing to adhere to state standards and lack of time often interferes with their implementation. This is unfortunate, as research indicates, “life skills education bridges the gap between basic functioning and capabilities. It strength

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Baumgartner, Christopher M., and Kimberly H. Councill. "Music Student Teaching Seminars." Update: Applications of Research in Music Education 35, no. 2 (2016): 62–69. http://dx.doi.org/10.1177/8755123315615183.

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The purpose of this study was to examine the structure and content of music student teaching seminars at 4-year, degree-granting institutions accredited by the National Association of Schools of Music across the United States. A secondary purpose was to determine how these seminars (a) addressed perceived needs of student teachers and beginning teachers when reflecting on their student teaching experience and (b) met those needs through course structure and content. Though variability existed in frequency and length, most seminars ( n = 95, 77.86%) were taught in the music department. Particip

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Russell, Joshua A., and James R. Austin. "Assessment Practices of Secondary Music Teachers." Journal of Research in Music Education 58, no. 1 (2010): 37–54. http://dx.doi.org/10.1177/0022429409360062.

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The purpose of this study was to survey assessment and grading practices employed by secondary music teachers throughout the southwestern region of the United States. Three main research questions guided the study: (1) What types of school district frameworks and classroom contexts are secondary music teachers operating within? (2) Which specific assessment and grading practices are employed most commonly by secondary music teachers? (3) Do any contextual or individual difference variables influence secondary music teachers’ assessment and grading practices? Two mailings yielded 352 total usab

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Blocker, Jack S. "Grappling with the GAPE: A Canadian Perspective." Journal of the Gilded Age and Progressive Era 1, no. 4 (2002): 296–307. http://dx.doi.org/10.1017/s1537781400000311.

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For a variety of reasons, the study and teaching of both United States history in general and the history of the Gilded Age and Progressive Era in particular should be thriving in Canada more than in other nations. Geographic proximity and shared language would advance this probability, even if the pervasive presence of American mass media did not. For students in Canadian colleges and universities, a combination of exposure to American doings through television and little prior academic opportunity to explore the history of the United States often whets an appetite for study at the post-secon

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Virtanen, T. E., E. Pakarinen, M. K. Lerkkanen, A. M. Poikkeus, M. Siekkinen, and J. E. Nurmi. "A Validation Study of Classroom Assessment Scoring System–Secondary in the Finnish School Context." Journal of Early Adolescence 38, no. 6 (2017): 849–80. http://dx.doi.org/10.1177/0272431617699944.

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This study examined the reliability and validity of the Classroom Assessment Scoring System–Secondary (CLASS-S) in Finnish classrooms. Trained observers coded classroom interactions based on video recordings of 46 Grade 6 classrooms (450 cycles). Concurrent associations were investigated with respect to teacher self-ratings (e.g., efficacy beliefs and teaching-related stress). Confirmatory factor analysis showed that the hypothesized three-factor structure of the original CLASS-S (Emotional Support, Organizational Support, and Instructional Support), with some modifications, provided a better

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Marco-Bujosa, Lisa. "Prospective Secondary Math Teachers Encountering STEM in a Methods Course: When Math is More Than “Just Math”." International Journal of Technology in Education 4, no. 2 (2021): 247–86. http://dx.doi.org/10.46328/ijte.41.

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Education reforms in the United States and abroad have increased efforts to improve student interest and capacity in STEM (science, technology, engineering, and mathematics). Despite these attempts, students still have little opportunity to engage in STEM learning in K-12 education. This qualitative case study was designed to investigate how incorporating STEM into teacher education can promote STEM teaching as well as enhance math instruction. The study took place in the fourth year of an undergraduate teacher education program spanning a secondary math and science Methods course and student

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Santos, Luis M. Dos. "From Industry Professionals to Secondary School Teachers: The Relationship between Second Career-Changing Teachers and Social Cognitive Career Theory." Academic Journal of Interdisciplinary Studies 10, no. 5 (2021): 150. http://dx.doi.org/10.36941/ajis-2021-0130.

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The science, technology, engineering, and mathematics (STEM) education and teaching field is facing significant human resources shortages, particularly in the subject matter of environmental sciences education. The current study collected interview and focus group data and sharing from 220 pre-service and in-service second career-changing teachers in the United States about their career decision and decision-making process. The results of this study indicated that the participants believe educating the next generation is their priority of joining the education and teaching profession. Many exp

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Hughes, Dagen D., and Elizabeth A. Stone. "Organosulfates in the Midwestern United States: abundance, composition and stability." Environmental Chemistry 16, no. 5 (2019): 312. http://dx.doi.org/10.1071/en18260.

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Environmental contextOrganosulfates in the atmosphere are an indicator that particulate matter has formed from gases in the presence of anthropogenic pollution. By characterising organosulfates in atmospheric fine particulate matter from the Midwestern USA, we found that organosulfates account for a significant fraction of organic carbon and that they are associated with both plant-derived and anthropogenic gases. Our results demonstrate that anthropogenic pollution significantly influences atmospheric particle concentrations and composition. AbstractOrganosulfates are components of secondary

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Muthersbaugh, Debbie, and Anne Kern. "Pre-Service Teachers' Use of Images in Integrating Environmental Sustainability Lessons." Journal of Teacher Education for Sustainability 14, no. 1 (2012): 67–79. http://dx.doi.org/10.2478/v10099-012-0006-8.

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Pre-Service Teachers' Use of Images in Integrating Environmental Sustainability LessonsEnvironmental sustainability is a topic widely discussed in the field of science education, yet, few entities have committed to developing environmental sustainability education standards. The Washington State Department of Education has created K-12 Integrated Environmental and Sustainability Learning Standards (IESLS, 2009), which align with current research and practices in environmental and sustainability education. This study focuses on the perceptions of secondary pre-service teachers about the use of

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Raygoza, Mary Candace. "Counting the Experiences and Beliefs of Secondary Teachers Striving to Teach Mathematics for Social Justice in Urban Schools." Urban Education 55, no. 8-9 (2016): 1142–71. http://dx.doi.org/10.1177/0042085916672289.

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This article contributes a deeper understanding of teachers’ experiences with and beliefs about teaching mathematics for social justice in urban schools. In-depth, phenomenological interviews were conducted with a national sample of 15 secondary mathematics teachers from eight cities across the United States. Findings identify five overarching commitments of social justice mathematics teachers, the barriers they face, and what they envision for the future of urban mathematics education. Drawing on critical pedagogical theory, this study uncovers how social justice mathematics teachers have on-

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Hernandez, Shoshannah. "Exploring Secondary Teachers’ Willingness to Differentiate Instruction for ELLs." INTESOL Journal 18, no. 1 (2021): 75–112. http://dx.doi.org/10.18060/25181.

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The growing English language learner (ELL) population is expanding in the United States from concentrated, urban areas to smaller, rural school districts in which mainstream content teachers provide most instruction for these students (DelliCarpini & Alonso, 2014). Most mainstream content teachers at the secondary level, however, have had little or no training in teaching ELLs and do not currently provide the differentiated instruction necessary for ELLs to be successful (Musanti & Pence, 2010; Rubinstein-Avila & Lee, 2014). Previous research has explored teacher attitudes toward E

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Sheffield, Suzanne Le-May. "23. Teaching Experience Preferred?” Preparing Graduate Students for Teaching Opportunities Beyond North America." Collected Essays on Learning and Teaching 6 (June 17, 2013): 127. http://dx.doi.org/10.22329/celt.v6i0.3759.

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Over the last 15 years, graduate students applying for academic positions in post-secondary education have increasingly been asked to include a statement of teaching interests, a teaching philosophy, or a teaching dossier with their applications. Even if a potential employer does not request any of these documents, many interviewees are expected to be able to reflect and articulate intelligently about their teaching philosophy in a job interview and/or to demonstrate their teaching. In Canada and the United States, research has shown that hiring committees are looking for candidates that not o

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Schmedding, Ryan, Quazi Z. Rasool, Yue Zhang, et al. "Predicting secondary organic aerosol phase state and viscosity and its effect on multiphase chemistry in a regional-scale air quality model." Atmospheric Chemistry and Physics 20, no. 13 (2020): 8201–25. http://dx.doi.org/10.5194/acp-20-8201-2020.

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Abstract. Atmospheric aerosols are a significant public health hazard and have substantial impacts on the climate. Secondary organic aerosols (SOAs) have been shown to phase separate into a highly viscous organic outer layer surrounding an aqueous core. This phase separation can decrease the partitioning of semi-volatile and low-volatile species to the organic phase and alter the extent of acid-catalyzed reactions in the aqueous core. A new algorithm that can determine SOA phase separation based on their glass transition temperature (Tg), oxygen to carbon (O:C) ratio and organic mass to sulfat

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Vijenthira, Shangi, Rifaa Ali, and Erin Manogaran. "Unaffirmative Actions: Lessons on Refusal, Racism, and Youth Research." in:cite journal 1 (September 19, 2018): 43–52. http://dx.doi.org/10.33137/incite.1.28880.

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    We are all girls of colour attending an independent secondary school in downtown Toronto, where we learn from a majority white teaching and guidance staff, despite having a racially diverse student and city population. We used our school as an example of what we view as a widespread problem, both in our personal experiences in Toronto and as researched throughout Canada and the United States: a lack of racial diversity in secondary school faculty. Using youth participatory action research methodologies, we set out to investigate the source of this problem at our sch

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Gillette, Gabriel, and Michael J. Sanger. "Analysing the distribution of questions in the gas law chapters of secondary and introductory college chemistry textbooks from the United States." Chem. Educ. Res. Pract. 15, no. 4 (2014): 787–99. http://dx.doi.org/10.1039/c4rp00115j.

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This study analysed the distribution of questions from the gas law chapters of four high school and four college chemistry textbooks based on six variables—Book Type (secondaryversusintroductory college), Cognitive Skill (lower-orderversushigher-order), Question Format (calculationversusmultiple-choiceversusshort-answer), Question Placement (in-chapterversusend-of-chapterversustest-bank), Question Type (qualitativeversusquantitative), and Representation (macroscopicversusparticulateversussymbolic). The questions in these chapters were homogeneously distributed for the Cognitive Skill and the R

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Corral, Andrea F., Hossein Dadashazar, Connor Stahl, Eva-Lou Edwards, Paquita Zuidema, and Armin Sorooshian. "Source Apportionment of Aerosol at a Coastal Site and Relationships with Precipitation Chemistry: A Case Study over the Southeast United States." Atmosphere 11, no. 11 (2020): 1212. http://dx.doi.org/10.3390/atmos11111212.

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This study focuses on the long-term aerosol and precipitation chemistry measurements from colocated monitoring sites in Southern Florida between 2013 and 2018. A positive matrix factorization (PMF) model identified six potential emission sources impacting the study area. The PMF model solution yielded the following source concentration profiles: (i) combustion; (ii) fresh sea salt; (iii) aged sea salt; (iv) secondary sulfate; (v) shipping emissions; and (vi) dust. Based on these results, concentration-weighted trajectory maps were developed to identify sources contributing to the PMF factors.

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Behets, Daniel. "Value Orientations of Physical Education Preservice and Inservice Teachers." Journal of Teaching in Physical Education 20, no. 2 (2001): 144–54. http://dx.doi.org/10.1123/jtpe.20.2.144.

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The purpose of this research was to examine and compare physical educators’ value profiles in Flanders, Belgium. The revised Value Orientation Inventory (Ennis & Chen. 1995) was used to collect data from 274 preservice teachers and 637 inservice teachers at the secondary level. Descriptive data on teachers’ value profiles were consistent with data gathered in the United States by Ennis and colleagues. Years of teaching experience and type of teaching degree were related to differences in values, but gender was not. The value profiles of both preservice teachers and inservice teachers refle

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Kirkwood-Tucker, Toni Fuss, John D. Morris, and Mary G. Lieberman. "What Kind of Teachers Will Teach our Children? The Worldmindedness of Undergraduate Elementary and Secondary Social Studies Teacher Candidates at Five Florida Public Universities." International Journal of Development Education and Global Learning 3, no. 3 (2010): 5–28. http://dx.doi.org/10.18546/ijdegl.03.3.02.

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Our research examined degrees of worldmindedness of 644 undergraduate elementary and secondary social studies teacher candidates entering the requisite social studies methods courses in their junior or senior year at five of Florida's largest public universities. Worldmindedness in this study is defined as a worldview in which one sees oneself connected to the larger world community grounded in Personal Responsibility, Cultural Pluralism, Efficacy, Globalcentrism, and Interconnectedness. We hypothesised selected demographic predictor variables as potential correlates of higher scores in worldm

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Guo, H., L. Xu, A. Bougiatioti, et al. "Fine-particle water and pH in the southeastern United States." Atmospheric Chemistry and Physics 15, no. 9 (2015): 5211–28. http://dx.doi.org/10.5194/acp-15-5211-2015.

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Abstract. Particle water and pH are predicted using meteorological observations (relative humidity (RH), temperature (T)), gas/particle composition, and thermodynamic modeling (ISORROPIA-II). A comprehensive uncertainty analysis is included, and the model is validated. We investigate mass concentrations of particle water and related particle pH for ambient fine-mode aerosols sampled in a relatively remote Alabama forest during the Southern Oxidant and Aerosol Study (SOAS) in summer and at various sites in the southeastern US during different seasons, as part of the Southeastern Center for Air

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Harrell-Williams, Leigh M., Jennifer N. Lovett, Hollylynne S. Lee, Rebecca L. Pierce, Lawrence M. Lesser, and M. Alejandra Sorto. "Validation of Scores From the High School Version of the Self-Efficacy to Teach Statistics Instrument Using Preservice Mathematics Teachers." Journal of Psychoeducational Assessment 37, no. 2 (2017): 194–208. http://dx.doi.org/10.1177/0734282917735151.

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Recently adopted state standards for middle grades and high school mathematics content have an increased emphasis on statistical topics. With this change, teacher education programs may need to adapt how they prepare preservice secondary mathematics teachers (PSMTs) to teach statistics and require measures related to statistics teaching to assess the impact of programmatic changes and track teacher growth. Using responses from a sample of 290 PSMTs from 20 institutions across the United States, this study presents validity and reliability evidence for the high school version of the Self-Effica

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Slabin, U. K. "Knowledge and Perception of Eponyms in Chemistry by University Students in Belarus and the United States." Education and science journal 21, no. 7 (2019): 113–42. http://dx.doi.org/10.17853/1994-5639-2019-7-113-142.

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Introduction. The didactic principle of education-in-studies is one of the most important instruments of quality education at all levels. Compliance with this principle enhances the results of methodological means educators choose. A positive example is considered a widely recognised and effective method of education and upbringing. As such examples, in education it is recommended to use personal and scientific biographies of scholars whose names became a part of scientific eponyms – terms meaning phenomena, laws, theories, inventions, etc. derived from the names of their originators. Eponyms

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Pfanner, Nasy Inthisone. "Challenges of Minority Teachers in a Western Society: Experience in Austria." Journal of Language and Education 2, no. 4 (2016): 55–62. http://dx.doi.org/10.17323/2411-7390-2016-2-4-55-62.

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The aim of this reflective article is to investigate firstly, the preconception of professionalism in teaching; secondly, whether minority teacher’s identity influences their professionalism; and, thirdly, how minority teachers affect minority students, since minority teachers face real inequality in white societies. The issue of teacher professionalism has always been controversial due to the changing nature of the profession and society’s expectations of how the profession should be. There has not been an investigation regarding minority teachers in Austria. I wish to address this gap in the

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Metzler, Michael W., and Mark S. Freedman. "Here’s Looking at You, PETE: A Profile of Physical Education Teacher Education Faculty." Journal of Teaching in Physical Education 4, no. 2 (1985): 123–33. http://dx.doi.org/10.1123/jtpe.4.2.123.

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The purpose of this study was to determine several features and opinions of the faculty group who staff preprofessional physical education programs in the United States. A total of 171 college and university faculty members who identified themselves as elementary and/or secondary specialists returned a 33-item questionnaire for this study. This questionnaire was designed to seek demographic data on subjects’ institution, department, faculty, and personal career information. In addition, the questionnaire requested opinions on several topics related to preprofessional physical education program

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DeCosta, Meredith, Emily Bergquist, Rick Holbeck, and Scott Greenberger. "Online Full-Time Faculty’S Perceptions of Ideal Evaluation Processes." European Journal of Open, Distance and E-Learning 17, no. 2 (2014): 208–19. http://dx.doi.org/10.2478/eurodl-2014-0030.

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Abstract Post-secondary institutions around the world use various methods to evaluate the teaching performance of faculty members. Effective evaluations identify areas of instructional strength, provide faculty with opportunities for growth, and allow for reflective inquiry. While there is an extensive body of research related to the evaluation of faculty in traditional settings, there have been few studies examining online faculty members’ perceptions of evaluation processes. The present study involved dissemination of an e-survey to online full-time faculty at a large university in the South

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Giri, Smith, Ranjan Pathak, Robert Franklin, et al. "Relationship between Hospital Volume and Inpatient Mortality Among Patients Diagnosed with Thrombotic Thrombocytopenic Purpura (TTP) in the United States." Blood 130, Suppl_1 (2017): 675. http://dx.doi.org/10.1182/blood.v130.suppl_1.675.675.

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Abstract Introduction: Thrombotic Thrombocytopenic Purpura (TTP) is a hematological emergency with high inpatient mortality that requires prompt diagnosis and treatment. Studies outside the setting of hematologic emergencies have established hospital volume as a factor associated with clinical outcomes. We tested whether hospital volume was associated with important inpatient outcomes among patients with TTP Methods: We utilized the Nationwide Inpatient Sample (NIS) to identify adult patients ≥18 years, diagnosed with TTP using International Classification of Diseases, Ninth Revision, Clinical

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Baralt, Melissa, and Marcela López Bravo. "Teaching Chinese as a foreign language: A classroom study on the timing of grammar around a task." Chinese as a Second Language Research 5, no. 1 (2016): 27–61. http://dx.doi.org/10.1515/caslar-2016-0002.

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AbstractContrary to common belief, there is a place for grammar teaching in task-based language teaching (TBLT). It is still an unresolved debate, however, what the most effective timing of grammar teaching is around a task. Citing theory, some methodologists argue against grammar in the pre-task phase (e. g., Willis 1996. A framework for task-based learning. Harlow: Longman; Willis and Willis 2007. Doing task-based teaching. Oxford: Oxford University Press), while others argue for it (e. g., DeKeyser 1998. Beyond focus on form: Cognitive perspectives on learning and practicing second language

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Ford, Timothy G., Angela Urick, and Alison S. P. Wilson. "Exploring the effect of supportive teacher evaluation experiences on U.S. teachers’ job satisfaction." education policy analysis archives 26 (April 30, 2018): 59. http://dx.doi.org/10.14507/epaa.26.3559.

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Teacher satisfaction is a key affective reaction to working conditions and an important predictor of teacher attrition. Teacher evaluation as a tool for measuring teacher quality has been one source of teacher stress in recent years in the United States. There is a growing body of evidence on how to evaluate teachers in ways which support their growth and development as practitioners. For this study, we inquired: What is the relationship between supportive teacher evaluation experiences and U.S. teachers’ overall job satisfaction? To answer this question, we employed a multilevel regression an

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Rivera, Hector, Bizhu He, Julia Lynch, and Sara Castro-Olivo. "Studying the Learning Environment of EL Newcomer Students in the Schooling Process." Advances in Social Science and Culture 2, no. 1 (2020): p1. http://dx.doi.org/10.22158/assc.v2n1p1.

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In this study, we examined the schooling process of newcomer students in secondary urban schools involving survey research with newcomers and other ELs (n=268). Additionally, we conducted focus groups with students (n=10) and educators (n=12). Through qualitative measures, we examined: (a) grade level placement, (b) content area placement, and (c) academic challenges confounded by L1 proficiency, previous academic experiences, and socio-cultural experiences among newcomers. We employed quantitative methods (e.g., Descriptive, Chi Square, Factor Analysis) to detect group differences in regard t

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George, Anna, Christian Zowada, Ingo Eilks, and Ozcan Gulacar. "Exploring Chemistry Professors’ Methods of Highlighting the Relevancy of Chemistry: Opportunities, Obstacles, and Suggestions to Improve Students’ Motivation in Science Classrooms." Education Sciences 11, no. 1 (2021): 13. http://dx.doi.org/10.3390/educsci11010013.

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This study focused on inquiring into undergraduate chemistry professors’ efforts in North America to increase student motivation and interest in the subject and the feasibility of methods that connect students to real world applications and societal issues related to chemistry. A survey was distributed to chemistry instructors at post-secondary institutions across the United States and Canada asking about the usage of methods and tools to deliver content aiming at raising students’ perception of the relevance of learning chemistry (N = 124). The instrument also asked about instructors’ percept

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Connor, M. C., and G. V. Shultz. "Teaching assistants' topic-specific pedagogical content knowledge in1H NMR spectroscopy." Chemistry Education Research and Practice 19, no. 3 (2018): 653–69. http://dx.doi.org/10.1039/c7rp00204a.

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Nuclear magnetic resonance (NMR) spectroscopy is an essential analytical tool in chemistry, and the technique is routinely included as a topic across the undergraduate chemistry curriculum. As a result of NMR's importance, classroom instruction of this topic has received considerable attention in chemistry education research. However, little is known about instructors’ knowledge for teaching this topic. In order to better understand this knowledge, we investigated topic-specific pedagogical content knowledge in<sup>1</sup>H NMR spectroscopy among 20 chemistry teaching assistants at a large Mid

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Mwangi, Bernadette Wangui, and Reuben Njuguna. "Performance Appraisal Strategies on Performance of Teachers in Public Secondary Schools in Kiambu County, Kenya." International Journal of Current Aspects 3, no. II (2019): 218–30. http://dx.doi.org/10.35942/ijcab.v3iii.19.

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This study was triggered by the Teachers Sercice Commission (TSC) coming up with teachers performance appraisal strategies to appraise teachers and administrators in its employment, but the program has not fully realized the objective of evaluating teachers performance and initiate professional development. There has been a stiff resistance from teachers on the use of appraisal tool terming it as forced appraisal. The study, therefore, sought to establish whether there is a relationship between appraisal and reward/compensation, examine how setting of standards and targets influences teachers

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Savani, Bipin N., Akash Mukherjee, Ghanshyambhai T. Savani, and Chothani Ankit. "Utilization Trend and in-Hospital Complications of Autologous Hematopoietic Stem Cell Transplantation in Multiple Myeloma in the United States: 13 Years Perspective." Blood 124, no. 21 (2014): 3978. http://dx.doi.org/10.1182/blood.v124.21.3978.3978.

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Abstract Background: We aimed to explore utilization, complication and in-hospital mortality related to Autologous Hematopoietic Stem Cell Transplant (ASCT) in Multiple myeloma (MM) from 1998 to 2011 in United States. Methods: We used Nationwide Inpatient Sample (NIS) database to isolate multiple myeloma cases undergoing ASCT. Study included adults age >18 years. Patient and hospital demographics were extracted from NIS. Peri-procedural complications were calculated using ICD-9-CM codes. Hierarchical multivariate regression models were formulated to assess predictors of in-hospital mortalit

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Pokhrel, Geeta, Yousoo Han, and Douglas J. Gardner. "Comparative Study of the Properties of Wood Flour and Wood Pellets Manufactured from Secondary Processing Mill Residues." Polymers 13, no. 15 (2021): 2487. http://dx.doi.org/10.3390/polym13152487.

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The generation of secondary processing mill residues from wood processing facilities is extensive in the United States. Wood flour can be manufactured utilizing these residues and an important application of wood flour is as a filler in the wood–plastic composites (WPCs). Scientific research on wood flour production from mill residues is limited. One of the greatest costs involved in the supply chain of WPCs manufacturing is the transportation cost. Wood flour, constrained by low bulk densities, is commonly transported by truck trailers without attaining allowable weight limits. Because of thi

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Burling, I. R., R. J. Yokelson, S. K. Akagi, et al. "Airborne and ground-based measurements of the trace gases and particles emitted by prescribed fires in the United States." Atmospheric Chemistry and Physics Discussions 11, no. 6 (2011): 18677–727. http://dx.doi.org/10.5194/acpd-11-18677-2011.

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Abstract. We measured the emission factors for 19 trace gas species and particulate matter (PM2.5) from 14 prescribed fires in chaparral and oak savanna in the southwestern US, as well as conifer forest understory in the southeastern US and Sierra Nevada mountains of California. These are likely the most extensive emission factor field measurements for temperate biomass burning to date and the only published emission factors for temperate oak savanna fuels. This study helps close the gap in emissions data available for temperate zone fires relative to tropical biomass burning. We present the f

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Burling, I. R., R. J. Yokelson, S. K. Akagi, et al. "Airborne and ground-based measurements of the trace gases and particles emitted by prescribed fires in the United States." Atmospheric Chemistry and Physics 11, no. 23 (2011): 12197–216. http://dx.doi.org/10.5194/acp-11-12197-2011.

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Abstract. We have measured emission factors for 19 trace gas species and particulate matter (PM2.5) from 14 prescribed fires in chaparral and oak savanna in the southwestern US, as well as conifer forest understory in the southeastern US and Sierra Nevada mountains of California. These are likely the most extensive emission factor field measurements for temperate biomass burning to date and the only published emission factors for temperate oak savanna fuels. This study helps to close the gap in emissions data available for temperate zone fires relative to tropical biomass burning. We present t

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Boesdorfer, Sarah B., and Robin A. Livermore. "Secondary school chemistry teacher's current use of laboratory activities and the impact of expense on their laboratory choices." Chemistry Education Research and Practice 19, no. 1 (2018): 135–48. http://dx.doi.org/10.1039/c7rp00159b.

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In the United States with the Next Generation Science Standards (NGSS)'s emphasis on learning science while doing science, laboratory activities in the secondary school chemistry continues to be an important component of a strong curriculum. Laboratory equipment and consumable materials create a unique expense which chemistry teachers and schools must deal with if laboratory activities are part of the chemistry curriculum. While other barriers impacting teachers' use of laboratory activities have been researched, the impact of expense on teachers' choices is not as clear. This study sought to

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Khuntia, Jiban, Xue Ning, and Rulon Stacey. "Digital Orientation of Health Systems in the Post–COVID-19 “New Normal” in the United States: Cross-sectional Survey." Journal of Medical Internet Research 23, no. 8 (2021): e30453. http://dx.doi.org/10.2196/30453.

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Background Almost all health systems have developed some form of customer-facing digital technologies and have worked to align these systems to their existing electronic health records to accommodate the surge in remote and virtual care deliveries during the COVID-19 pandemic. Others have developed analytics-driven decision-making capabilities. However, it is not clear how health systems in the United States are embracing digital technologies and there is a gap in health systems’ abilities to integrate workflows with expanding technologies to spur innovation and futuristic growth. There is a l

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Salinas, Cinthia, and Jeannette D. Alarcón. "Exploring the Civic Identities of Latina/o High School Students: Reframing the Historical Narrative." International Journal of Multicultural Education 18, no. 1 (2016): 68. http://dx.doi.org/10.18251/ijme.v18i1.1106.

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<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Notions of citizenship, as taught through the official state curriculum, are narrow and fail to consider the importance of histories that reveal a composite of diverse races/ethnicities, multiple languages, and complex patterns of immigration and transnationalism. The richness of such histories embodies the experiences and contributions of Latinas/os along the geopolitical border of the United States and Mexico. This qualitative case study analysis focu

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Phan, Stephanie V., Yelena Lugin, and Katie Morgan. "Rates of new antipsychotic prescriptions and continuation at discharge from a medical unit in a community teaching hospital serving rural counties." Mental Health Clinician 9, no. 2 (2019): 88–92. http://dx.doi.org/10.9740/mhc.2019.03.088.

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Abstract Introduction Antipsychotics are commonly used during hospitalization to manage a variety of acute indications and may be inadvertently continued at discharge. The purpose of this study was to identify the rate at which patients admitted to nonpsychiatric units were continued on newly prescribed antipsychotics at discharge from a rural community teaching hospital. Methods This study was a retrospective chart review of adult patients admitted to a large community teaching hospital and initiated on an antipsychotic from August 1, 2016, to August 31, 2017. Exclusion criteria were patients

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Lim, Tock Keng. "Ascertaining the Critical Thinking and Formal Reasoning Skills of Students." Research in Education 59, no. 1 (1998): 9–18. http://dx.doi.org/10.1177/003452379805900102.

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Ascertaining the critical thinking and formal reasoning skills of students With the critical thinking movement gaining momentum at all levels of education in the United States and other countries, many thinking programmes have been developed. A thinking programme that emphasises process, teaching students how to think, rather than what to think, is the Philosophy for Children (P4C) programme, currently carried out in Singapore. A child, according to Matthew Lipman, the founder of the P4C programme, can reason deductively and logically, using concrete objects. In his specially written stories f

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Luo, G., and F. Yu. "Simulation of particle formation and number concentration over the Eastern United States with the WRF-Chem + APM model." Atmospheric Chemistry and Physics Discussions 11, no. 5 (2011): 14659–88. http://dx.doi.org/10.5194/acpd-11-14659-2011.

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Abstract. Aerosol nucleation events, widely observed at various locations around the globe, are a significant source of cloud condensation nuclei (CCN) which determines aerosol indirect radiative forcing. In this study, a size-resolved, computationally efficient, advanced particle microphysics (APM) model, which has been previously incorporated into a global chemistry transport model (GEOS-Chem), is integrated into the Weather Research and Forecast model coupled with Chemistry (WRF-Chem) to study new particle formation and its contribution to particle number concentration and CCN abundances ov

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