Presenter: Brent Edgerton, Ira A. Fulton College of Engineering, Mechanical Engineering
Presenter: Morgan Smith, McKay School of Education, Communication Disorders
Disentangling Instructor Traits From Pedagogical Methods as Valued by General Education Geography Students
Presenter: Chloe Macdonald, College of Earth Science, Geography
Getting the most out of technology in General Chemistry; comparison of online content homework with Metacognitive training.
Presenter: Nakita Ellis, College of Science, Biology
Presenter: L. Kate Blair, College of Arts and Sciences, Dance and Education
Presenter: Tori Rydalch, McKay School of Education, Communication Disorders
Presenters: Emmaline Rawlinson, College of Education, Elementary Education
The Fight for Diversity: Marketing Diversity in Higher Education and its Misleading Impacts on Incoming Students at the U of U
Presenter: Alessandra Cipriani-Detres, Honors College & College of Humanities, International Studies
How Do Students Address their STEM Instructors? Evaluating Variation in Titles given to Professors based on Gender and Age in Co
Presenter: Ashley Hale, College of Life Sciences, Biology
Presenters: Dallin Hendry, College of Family, Home and Social Sciences, Psychology
Presenter: Katherine Harris, McKay School of Education, Communication Disorders
"Botley, you have to listen!"- Exploring young children's interactions with robots while learning to code
Presenters: Selendra Lewis, College of Science, Biology
Presenter: Joseph Wassweiler, College of Architecture and Planning, Multidisciplinary Design
Building the Foundation: Characteristics and Achievement Patterns of Three-Year-Olds’ Evolving Mathematical Knowledge
Alyssa Collins, Utah State University
R.J. Risueño, Utah State University
Daniel Sullivan, Dixie State University
License to Read: An Evaluation of Project Head Start’s Fatherhood and Child Literacy Program in Northern Utah
Jared Anderson, Weber State University
Rachel Fuller, Brigham Young University
A Case Study Investigating the Impact of a Summer MS to PhD Bridge Program on the Science Identities of Underrepresented Minority Students.
Mark Albrecht; Kristin Wilson-Grimes; Sennai Habtes, Southern Utah University
Katherine Safsten, Brigham Young University
Peyton Carter, Southern Utah University
Frost Mitchell, Utah State University
Evaluating the effectiveness of Comprehensive versus Risk-Avoidance Sexual Education Curriculum in Northern Utah
Alyson Rasmussen; Ellen Seely; Valentina Pastrana, Weber State University
Mandy Robison, University of Utah
Understanding Parental Attitudes toward Abstinence Based and Comprehensive based Sexual Health Topics in Northern Utah
Laura Pastrana; Alyson Rasmussen; Ellen Seely; Jeralyn Perkins, Weber State University
Climate Confusion in the Classroom; Perceptions, Methods, and Background of Utah Secondary Education Science Teachers
Tyler Hole, Weber State University
Edgar Judd, Southern Utah University
Jonathan Jacobs; Emily Hammond; Maggie Gunn, Brigham Young University
Jonathan Jacobs, Brigham Young University
Chad Talbot, Utah Valley University
Kathleen Fotheringham, Southern Utah University
Maggie Marchant, Brigham Young University
Grammatical and Narrative Content Adequacy in Story Retells Told by Children with Autism Spectrum Disorder (ASD) Before, During and After Narrative Instruction
Emily Kunz, Shea Long, Melany Reeder, and Brigid Crotty, Utah State University Education It has been proposed that asking a child to make up their own story, rather than to retell a story, is a more stringent test of narrative ability and may tax the linguistic system revealing weaknesses not apparent in less difficult contexts (eg., retelling stories). At least one study has shown that children with Autism Spectrum Disorders (ASD) experience content-form tradeoffs as they master narrative discourse (DeLucchi, Fricke, Kaye, Crotty and Gillam, 2015). The content-form tradeoff was observed when children with ASD with typical grammatical skills and poor narrative proficiency were shown to experience significant grammatical difficulties as they mastered narrative discourse. The purpose of this study was to determine whether content-form trade-offs were observed in stories children with ASD were asked to retell. Five children with ASD ranging in age from 9-12 were asked to retell stories weekly, during a baseline and narrative treatment period over the course of 12-16 weeks. The stories were scored for grammaticality and narrative proficiency. Story retells were observed to be grammatical whether elicited during baseline, early, mid or later treatment sessions. Children with lower language skills experienced times when they were completely unable to recall a story, particularly early on in instruction, although when they did, they experienced good grammatical accuracy. Children with higher language skills were always able to remember parts of the story and were highly grammatical. The story model (retell) may make it less difficult for students with ASD to focus on and remember content while also maintaining grammatical accuracy.
Kristine Jolley, Brigham Young University Education This research-in-progress examines the role of action research in teacher movement toward reform-based mathematics education during a sustained professional development initiative. This initiative, which provided coursework for the Utah Elementary Mathematics Endorsement (UEME), was implemented as a Brigham Young University/Alpine School District partnership collaboration. Although the UEME is offered at several sites across Utah as a major state professional development initiative in mathematics education, our collaboration was unique in incorporating action research as a major component. We pose and seek to answer the following question: What happens to teachers’ knowledge and theories regarding reform-based mathematics education as they engage in action research on a reform-based mathematics education practice of their choice in their classrooms? We have examined data collected from three cohorts of participants over the 4-year duration of the grant; each participant was involved for 2 years. Of the 53 participants, 12 (4 from each cohort) were purposefully selected according to pre- and post-measures of participants’ mathematics beliefs, knowledge, and practice as well as the dimensions of gender, ethnicity, professional assignment, and years of teaching experience. Qualitative analysis of relevant data from these participants is contributing to our understanding of the role of action research in teacher movement toward reform-based mathematics education. We are currently writing the analysis section of a manuscript based on these data. Recognition of the need for improvement in mathematics teaching and learning is not new, yet implementing the Common Core State Standards for Mathematics adds a new layer of challenge. This in-depth study of action research as a professional development practice should inform decision-making regarding the inclusion of action research in subsequent Endorsement programs as well as in other professional development initiatives. Further, this study should add its own unique contribution to the research conversation on a broader scale.
Raschelle Davis, Dixie State University Education The general populace in America has many misconceptions concerning space; this is due to lack of explicit, clear education. As children grow and observe the world around them they can create misconceptions about how things work. Research shows that this is particularly true when children are learning about space (Brunsell and Marcks, 2007). Many of these misconceptions can be corrected or avoided if the teacher has specific knowledge of the science content and how to teach it (Bulunuz and Jarrett, 2009). As a mother of a young boy I have been asked many questions about space and how it all works. I was never sure how I should answer those questions, since I did not fully understand how it worked myself. This past year I became involved in a NASA astronomy project in my teacher education program that teaches space science to students using a hands-on approach. During my first astronomy event I could not help but be amazed with the questions and the confusion that some of the students had about space while looking through the telescopes. This gave me the desire to learn more about space and teaching children about space. This research project explores children’s misconceptions about space, the problems with how children are currently being taught about space, and how students could more effectively be taught about space in order to reach clear understanding.
Bold Talk for a One-Eyed Fat Man: The Importance of Classic Western Literature in the Contemporary Classroom
Are classic, young-adult novels set in the American west a dead genre in the American classroom? Despite its historical impact on popular culture, young-adult novels set in the American west have seen a considerable decline in relevance in American public schools. While classic young-adult literature receiving heavy rotation in current young-adult classrooms, as well as young-adult literature published in the current century, may have its place, Western, young-adult literature published in the 1960’s and 1970’s should still be read, taught, critiqued and celebrated. The general argument against including western, young-adult literature on the reading lists of public schools in the western states, where, arguably they should be the most prevalent, is that the texts are significantly passé and therefore not relevant to contemporary secondary students. While the majority of criticism in favor of western literature is also dated, this paper makes the argument that although the texts and various criticisms may seem behind the times, it should also be taken into account that present-day society is remarkably similar to society when the texts were initially published. Interestingly, not only is present-day society similar to society in the late 1960’s and 1970’s, but a recent interest in regionalism as opposed to vast commercialism also seems to be making an impact on society. By presenting literature that draws attention to the history of a local area, a literary gap created by an interest in who we were as a society and where we came from may be filled. The research conducted takes the classic, western, young-adult novel, True Grit by Charles Portis and that text with a more popular and more contemporary novel, The Outsiders by S.E. Hinton. It’s through this comparison we are able to appreciate and understand the relevance of classic Western literature in the contemporary classroom.