As of fall 2018, the United States had 5 million English language learners (ELLs) in the public K–12 education system (National Center for Education Statistics, 2021). Within this population, ELL students in Indiana number over 50,000, or 5.9% of all public K–12 students in the state. Dual- language bilingual education (DLBE) programs oft en neglect the strategy of translanguaging in the classroom, disadvantaging ELLs. Translanguaging is defi ned as drawing “on all the linguistic resources of the child to maximize understanding and achievement” and is demonstrated in the natural switching of languages in bilinguals (Lewis et al., 2012). Further, translanguaging attempts to correct past English- only ideals for the equity of ELL students. Th is case study aims to answer two questions: (1) What are the translanguaging views and practices of elementary school teachers in DLBE classrooms? (2) Are there diff erences in translanguaging views and practices between bilingual native Spanish speakers, bilingual native English speakers, and nonbilingual native English speakers? Data was collected from the course data of seven elementary school teachers who are part of DLBE programs in two schools in Indiana to better determine the correlation between DLBE teachers’ linguistic backgrounds and their views and practices of translanguaging in their classrooms. Results found a connection between teachers’ own bilingualism and an increased use of translanguaging practices in their classrooms, which can help off set decades of inequity between English language learning students and their monolingual peers.
截至2018年秋季，美国在公立K-12教育体系中有500万英语学习者(国家教育统计中心，2021年)。在这个人口中，印第安纳州的ELL学生人数超过5万人，占该州所有公立K-12学生的5.9%。双语教育项目往往忽视了课堂上的语言转换策略，不利于英语教学。翻译被定义为“利用儿童的所有语言资源，以最大限度地理解和成就”，并在双语者的语言自然转换中得到证明(Lewis et al.， 2012)。此外，翻译试图纠正过去的英语-唯一的理想公平的英语学生。本个案研究旨在回答两个问题:(1)在DLBE课堂上，小学教师的译语观和实践是什么?(2)以双语为母语的西班牙语者、以双语为母语的英语者和以非双语为母语的英语者在跨语言观点和实践上是否存在差异?为了更好地确定DLBE教师的语言背景与他们在课堂上的跨语言观点和实践之间的相关性，我们从印第安纳州两所学校参与DLBE项目的7名小学教师的课程数据中收集数据。结果发现，教师自身的双语能力与他们在课堂上越来越多地使用跨语言练习之间存在联系，这可以帮助消除几十年来英语学习者与单语同龄人之间的不平等。
{"title":"Translanguaging Views and Practices of Indiana Dual-Language Bilingual Education Teachers","authors":"Amanda Shie","doi":"10.7771/2158-4052.1515","DOIUrl":"https://doi.org/10.7771/2158-4052.1515","url":null,"abstract":"As of fall 2018, the United States had 5 million English language learners (ELLs) in the public K–12 education system (National Center for Education Statistics, 2021). Within this population, ELL students in Indiana number over 50,000, or 5.9% of all public K–12 students in the state. Dual- language bilingual education (DLBE) programs oft en neglect the strategy of translanguaging in the classroom, disadvantaging ELLs. Translanguaging is defi ned as drawing “on all the linguistic resources of the child to maximize understanding and achievement” and is demonstrated in the natural switching of languages in bilinguals (Lewis et al., 2012). Further, translanguaging attempts to correct past English- only ideals for the equity of ELL students. Th is case study aims to answer two questions: (1) What are the translanguaging views and practices of elementary school teachers in DLBE classrooms? (2) Are there diff erences in translanguaging views and practices between bilingual native Spanish speakers, bilingual native English speakers, and nonbilingual native English speakers? Data was collected from the course data of seven elementary school teachers who are part of DLBE programs in two schools in Indiana to better determine the correlation between DLBE teachers’ linguistic backgrounds and their views and practices of translanguaging in their classrooms. Results found a connection between teachers’ own bilingualism and an increased use of translanguaging practices in their classrooms, which can help off set decades of inequity between English language learning students and their monolingual peers.","PeriodicalId":30386,"journal":{"name":"Journal of Purdue Undergraduate Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90705233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
How do we present ourselves to others, especially in communities where we do not feel we belong? Despite national strides toward equality, women are still vastly unrepresented in STEM-based fields—and not for lack of merit. Lisa Darragh (“Identity research in mathematics education.” Educational Studies in Mathematics, 2016, doi.org/10.1007/s10649-016-9696-5) defines identity as the performance and recognition of one’s self and the individual’s larger role in society and social contexts. In 1994 Laura Jones was disheartened to hear her daughter describe herself as “not good at math,” despite overwhelming evidence to the contrary. Laura started an afterschool club, Girls Excelling in Math and Science (GEMS), to bolster confidence in young women who were self-selecting out of STEM classes. Survey responses, focus group interviews, and individual interviews were conducted with the original members of the first GEMS club. I considered responses from an original member, Amanda, using thematic analysis to identify and categorize references to herself and to her role in society. Given this, we were able to study how Amanda’s identity changed before, during, and after her participation in GEMS. When reflecting on her time prior to her involvement in GEMS, Amanda was self-critical, choosing to note that “I struggled a lot with science when I was in high school—I remember that very clearly. I was not very good.” However, a shift was identified when she described herself in the present, where she notes that “I manage people . . . like the boss, basically.” Given our findings from Amanda’s data, GEMS seems to be a context where girls develop their identity.
我们如何向他人展示自己，尤其是在我们感觉不属于自己的社区里?尽管国家在性别平等方面取得了长足的进步，但女性在stem领域仍然远远没有代表——这并不是因为她们缺乏能力。Lisa Darragh(《数学教育中的身份研究》)《数学教育研究》，2016年，doi.org/10.1007/s10649-016-9696-5)将身份定义为对自我的表现和认可，以及个人在社会和社会环境中的更大角色。1994年，劳拉·琼斯(Laura Jones)听到女儿说自己“不擅长数学”，感到很沮丧，尽管有大量证据表明事实恰恰相反。劳拉创办了一个课后俱乐部，名为Girls excellence in Math and Science (GEMS)，目的是增强那些在STEM课程中自我选择的年轻女性的信心。对第一个GEMS俱乐部的原始成员进行了调查回应、焦点小组访谈和个人访谈。我考虑了原始成员阿曼达的回复，使用主题分析来识别和分类对她自己和她在社会中的角色的引用。鉴于此，我们能够研究阿曼达的身份在她参加GEMS之前，期间和之后是如何变化的。当阿曼达回忆起她在加入GEMS之前的时光时，她很自我批评，她选择指出:“我在高中时对科学很感兴趣——我记得很清楚。我不是很好。”然而，当她描述自己现在的情况时，她发现了一个转变，她指出:“我管理人员……基本上就像老板一样。”从阿曼达的数据来看，GEMS似乎是女孩发展自我的环境。
{"title":"Identity Development in Informal Learning Spaces: A Case Study of the Girls Excelling in Math and Science Club","authors":"Michael A. Rice","doi":"10.7771/2158-4052.1510","DOIUrl":"https://doi.org/10.7771/2158-4052.1510","url":null,"abstract":"How do we present ourselves to others, especially in communities where we do not feel we belong? Despite national strides toward equality, women are still vastly unrepresented in STEM-based fields—and not for lack of merit. Lisa Darragh (“Identity research in mathematics education.” Educational Studies in Mathematics, 2016, doi.org/10.1007/s10649-016-9696-5) defines identity as the performance and recognition of one’s self and the individual’s larger role in society and social contexts. In 1994 Laura Jones was disheartened to hear her daughter describe herself as “not good at math,” despite overwhelming evidence to the contrary. Laura started an afterschool club, Girls Excelling in Math and Science (GEMS), to bolster confidence in young women who were self-selecting out of STEM classes. Survey responses, focus group interviews, and individual interviews were conducted with the original members of the first GEMS club. I considered responses from an original member, Amanda, using thematic analysis to identify and categorize references to herself and to her role in society. Given this, we were able to study how Amanda’s identity changed before, during, and after her participation in GEMS. When reflecting on her time prior to her involvement in GEMS, Amanda was self-critical, choosing to note that “I struggled a lot with science when I was in high school—I remember that very clearly. I was not very good.” However, a shift was identified when she described herself in the present, where she notes that “I manage people . . . like the boss, basically.” Given our findings from Amanda’s data, GEMS seems to be a context where girls develop their identity.","PeriodicalId":30386,"journal":{"name":"Journal of Purdue Undergraduate Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82635421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
According to the Mayo Clinic, repeated head traumas may lead to a neurodegenerative condition known as chronic traumatic encephalopathy (CTE). Recently, postmortem analysis has shown that American football players have a high occurrence of CTE. An analysis of the effect of collisions between different players during a football game will provide data that further contributes to the understanding of player interactions and the effect this has on the brain.
{"title":"Collision Tracking and Brain Mapping","authors":"Carl Russell","doi":"10.7771/2158-4052.1491","DOIUrl":"https://doi.org/10.7771/2158-4052.1491","url":null,"abstract":"According to the Mayo Clinic, repeated head traumas may lead to a neurodegenerative condition known as chronic traumatic encephalopathy (CTE). Recently, postmortem analysis has shown that American football players have a high occurrence of CTE. An analysis of the effect of collisions between different players during a football game will provide data that further contributes to the understanding of player interactions and the effect this has on the brain.","PeriodicalId":30386,"journal":{"name":"Journal of Purdue Undergraduate Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78051932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Alumni Spotlight: Selena L. Staun","authors":"","doi":"10.7771/2158-4052.1537","DOIUrl":"https://doi.org/10.7771/2158-4052.1537","url":null,"abstract":"","PeriodicalId":30386,"journal":{"name":"Journal of Purdue Undergraduate Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73965580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Effects of Climate Change on the Vertical Structure of Severe Weather Environments","authors":"Isaac Davis","doi":"10.7771/2158-4052.1513","DOIUrl":"https://doi.org/10.7771/2158-4052.1513","url":null,"abstract":"","PeriodicalId":30386,"journal":{"name":"Journal of Purdue Undergraduate Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74340705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is disconnect between students’ intuitive expectations for object motion and normative scientific concepts that define such motion. As people gain intuition and understanding of physics through observing and interacting with their surroundings, one might expect that this disconnect would disappear. However, many students have extensive experiences where they behave correctly yet continue to construct incorrect explanations. In this study, 53 non-STEM undergraduate students enrolled in a physics course that had yet to cover the topic of relative motion were given a survey of common relative motion physics problems. The problems differed in the direction an object is thrown—either vertically or horizontally—and the frame of reference in which the reader is placed. The questions then involved subjects who were either stationary or moving, such as being on a skateboard or a bus. We found that the direction of the throw relative to the motion of the person (i.e., vertical or horizontal) and the reference frame in which the reader is placed affected the accuracy of student responses. This may be due to participants using different embodied experiences when imagining throwing a ball vertically to oneself than when throwing an object horizontally to another person, meaning that reenacting physical scenarios might provide a small benefit for more embodied tasks such as tossing a ball in a moving bus. Considering these results, future research should investigate students’ reasoning when completing relative motion problems that differ in direction and reference frame to fully understand the nature of the disconnect.
{"title":"Experience Doesn't Matter, but the Direction Does","authors":"Hailey Blythe","doi":"10.7771/2158-4052.1503","DOIUrl":"https://doi.org/10.7771/2158-4052.1503","url":null,"abstract":"There is disconnect between students’ intuitive expectations for object motion and normative scientific concepts that define such motion. As people gain intuition and understanding of physics through observing and interacting with their surroundings, one might expect that this disconnect would disappear. However, many students have extensive experiences where they behave correctly yet continue to construct incorrect explanations. In this study, 53 non-STEM undergraduate students enrolled in a physics course that had yet to cover the topic of relative motion were given a survey of common relative motion physics problems. The problems differed in the direction an object is thrown—either vertically or horizontally—and the frame of reference in which the reader is placed. The questions then involved subjects who were either stationary or moving, such as being on a skateboard or a bus. We found that the direction of the throw relative to the motion of the person (i.e., vertical or horizontal) and the reference frame in which the reader is placed affected the accuracy of student responses. This may be due to participants using different embodied experiences when imagining throwing a ball vertically to oneself than when throwing an object horizontally to another person, meaning that reenacting physical scenarios might provide a small benefit for more embodied tasks such as tossing a ball in a moving bus. Considering these results, future research should investigate students’ reasoning when completing relative motion problems that differ in direction and reference frame to fully understand the nature of the disconnect.","PeriodicalId":30386,"journal":{"name":"Journal of Purdue Undergraduate Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75291493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Manganese exposure is a serious occupational health hazard for many welders, smelters, and miners. Manganese exposure may result in Parkinson-like symptoms. It has been hypothesized that altered iron concentrations in the brain could also lead to neurological symptoms similar to what appears in those with chronic exposer to manganese. Th erefore, the goal of this project is to explore the relationship between manganese and hepcidin as an indicator of altered iron homeostasis. Population demographics were collected from semi-trailer factory workers in a cross-sectional study via a questionnaire. Demographic information includes age, race, and weight. Toenail clippings and questionnaires were collected on the same day; blood and air concentrations were sampled on a diff erent day within a short time period. Statistical analyses include descriptive statistics and regression analyses. Multiple linear regressions were run that utilized hepcidin and transferrin as dependent variables, with air, toenail, and blood manganese and welder status as independent variables. Mean air concentrations for the metals were below recommended exposure limits. Manganese toenail concentrations were 5.23 μg/g (standard deviation [SD] = 2.53 μg/g) while iron toenail concentrations were 183.93 μg/g (SD = 124.06 μg/g). Results showed a statistically signifi cant association between natural log (ln)(hepcidin) and welding status (p = 0.042); no statistically signifi cant relationship was found between ln(hepcidin) with air manganese (p = 0.313) or toenail manganese (p = 0.672). Th ere was no association found between transferrin and air manganese, toenail manganese, or welder status. Continued research is needed to investigate these relationships further.
{"title":"Iron Homeostasis and Manganese Exposure Occupational Cross-Sectional Study of a Welder Population","authors":"M. Robbins","doi":"10.7771/2158-4052.1486","DOIUrl":"https://doi.org/10.7771/2158-4052.1486","url":null,"abstract":"Manganese exposure is a serious occupational health hazard for many welders, smelters, and miners. Manganese exposure may result in Parkinson-like symptoms. It has been hypothesized that altered iron concentrations in the brain could also lead to neurological symptoms similar to what appears in those with chronic exposer to manganese. Th erefore, the goal of this project is to explore the relationship between manganese and hepcidin as an indicator of altered iron homeostasis. Population demographics were collected from semi-trailer factory workers in a cross-sectional study via a questionnaire. Demographic information includes age, race, and weight. Toenail clippings and questionnaires were collected on the same day; blood and air concentrations were sampled on a diff erent day within a short time period. Statistical analyses include descriptive statistics and regression analyses. Multiple linear regressions were run that utilized hepcidin and transferrin as dependent variables, with air, toenail, and blood manganese and welder status as independent variables. Mean air concentrations for the metals were below recommended exposure limits. Manganese toenail concentrations were 5.23 μg/g (standard deviation [SD] = 2.53 μg/g) while iron toenail concentrations were 183.93 μg/g (SD = 124.06 μg/g). Results showed a statistically signifi cant association between natural log (ln)(hepcidin) and welding status (p = 0.042); no statistically signifi cant relationship was found between ln(hepcidin) with air manganese (p = 0.313) or toenail manganese (p = 0.672). Th ere was no association found between transferrin and air manganese, toenail manganese, or welder status. Continued research is needed to investigate these relationships further.","PeriodicalId":30386,"journal":{"name":"Journal of Purdue Undergraduate Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75640439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：