<p> The Mariana crow (<i>Corvus kubaryi</i>), locally and henceforth in this document called Aga, is a critically endangered species endemic to two Northern Mariana Islands. Aga are extirpated (locally extinct) on Guam but still persist on Rota. Multiple studies calculate a 93%&ndash;95% population decline over thirty years, with a recent estimate of 170 Aga on Rota. The primary reason for the decline on Rota is unknown, though predation by introduced mammals, habitat loss, and harassment are likely. The majority of research concerning Aga is in the biological sciences. The only social science survey conducted on Rota regarding Aga revealed that the majority of adult residents condone harassing Aga; yet, knowledge amongst Rota's inhabitants about bird ecology in general remains low, and youth residents were not surveyed. My study developed and implemented an avian-focused environmental education curriculum intended to increase ecological literacy, and evaluated the curriculum using social science research methods. My curriculum was based in storytelling, kinetic activities, and place-based education. I collaborated with local teachers to align the 5-lesson curriculum to science standards. Pre- and post-surveys were conducted with 18 control and 18 treatment students to gauge knowledge and attitudes in elementary students on Rota. Formative evaluations were also used to understand the preferred learning styles of students. Overall, students displayed some improvement in their avian ecological knowledge and positive attitudes towards Aga, and the treatment group improved in bird identification. Students in the treatment group increased their Aga identification by 38.8%. Notable for the treatment group, 23.5% of students thought it was okay to chase Aga in the pre-survey, yet 0% thought it was okay to in the post-survey. To save Aga from extinction, long-term environmental education initiatives are needed to raise ecological literacy, increase appreciation of these birds, and empower citizen science efforts on Rota.</p><p>

<p> <b>Purpose:</b> The purpose of this mixed methods study was to examine the engagement of Hispanic Advanced Placement science learners in California's Central Valley as perceived by high school teachers. </p><p> <b>Methodology:</b> The mixed method study surveyed 20 Advanced Placement science teachers from the region of interest. Likert surveys were used to determine: 1) their perceptions of the engagement of Hispanic students by the AP Program, and 2) barriers presented by the AP Program. Quantitative results indicated teacher support for the AP Program and few barriers as currently administered. A focus group of 12 teachers recruited from the 20 surveyed provided qualitative data which gave depth to the study and suggested changes in program practices to inform future teaching. </p><p> <b>Findings:</b> Participants perceived that the AP Program promotes engagement and learning in high school science classrooms and does not present significant barriers to Hispanic science students' access to the curriculum, learning or course completion. Some changes in practice to improve the AP Program were suggested. </p><p> <b>Conclusions:</b> Current AP Program practice meets the needs of Hispanic science learners in the region studied but would benefit from increased science offerings and recruitment in elementary school. Participants indicated that AP Program could be improved if there are more students participating in the Advancement Via Individual Determination Program in both middle and high school thereby equipping them with the skills to be successful. Targeted support for Hispanic learners at the high school level, particularly those who struggle with the vocabulary demands of AP science was suggested. </p><p> <b>Recommendations:</b> A number of studies were suggested that may build on this research project. Among them, surveying Hispanic AP teachers, studying the differences in the level of rigor practiced by AP teachers, and differences between data obtained from the focus group as compared with data from the surveys only. Participants indicated the role of parents on many levels. This may indicate the opportunity to study parent and other family member role models as pertains to college attainment. Differences in AP offerings would be another area for study.</p><p>

<p> While inclusion of students with disabilities has been a topic of debate for decades, uncertainty still exists concerning best practices for their participation in general education contexts (Carter et al., 2016). This study was designed to investigate teachers&rsquo; experiences and perceptions with inclusion in general education science classrooms. While students with disabilities are generally included in general education science classrooms today, statistics show students with disabilities are graduating from high school unprepared to major in science-related fields or to enter the workforce in science-related careers (Brusca-Vega, Alexander, &amp; Kamin, 2014). Therefore, the content area of science was targeted for the purposes of this study. Five similar school districts in southwest Missouri were selected for this study. Middle school science and special education teachers were interviewed to obtain perceptions concerning inclusion of students with disabilities in general education science classrooms. Information gathered was compared with the literature reviewed to identify themes, ensure validity, and ascertain conclusions. After analyzing the data, it was revealed all students benefit both academically and socially when effective inclusive practices are incorporated in general education science classrooms. These benefits are dependent upon teachers&rsquo; self-efficacy and attitudes and collaboration between and among special education and general education teachers. Paraprofessional support for students with disabilities can contribute to successful inclusion in general education science classrooms.</p><p>

No description available.

<p> Place-based environmental education provides myriad physical, cognitive, social, and emotional benefits. In this study, 13 environmental educators illuminated how policy, partnerships and place shaped environmental education in pre-K&ndash;12 schools in Washington, DC. I recruited participants from the local government, nongovernmental organizations, and three public and public charter schools. Place studies and Bronfenbrenner&rsquo;s ecological systems theory influenced the design of this instrumental case study. Data sources included interviews, analyses of policy documents, and observations of participants and teaching settings. Analytic memos and coding using NVivo supported data analysis. Data representation included using narratives to center participants&rsquo; voices. </p><p> Participants described iteratively expanding place-based environmental education for DC students by (a) influencing and enacting policies that promote interdisciplinary engagement with the environment, (b) expanding partnerships between non-formal and formal educators, (c) enriching students&rsquo; sense of place, and (d) promoting students&rsquo; mental and physical wellbeing alongside their academic achievement. </p><p> In DC, interconnected local, regional, and national policies, standards, and initiatives served as catalysts for new funding, opportunities, and partnerships. Among the most relevant were the local DC Healthy Schools Act of 2010, the regional Chesapeake Bay Agreement of 2014, and the national Next Generation Science Standards (NGSS); collectively, these documents addressed wellness, environmental protection, and science education &ndash; all areas relevant to environmental education. </p><p> Multi-institutional partnerships addressed policy goals and enabled teachers to access a) professional development, b) curriculum materials, and c) place-based experiences for students in gardens and on waterways. Through a DC government-funded project, non-formal educators and mentor teachers created an environmental literacy framework that aligned existing environmental education activities with NGSS. Non-formal educators collaboratively led waterway-based fieldtrips that addressed regional efforts to protect the Chesapeake Bay. </p><p> Structured environmental education activities on waterways and in gardens engaged students, inspired educators, and provided links across disciplines, locations, and past experiences. Non-formal educators provided direct instruction, encouraged student inquiry, and fostered relationships with place. By contrast, few educators utilize the school building for environmental education. My findings suggest that expanding place-based environmental education requires engaging diverse stakeholders, including school custodians and others who have not traditionally been consulted as experts.</p><p>

<p> Systems thinking allows learners to look at the world as a series of interconnected parts of a whole. A debate exists in early childhood research literature about whether or not children have the capacity to hold systems thinking conceptions due to the complex thought processing needed for systems thinking. Additionally, many researchers question whether children have enough life experience or cognitive schema to participate fully in systems thinking. However, this study&rsquo;s findings indicate that young children do show signs of more complex understanding in systems thinking than what previous literature suggests a young child has the ability to do. This three part research study was conducted in a universal pre-kindergarten (UPK) classroom in a first-ring suburb of a rust-belt city in the Northeastern United States. The study was grounded in a desire to uncover young children&rsquo;s understanding of systems thinking through everyday classroom activities. Twenty students participated in this qualitative study which utilized read-aloud, water play and the interpretation and creation of graphs through associated structured and semi-structured interviews. Data from student&rsquo;s observations and interviews was transcribed, segmented, coded and analyzed. This student-centered process approach (Gotwals &amp; Alonzo, 2012) allowed for children&rsquo;s ideas to emerge naturally during the research tasks. Data was analyzed according to a three step analysis process using a real-world lens, a systems thinking skills lens, and the development of lower anchors for future learning progressions lens. Across a group of 20 preschool children there was an overarching theme that the ability to think in systems and utilize simple systems thinking tools, such as stock-flow maps, feedback loops and behavior over time graphs, was present. Since children are ready to reason using rudimentary systems thinking, then systems thinking opportunities should be incorporated into their informal and formal learning settings. The knowledge that children have the ability to comprehend basic systems thinking concepts is important to early childhood educators, curriculum developers, teacher preparation programs, professional developers, and standards &amp; policy makers.</p><p>

<p> This study examined how adult guests to the California Science Center engage with a specific conservation education topic: sustainable seafood. Sustainable seafood is a common education message delivered in informal science institutions. This study also investigated whether engaging in an activity about sustainable seafood while simultaneously viewing live fish species would have a greater impact on guests than participating in the same activity while viewing a laboratory space. </p><p> The data showed that guests who participated in a hands-on activity about sustainable seafood knew more about conservation-related topics and were more likely to adopt behaviors conducive to sustainable seafood consumption than guests who participated in a different hands-on activity. The data also showed that the settings in which guests participate in this Sustainable Seafood activity do not influence their knowledge or behavior. This indicates that this Sustainable Seafood activity is effective in educating adult guests, regardless of the setting.</p><p>

<p> Persistence and retention of college students is a great concern in American higher education. The dropout rate is even more apparent among first-generation college students, as well as those majoring in science, technology, engineering, and math (STEM). More students earning STEM degrees are needed to fill the many jobs that require the skills obtained while in college. More importantly, those students who are associated with a low-socioeconomic background may use a degree to overcome poverty. Although many studies have been conducted to determine the characteristics associated with student attrition among first-generation students or STEM majors, very little information exists in terms of persistence and retention among the combined groups. The current qualitative study identified some of the characteristics associated with persistence and retention among first-generation college students who are also STEM majors. Participants were juniors or seniors enrolled at a regional 4-year institution. Face-to-face interviews were conducted to allow participants to share their personal experiences as first-generation STEM majors who continue to persist and be retained by their institution. </p><p> Tinto&rsquo;s Theory of Individual Departure (1987) was used as a framework for the investigation. This theory emphasizes personal and academic background, personal goals, disconnecting from one&rsquo;s own culture, and institutional integration as predictors of persistence. The findings of the investigation revealed that persisting first-generation STEM majors are often connected to family, but have been able to separate that connection with that of the institution. They also are goal-driven and highly motivated and have had varied pre-college academic experiences. These students are academically integrated and socially integrated in some ways, but less than their non-first-generation counterparts. They are overcoming obstacles that students from other backgrounds may not experience. They receive support from their families and institution, but have diverse academic backgrounds. The findings show that a culmination of many characteristics have enabled the participants to persist and be retained by their institution.</p><p>

<p> The current mixed method study explored the job satisfaction perceptions and retention plans of 241 secondary science teachers from seven North Texas school districts. For the current study, an email questionnaire was sent to seven districts across 83 secondary campuses, which included 51 middle schools and 32 high schools. The current study intended to find reasons why secondary science teachers continue to teach or decide to leave the profession. The participants&rsquo; perceptions and intentions to continue teaching were gathered through an online survey which gathered data across seven job satisfaction domains. Demographic and retention responses provided additional data on each participant. Through a quantitative analysis of Likert type survey responses and qualitative analysis of open-ended retention responses, the current study explored secondary science teachers&rsquo; perceptions and intentions to stay teaching. The quantitative analysis of survey data found significant differences in almost all of the job satisfaction domains for all teachers. There were also significant differences across some demographic groups as well. Through a qualitative analysis, motivation to teach was the leading predictor for retention. On the other hand, school culture and compensation were the top reasons for teachers planning to leave the classroom. </p><p>

<p> This qualitative study uses children&rsquo;s writing to explore the divide between a conception of Science as a humanistic discipline reliant on creativity, ingenuity and out of the box thinking and a persistent public perception of science and scientists as rigid and methodical. Artifacts reviewed were 506 scripts written during 2014 and 2016 by 5th graders participating in an out-of classroom, mentor supported, free-choice 10-week arts and literacy initiative. 47% (237) of these scripts were found to contain content relating to Science, Scientists, Science Education and the Nature of Science. These 237 scripts were coded for themes; characteristics of named scientist characters were tracked and analyzed. Findings included NOS understandings being expressed by representation of Science and Engineering Practices; Ingenuity being primarily linked to Engineering tasks; common portrayals of science as magical or scientists as villains; and a persistence in negative stereotypes of scientists, including a lack of gender equity amongst the named scientist characters. Findings suggest that representations of scientists in popular culture highly influence the portrayals of scientists constructed by the students. Recommendations to teachers include encouraging explicit consideration of big-picture NOS concepts such as ethics during elementary school and encouraging the replacement of documentary or educational shows with more engaging fictional media.</p><p>