Ecological literacy in students has become an increasing concern for educators. Mounting environmental problems along with a growing amount of nature deficit disorder seen in children and adults alike provides the impetus for research in this area. Since many college biology classes are modeled around the same style and emphasis found in the textbooks used for those courses, this provided an avenue for an examination of these materials. This research involved the selection of five popular introductory, college-level biology textbooks for analysis. Three rubrics were created to assess the graphical components of the introductory and ecology chapters in each textbook. The Systems-based Rubric (SR) was created to quantitatively assess the systems-based components of each graphic. The Tuftian Rubric (TR) was created to assess how well graphics comply with Tuftian rules of good graphics. The Ethnographic Systems-based Rubric (ESR) was created to qualitatively assess the systems-based nature of each graphic. The results of this analysis revealed that all of the textbooks examined, based upon analyzed graphics, could be classified as strongly Tuftian in nature. The results of this analysis also suggested that none of the textbooks assessed could be quantitative nor could they be qualitatively classified as strongly systems-based. Even when examining individual chapters of each book, all of the chapters were classified quantitatively and qualitatively as primarily reductionistic.

Informal science education centers, including aquariums, are often tasked with educating the general public on conservation issues, natural environments, and general science topics. The public tends to see these centers as entertaining leisure destinations in which they have the opportunity to learn something about the presented information. It is widely accepted that learning in informal environments is shaped by the learners motivations, interests, background knowledge, and social interactions. However, these impacting factors are rarely studied in depth, particularly across different types of visitors. This qualitative case study project integrates original research on visitor interests, motivations, and self-reported learning into the design of an educational material that provides visitors with guidance but still aligns with the free-choice nature of the aquarium. To determine visitor motivations, interests, and self-reported learning, the researcher interviewed 122 visitors to an aquarium; these visitors encompassed a variety of group types. Information from this phase was used to create two novel, unique sets of educational materialsthe Visitors Interpersonal (VIP) Discussion Guidesthat contained open-ended questions designed to spark science-based conversations among family groups with elementary school-aged children (n=6) and social groups of college-aged young adults (n=7). Interviews, observations, and document analyses allowed the researcher to assess the impact of VIP Discussion Guides use on the groups visit experience and science-based conversations. Use of the VIP Discussion Guides increased the number and depth of science-based conversations among family groups with elementary school-aged children as well as among social groups of college-aged young adults. Visitors reported greater engagement in conversations and increased learning due to use of the VIP Discussion Guides. Additionally, all participating visitors stated that they enjoyed using the VIP Discussion Guides and would be interested in using a similar guide in the future. The results from qualitative studies typically do not generalize to different situations, but the methods, VIP Discussion Guides, and conclusions from this research could provide a blue-print for other institutions seeking to design educational materials to increase science-based conversations among their own visitors.

The study examined whether institution-driven programs improve persistence among Black male student participants. Using modified versions of Tintos Student Integration Model (SIM) as the theoretical framework, the researcher hypothesized that participants involved in institution-driven programs would be more connected to the academic and social spaces of the university. In turn, this would lead to improved persistence at the postsecondary level and ultimately degree completion. Using a questionnaire to assess measures of student persistence, an electronic survey was administered to 475 students at a predominantly White institution in the southeast region of the U.S. For the quasi-experimental research design, Analysis of Variance (ANOVA) was used as the primary statistical procedure to determine group differences in academic integration, social integration, perception of campus climate, institutional commitment, and goal commitment between program participants (treatment group) and non-participants (control group). Certain background variables (academic major, family socioeconomic status, and high school demographic type) were also used in the analysis to provide greater depth of insight into the educational experiences of Black male students compared to Black female students, White male students, and White female students. Further, Pearson product-moment correlation coefficient (r) was used to explore the relationship between the level of engagement and the measures of persistence (i.e., academic integrations, social integration, etc.) among the designated study groups. The findings showed no statistically significant differences between Black male students involved in institution-driven programs and other Black male students, however, differences between Black male institution-driven program participants and the additional comparison groups were found among the various persistence measures. Statistically significant differences in the persistence measures were also found when examining the influence of academic major, socioeconomic status, and high school within the Black male student group, and among the aforementioned comparison groups. Moreover, level of engagement revealed positive correlations for the majority of persistence measures for White male students. However, for Black male students, there was no significant relationship for the majority of measures except social integration. The results of this investigation could aid university administrators and student affairs professionals in better understanding the degree to which these programs empirically impact persistence among Black male students and their collegiate experiences.

Belief(s) and attitude(s) about education, moreover reading, can shape the way in which we respond to pressures to initiate instructional changes in schools and society. Recently, an enormous reform effort, known as the Common Core State Standards (CCSS) is underway in the nation. The implementation plays a critical role in how the CCSS will be received. In light of being received, how will they impact teachers, parents, and administrators belief(s) and/or attitude(s) related to reading? According to research, there is a need to consider teachers, parents, and administrators belief(s) and/or attitude(s) about reading, which may play a role in the implementation of the Common Core State Standards (CCSS) in reading. It is by looking at the belief(s) and/or attitude(s) held about reading that a picture of the implementation process concerning the CCSS in reading can emerge. This study was conducted at two elementary public schools. The purpose of the study was to explore teachers, parents, and administrators belief(s) and/or attitude(s) related to the implementation of CCSS in the elementary setting and how those belief(s) and/or attitude(s) were similar and different. All names and settings are pseudonyms. A qualitative approach using Spradleys (1980) Developmental Research Sequence was used to explore the implementation of the CCSS. The studied included: five elementary teachers (one from each grade level 1-5 chosen voluntarily), five parents (one from each grade level from the selected teachers classroom), and two administrators (one from each school, K-3 and 4-6). The ethnographic case study provided a glimpse into teachers, parents, and administrators belief(s) and/or attitude(s) held about reading and the impact these belief(s) and/or attitude(s) had related to the implementation process of the CCSS in reading.

This study explored the implementation process of five teachers and two administrators of the Common Core State Standards in Reading. This ethnographic case study investigates one groups attitudes and instructional practices. The researcher focused on three questions in order to provide an in-depth analysis of the data collected. These questions include: How do educators implement and develop reading curriculum from the Common Core State Standards? How does the mandated requirements of the CCSS impact the attitudes of reading teachers? How do primary grade teachers approach the CCSS in comparison to upper elementary teachers? The study followed an ethnographic analysis method detailed by James P. Spradley (1980) in his book, The Participant Observer. Data collection included interviews, observations, and documents gathered by the researcher. While this was a qualitative research study and not generalizable, the researcher sought to provide a detailed analysis of the data collected and suggests conclusions that can be inferred from the study.

The primary purpose of this study was to examine the impact of postsecondary transition programs on the college self-efficacy beliefs of first-generation college students. Postsecondary transition programs were developed to address the challenges that all first-time freshmen face, including all first-generation students. While there are a number of postsecondary transition program models, the three models examined in this study were Developmental Academic, Residential Colleges, and First Year Intervention programs. Although there is a great deal of evaluative research regarding how postsecondary transition programs impact students academic performance, there is a lack of research on how these programs impact students internal elements, such as self-efficacy. First-time freshmen students who participated one of the postsecondary transition programs exclusively were targeted for this research. The college self-efficacy beliefs of these students was the focus of this mixed methods study using the Social Cognitive Career Theory as the theoretical framework. The research questions addressed by this study were directed toward comparing students college self-efficacy beliefs based on the postsecondary transition program model and demographic factors which included first-generation status, gender, ACT scores, and income status. This mixed methods study was retrospective in nature given that second semester freshmen college self-efficacy beliefs were measured based on postsecondary transition programs that students participated in during their first semester. Surveys measuring students self-efficacy on seven different subscales were administered to all first-time freshmen and followed up by individual interviews with first-generation student participants from each postsecondary transition program. Overall, higher levels of college self-efficacy beliefs were reported by students who participated in the Residential College program. The Developmental Academic program participants reported lower levels of college self-efficacy beliefs. In addition, the study results revealed that there was not a significant difference in the levels college self-efficacy between First Year Intervention and Residential College students. Findings from this inquiry have the potential to contribute to policy, practice, and future studies of postsecondary transition programs and how they impact students college self-efficacy beliefs. Recommendations were made by the researcher from the studys findings included modeling Developmental Academic programs after Residential College programs and enhancing First Year Intervention programs

Over the last two decades, extensive research has been conducted concerning the legality and effectiveness of teaching opposing viewpoints on controversial topics in science education. However, one of the most important aspects of this dilemma has been disregarded: the effect it has on individual teachers in their unique environments. The purpose of this research was to analyze teachers comprehension of recent state legislation as well as how it impacts their instruction. This quantitative approach took place through an online survey of secondary science teachers in biology, which focuses on their teaching experience, understanding of the Louisiana Science Education Act of 2008, and personal views on how evolution should be taught. The research found that about one-third (31%) of biology teachers in Louisiana thought creationism should be taught alongside evolution. About 3 in 4 biology teachers knew what the Louisiana Science Education Act was, and 1 in 10 said it had an influence on their instruction. These data support the hypothesis that recent state legislation has little impact on the daily instruction of science educators.

Predictive validity was explored between vocabulary matching (VM) probe scores and the integrated Louisiana Education Assessment Program (iLEAP) social studies standardized subtest score for 224 sixth-grade students across demographic categories from one rural southeastern Louisiana school district. Multiple Linear Regression (MLR) conducted in the Statistical Package for the Social Sciences (SPSS, 2007) produced Pearson correlations between .51 and .70 for five benchmark probes for the entire sample. Predictive cutscores created using Receiver Operating Characteristic (ROC) curve analyses and a diagnostic accuracy application software program illustrated that VM cutscores did not correctly predict which students would pass or fail with enough specificity (.48 and .69) or enough sensitivity (.61 and .73). Limitations and future implications are discussed.

In this study, I explore the intertextuality in spoken word poetry using Tracie Morriss spoken word poem Project Princess (1998) as a case study. My hypothesis is that the intertextuality in spoken word poetry is derived from its genealogical contributions. Using narrative inquiry, I investigate Project Princess as page poetry and oral performance text anchored in the genealogy of spoken word poetry. The following research questions guided this study: How does intertextuality function in Tracie Morriss spoken word poem Project Princess? What role does the genealogy of spoken word poetry play in understanding the intertextuality in Tracie Morriss spoken word poem Project Princess? In what ways does the intertextuality in spoken word poetry play at the intersections of race, gender, and class in Tracie Morriss spoken word poem Project Princess? What are the pedagogical implications for studying the intertextuality in spoken word poetry derived from its genealogical contributions in twenty-first century classrooms using Tracie Morriss spoken word poem Project Princess as an example? The conceptual framework consisted of intertextuality theory, public pedagogy, and performance studies, to explore the ways in which sites of resistance emerge from the poets narrative of lived experiences and social realities. Data was collected from page poetry, spoken word poetry, video, an audio interview of Tracie Morris, essays written by or about Tracie Morris, and Tracie Morriss website. I used narrative analysis to interpret the data using four interpretative models: structural analysis, thematic analysis, dialogic/performance analysis, and visual analysis. The findings revealed that intertextuality in Tracie Morriss spoken word poem Project Princess emerged as non-chronological storytelling, language and accepted meanings, signification (signifying), and created counter-narratives that opened discursive spaces as sites of resistance. The implications for education based on this study suggest that intertextuality in spoken word poetry in twenty-first century classrooms may be used to uncover hidden transcripts contained in Project Princess or other spoken word poems; identify themes across Morriss narrative or other spoken word poems and their connection to the genealogy of spoken word poetry; create safe-spaces for dialogical exchanges and social interactions; and facilitate meaningful dialogues and social interactions among participants.

The purpose of this study was to evaluate the effectiveness of alternative course delivery methods, which can ultimately help higher education stakeholders make informed decisions for present and future educational endeavors. Emerging systems of educational technology, such as networked learning and the increasing development of online courses have created many questions concerning the effectiveness of online learning relative to face-to-face learning. More research supporting online as an effective alternative to traditional education is needed as an evaluative tool to potentially mitigate the budgetary constraints, which pose a threat to the institutions ability to fulfill their mission of providing a quality education to their students. Specifically, community colleges have the highest enrollment growth rate and account for half of higher education enrollment over the last five years (Allen and Searman, 2007), but unfortunately, smaller, public and community colleges have not historically invested in distance education (Janes, 2003). Community college students and faculty were participants in this quasi-experimental research study, in which the findings support that online courses are popular overall with students, as indicated by the total number of students who enrolled in these courses, but, unfortunately, students who enroll in online courses are not as successful as the students enrolled in on-ground courses. A contributing factor to the popularity of online courses in community colleges, as in setting of this research, is the fact that there is no on-campus housing; all students live off campus. Furthermore, the higher rate of online non-completers could be due to the fact that community college students are usually at a disadvantage, subject to more characteristics that negatively impact their success in college, including scoring lower in high school, delaying college after high school, attending part-time, and coming from families who are in the lower socio-economic status (Bailey, Jenkins & Leinbach (2005). The results of this study indicate that minorities perform worse online than onground. Females are more likely to be unsuccessful at an on-ground course but more successful online. Traditionally aged students (18-24 years) generally are less successful than non-traditional students (25 and older) in online courses.