<p> Science education has undergone multiple reforms over the years, yet each reform continues to produce little change in student success. The latest reform of the standards&mdash;Next Generation Science Standards (NGSS)&mdash;look to change that trend by focusing on what students can do, rather than just what they know. Modeling Instruction (MI) is one research-based pedagogy that is in alignment with the NGSS concepts of student-led classroom instruction. This proven strategy has been used across the U.S., but often in isolation, rather than as the routine classroom instruction throughout a school&rsquo;s science department. </p><p> Changes in new teaching methods, such as those needed to implement MI or NGSS, are not easy for schools to make. They require entire organizations to shift their beliefs in how education appears, with students actively working and presenting content, while the teacher walks to the students, facilitating and asking questions. Leadership within the school can help this transition take place, by providing structures and processes that support others attempting to make changes in their practice. Effective leaders not only provide a plan, but they also create a supportive climate in which goals can be achieved. </p><p> This qualitative case study looked at the leadership of schools that have implemented MI across the science curriculum, which includes Biology, Chemistry, and Physics. Characteristics of the leaders, such as leadership style and structures, provided information on how to make a successful change in instruction. Data was collected via interviews with school leaders and school faculty, and observations taken at the school. This data was then coded to identify common themes and trends. </p><p> Results of this research showed that leadership played an important role in the implementation of MI in secondary science classrooms. Key attributes were provided by school leadership to help with the implementation. Professional development provided the staff with the tools needed to learn the techniques of the new methods. Time for collaboration was also given, which allowed the staff to help each other with any problems that had arisen along the way. Finally, support was given by the leadership when teaching staff had problems with their implementation. These characteristics allowed for the change from traditional instruction to MI at two high schools, while minimizing problems and creating an atmosphere, which inspired creativity. </p><p>

<p> <i>Objective:</i> This study explored views of outstanding leadership among the science, technology, engineering, and mathematics (STEM) professionals working in the United States within the business and industry sector. U.S. STEM occupations are projected to experience 11.1% growth between 2016 and 2026, higher than the projected 7.4% growth for all occupations (U.S. Department of Labor, Bureau of Labor Statistics, 2017a). The U.S. has undertaken aggressive STEM educational reform and recruiting, to ensure the nation&rsquo;s continued prosperity and national security (National Science Board, 2018b; U.S. Department of Education, 2018). A shift in U.S. STEM demographics will present challenges for business leaders, human resources (HR) practitioners, and educators who prepare leaders for the increasingly cross-cultural workplace. <i> Method:</i> This correlational study applied the GLOBE leadership scales to explore study participants&rsquo; views according to gender, age, national origin group, number of years worked in the U.S, and workforce category. <i> Results:</i> The five leader attributes rated as most contributing to outstanding leadership were: (a) trustworthy, (b) clear, (c) sincere, (d) inspirational, and (e) diplomatic. There were 64 statistically significant correlations of low strength and 1 of moderate strength.</p><p>

<p> Along the coastlines of the Hawaiian Islands, there is a valuable and critical resource known for its brackish water habitat &ndash; loko i&lsquo;a (Hawaiian fishponds). They are dynamic systems dependent on the balance between fresh groundwater inputs from uka (uplands) and landward flow of kai (seawater), which all vary depending on the behavior of our climate, including rainfall, tides, and storms. Nutrient-rich groundwater mixing with the seawater at the coast allows for an abundant growth of limu or primary productivity attracting many of Hawaii&rsquo;s favorable native brackish water and herbivorous species. Having an intimate relationship with this natural coastal nursery, Hawaiians effectively modified these coastal habitats into loko i&rsquo;a to provide a sustainable food source for the communities in which they reside. In support of these invaluable resources and practices, this study seeks to understand primary productivity and salinity relationships along the same coastline at Honokea Loko of Waiuli, and Hale o Lono and Wai&amacr;hole/Kapalaho of Honohononui, Hawaii. Weekly water quality monitoring by kiai' loko (fishpond steward) and biweekly water column sampling, salinity in the three loko i&rsquo;a ranged from 3.1 to 18.8 and was significantly different throughout different areas of each pond. Benthic primary productivity experiments, found significantly more growth at higher salinity locations across all sites. Due to these strong correlations, loko i'a communities would greatly benefit from these methodologies to quantify the variability of environmental changes through time and specific impacts of climate phenomena, changes in rainfall and sea level. These factors have the potential to interfere with primary productivity and alter loko i'a systems interactions entirely.</p><p>

<p> The workforce gap remains for women and underrepresented minorities in science technology, engineering, and mathematics careers. There are several program initiatives to help address this gap especially long-term STEM enrichment programs. There is a vast amount of literature on STEM enrichment programs, but limited information on the long-term impacts. The purpose of this qualitative, phenomenological study was to understand the experiences of young women and URMS who participated in long-term STEM enrichment programs and the impact those programs had on their STEM path. The 11 adult female participants were at various stages of their STEM journey from entering college to STEM careers. The phenomenological approach was used to gain a rich contextual understanding of their lived experiences. This study was framed through Bronfenbrenner&rsquo;s (2005) bioecological model by identifying the macro- and microsystems of the participants&rsquo; experiences and then exploring the impact of those systems. Through the qualitative analysis 10 themes emerged that represent the participants&rsquo; experiences: (1) STEM enrichment programs and staff created a place where participants felt welcomed and valued; (2) STEM enrichment programs challenged and supported participants to move outside their comfort zones; (3) STEM enrichment programs provided opportunities for both cognitive and non-cognitive skills development; (4) Family involvement of STEM enrichment programs ranged from low to high engagement (5) Participants experienced non-supportive educators along their journey while STEM enrichment programs countered those experiences; (6) Participants reflected that K-12 early exposure to STEM is critical for a STEM career path; (7) STEM enrichment program involvement provided both short-term and long-term benefits; (8) STEM enrichment programs&rsquo; role models and mentors were seen as heroes and provided inspiration, which created a pipeline of giving back; (9) Participants did not seek out STEM programs but pursued STEM involvement because of external encouragement; (10) Issues related to gender and race still prevalent, but STEM enrichment programs provided support and confidence for participants in non-diverse settings. Implications, recommendations, and suggestions for future research are also presented.</p><p>

<p> Public libraries throughout the United States are increasingly using technological platforms to provide information resources to students across socioeconomic environments. Advances in technology have affected the way in which we learn with the advent of online learning, e-learning and shared learning experiences that have become ever present in schools and libraries. How relevant is the public library in the initiatives that are directly related to the much-needed support of science, technology, engineering, arts, and math (STEAM)? This study explores the public library as a free, public space for informal learning and the democratic ideals of success as it relates to science education, achievement, and national innovation. The purpose of this study was to determine the challenges that the public library experiences in the implementation of STEAM programs, strategies, and practices employed by the public library in managing the implementation, and how the public library measures success in the process. The questions explored are an (a) examination of best practices in developing strategies for implementation and the challenges that public libraries face as they relate to the implementation and development of STEAM programs, (b) the challenges that public libraries face as they relate to the implementation and development of informal learning programs focused on STEAM, (c) how public libraries measure success within informal learning programs related to STEAM, and (d) what lessons have been learned in the development of informal learning spaces focused on STEAM in the public library.</p><p>

<p> By the end of the nineteenth century, the momentum for the idea of a more practical education better suited to life in a modern, technological world brought the first educational reform movements in the nation. Concurrent reform efforts at the state and national levels influenced both the historical development of Earth science education and the status of the Earth sciences in New York State&rsquo;s secondary schools. Three themes received increasing attention: 1) the nature and college acceptance of the subjects in the secondary courses of study, 2) the time allocation for the subjects, and 3) the emergence and expectation of the incorporation of laboratory and fieldwork. These themes were also prevalent in discussions within the national committees that were meeting at the time. </p><p> The historical richness of educational reform efforts during the late 1800s and the early 1900s establishes an important foundation upon which the Earth sciences are grounded. To understand the influences that shaped the Earth science syllabus into its present form, and to establish a framework upon which recommendations for future curricular development can be made, an analysis of the origin and evolution of secondary Earth science is warranted. The research presented in this thesis explores the historical framework of the individual core Earth science topics (physical geography, geology, astronomy, and meteorology), beginning in 1865 with the introduction of the intermediate level physical geography Regents examination and ending in 1910 with the loss of astronomy and geology as accepted high school graduation courses. The chronological structure of this study is intended to establish a set of specific historical events that contributed to the present curricular structure of New York State&rsquo;s Earth science course.</p><p>

<p>Chemistry students have historically struggled with conceptually understanding organic acidity and oxidation-reduction. Previously dominant approaches towards remediating students? misconceptions has been challenged by Explanatory Coexistence, which eludes to a competition between conceptions held within individuals. Conceptual reprioritization may be associated with the restructuring of conceptual dominance hierarchies, which may occur once a conceptual competition concludes. Investigation of conceptual reprioritizations of general chemistry students? conceptions of organic acidity and oxidation-reduction performed across multiple demographics using Rasch analysis, student interviews and argumentation quality assessment. Student samples belonged to two different general chemistry courses that used different curricula. One used a reform-based curriculum, that compared to the traditional curriculum, focused on discussion and argumentation. Student conceptions were captured, and tracked via repeated measures, using the ACIDI and ROXCI concept inventories. Results indicated both inventories were capable of detecting conceptual reprioritizations after instruction from both curricula. Student achievement was consistent across multiple demographic characteristics. Evidence of argumentation quality and its association with conceptual reprioritizations of organic acidity and dominant, scientifically accepted redox conceptions was collected. Individual interviews suggested conceptual reprioritizations may be attributed to their respective curricula, while also adding insight into thought processes that arose while taking both inventories. Suggestions for future work is also discussed, highlighting the development of community standards, ACIDI and ROXCI responses databases to assess general student representation, and modification of both inventories.

<p> The ability to solve problems in creative and innovative ways is more critical than ever in today&rsquo;s rapidly-changing society. To support these demands, the educational curricula in the U.S. and other countries adopted engineering design as a learning platform to promote students&rsquo; creativity, communication and design skills, and innovative problem-solving abilities. When using engineering design, many educators use a variety of engineering design process models. However, little is known about the problem-solving processes in terms of design cognition. Therefore, in this study, the researcher examined the problem-solving patterns of students who engage in engineering design using a cognitive pattern approach. </p><p> This study was conducted as part of the NSF-funded Science Learning through Engineering Design (SLED) project for elementary science students&rsquo; grades three to six. The researcher adopted the sequential analysis method to identify students' problem-solving patterns. Sequential analysis is a statistical research method to detect behavioral or psychological patterns by analyzing repeated cognitive events. The researcher sampled a total of 48 Concurrent Think-Aloud (CTA)sessions to examine the statistical significance of the sequential analysis. Two coders independently conducted data coding using Halfin&rsquo;s codes and confirmed a high range of inter-rater reliability with 97.22 % overall agreements and .86 Kappa coefficients. </p><p> The first research question aimed to identify the common cognitive strategies used by elementary science students in engineering design. The researchers pooled 48 CTA sessions to investigate the common cognitive strategies. The results indicated that the students largely concentrated on idea generation (DE) and sketching (MO) while less emphasized on questioning (QH), predicting (PR), managing (MA), and analyzing (AN). Moreover, the researcher confirmed that the upper level graders showed higher frequencies of cognitive strategies than lower graders. </p><p> The second research question aimed to investigate the common problem-solving sequential patterns of the engineering design process. After pooling the 48 CTA sessions, the researcher analyzed the statistical significances of two-event sequential patterns using GSEQ software. The statistical analysis yielded 14 significant two-event sequential patterns at the right-tailed 0.05 level and two-sided z distribution. Using the significant sequential patterns, the researcher built a pattern-based design process model. The model illustrates various iterations between the problem and solution strategies. The iterations in the problem strategies showed recursive cycles between defining the problem, analyzing, and managing. The solution focused iterations often began with questioning and proceeded to designing and modeling or designing and predicting. Moreover, the pattern model shows that managing and questioning played a key role in bridging problem and solution strategies. </p><p> The third research question was to identify how the cognitive strategies vary by design tasks. The researcher compared eight engineering design tasks used in the SLED project and confirmed that the structure of design problems was associated with the students&rsquo; problem-solving strategies. The results of data analysis showed that the participant students commonly emphasized on <i>Designing</i> and <i>Modeling</i> strategies. However, the researcher found that the modeling-driven design tasks required accurate mechanical designing lead students&rsquo; high concentrations on the <i> Modeling</i> strategy. </p><p> The last research question was to identify the differences of cognitive problem-solving patterns by design tasks. The study analyzed eight engineering design tasks and each task pooled six CTA sessions. The results confirmed that higher graders&rsquo; design tasks showed more complicated design pathways than younger graders&rsquo; design tasks. Additionally, the researcher found that each design task yielded distinct problem-solving pattern models. </p><p> Based on these results, the researcher suggested that engineering and technology educators need to highlight the multiple pathways of the engineering design process. The results showed many alternative problem-solving pathways rather than the standardized process models. The researcher also proposed that when adopting an engineering design approach in elementary curriculum, the program developers need to align its design procedure with learners&rsquo; sequential patterns of the design process. Engineering design problems provide rich opportunities to develop the cognitive abilities of young students. Additionally, the researcher encourages engineering and technology education programs to adopt multiple design process models aligned with the corresponding design problem types.</p><p>

abstract: Guided by Tinto’s Theory of College Student Departure, I conducted a set of five studies to identify factors that influence students’ social integration in college science active learning classes. These studies were conducted in large-enrollment college science courses and some were specifically conducted in undergraduate active learning biology courses. Using qualitative and quantitative methodologies, I identified how students’ identities, such as their gender and LGBTQIA identity, and students’ perceptions of their own intelligence influence their experience in active learning science classes and consequently their social integration in college. I also determined factors of active learning classrooms and instructor behaviors that can affect whether students experience positive or negative social integration in the context of active learning. I found that students’ hidden identities, such as the LGBTQIA identity, are more relevant in active learning classes where students work together and that the increased relevance of one’s identity can have a positive and negative impact on their social integration. I also found that students’ identities can predict their academic self-concept, or their perception of their intelligence as it compares to others’ intelligence in biology, which in turn predicts their participation in small group-discussion. While many students express a fear of negative evaluation, or dread being evaluated negatively by others when speaking out in active learning classes, I identified that how instructors structure group work can cause students to feel more or less integrated into the college science classroom. Lastly, I identified tools that instructors can use, such as name tents and humor, which can positive affect students’ social integration into the college science classroom. In sum, I highlight inequities in students’ experiences in active learning science classrooms and the mechanisms that underlie some of these inequities. I hope this work can be used to create more inclusive undergraduate active learning science courses. / Dissertation/Thesis / Doctoral Dissertation Biology 2018

<p>The general public harbors misconceptions about mental illnesses; particularly, auditory verbal hallucinations (AVHs). Misconceptions about the causes, dangerousness, and treatment of mental illnesses constitute barriers for treatment. The purpose of this study was to examine whether a neurobiological refutation text was more effective than a neurobiological expository text in changing knowledge and attitudes concerning AVHs. A MANOVA determined that the refutation text was not statistically different than the expository text in changing knowledge of AVHs [F(2, 95) = 0.982, p = 0.428]. Another MANOVA determined that the refutation text was not statistically different than the expository text in changing attitudes towards a person in a vignette with severe AVHs [F(2, 95) = 2.553, p = 0.083]. A bimodal distribution was observed in participants? level of contact with persons with severe mental illness. Supplemental analyses indicated that participants who read the expository text and reported high levels of contact endorsed significantly lower levels of social distancing behaviors towards the person in a vignette [t(47) = 1.983, p = .053, d =.57]. Participants who read the refutation text and reported low levels of contact attributed significantly less attitudes of fear and anger [t(41) = 2.664, p = .011, d =.82], and endorsed significantly lower levels of social distancing behaviors [t(41) = 2.829, p = .007, d =.87]. A refutation text may be more effective than an expository text in changing attitudes concerning AVHs, when a participant?s misconceptions of persons with severe mental illness are formed through observations and various forms of media.