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Examining Preservice Mathematics Teacher Learning About Equity

Examining Preservice Mathematics Teacher Learning About Equity

Primary Author: Melissa Graham

Faculty Sponsor: Roth McDuffie

 

Primary College/Unit: College of Education

Category: Arts and Education Sciences

Campus: Pullman

 

Abstract:

 

Principal Topic:

Prior to student teaching and field experiences, many preservice teachers (PSTs) lack opportunities to experience the challenges they will face in their future classrooms (Putnam & Borko, 2000). Most PSTs are White and female, which may not be representative of many in the population they will go on to teach, and many do not leave their teacher education programs prepared to teach diverse populations (Aguirre et al., 2012). My theoretical framework for this study lies at the intersection of situated learning theory and sociocultural theory, and I view teaching and learning as cultural practices. I researched how situating PST learning in the act of teaching through lesson study influences that learning.

 

Method:

In this study, I examined PST learning related to equity while in an experimental, practice-based mathematics methods course. In this course, the instructor used specific research-based activities (Roth McDuffie et al., 2014; Murata, 2011) to support PSTs in developing teaching practices that support diverse learners. I used qualitative methods to study how PSTs conceptions of equity in teaching and learning changed throughout the course. Data sources included interviews, student assignments, PST lesson plans, field notes, and videos of the lessons taught by PSTs.

 

Results/Implications:

My findings suggest that PSTs conceptions of equity changed substantially, and that specific course activities contributed to this change. This study has implications for mathematics teacher educators, a trajectory for PST learning, and the design of teacher education programs.

 

“Enrichment” Curriculum Plan: Creative Thought in Education Policy

“Enrichment” Curriculum Plan: Creative Thought in Education Policy

Primary Author: Kiersten Guetlein

Faculty Sponsor: AG Rud

 

Primary College/Unit: College of Education

Category: Arts and Education Sciences

Campus: Pullman

 

Abstract:

 

Principle Topic:

This project is a cursory curriculum plan for a hypothetical “enrichment” class designated for students at the 6-12 grade levels. The purpose of this project is to think creatively about ways to address multiple education policy concerns through new curriculum development in a practical, applicable manner. Projects such as this are necessary to push scholarly work into policy reform by presenting practical methods that can produce long-term change and be adopted into the current school systems.

 

Method:

This project begins with a brief overview of current concerns in education policy. In order to address these concerns, a curriculum plan for an “enrichment” course is proposed. The course aims to address policy concerns in a manner that pushes boundaries while still operating within the current school structure. This is accomplished through a changing semester curriculum designed by local school officials according to the following five units: economy, environment, history in perspective, current events, and community.

 

Results/Implications:

This project addresses several concerns in education policy, including ability tracking, standardized testing, limited control in curriculum for local districts and teachers, and lack of diversity within curriculum. The required guidelines foster diversity in thought, critical thinking, and holistic education, helping to bridge gaps in the current curriculum. This project offers creative solutions to the field of education policy and has considerable potential; it not only addresses several concerns simultaneously but can also be implemented into existing schools’ structures.

 

Forest management and climate change effects on wildfire regimes of Cedar River Watershed

Forest management and climate change effects on wildfire regimes of Cedar River Watershed

Primary Author: Rebecca Gustine

Faculty Sponsor: Jennifer Adam

 

Primary College/Unit: Voiland College of Engineering and Architecture

Category: Engineering and Environmental Science

Campus: Pullman

 

Abstract:

 

Fire exclusion, fire suppression, and climate change have altered wildfire regimes in the Western Cascades during past decades. Fire season is becoming longer and burned area in the Western Cascades are projected to increase 200-400% above contemporary levels by the end of the century. Such fire-regime changes can have cascading consequences for human and natural systems, including degradation of downstream water quality. Understanding the potential consequences of an altered fire regime will be necessary for managing forested watersheds to protect highly valued resources, especially high-quality drinking water. In this study, we apply the ecohydrologic model RHESSys, coupled with the fire spread model WMFire, to investigate how climate change and forest management techniques, such as stand thinning, can affect wildfire regimes in the Cedar River Watershed in western Washington, which provides drinking water for 1.4 million people in greater Seattle area. We run multiple simulations considering different climate change and forest management scenarios to assess the vulnerability of wildfire activity in this watershed and the efficacy of management practices to reduce fire impacts. Results show that both forest management and climate change alter the fire regime in the Cedar River watershed with fire suppression increasing the mean fire size while climate change increased the frequency of fires. By using processes-based model with factor-controlled simulation experiments, we can better inform the water management authorities, such as Seattle Public Utilities, on how to best mitigate the risk of wildfire-induced harm to drinking water.

 

Technology-assisted vocabulary learning for EFL learners: A meta-analysis

Technology-assisted vocabulary learning for EFL learners: A meta-analysis

Primary Author: Tao Hao

Faculty Sponsor: Yuliya Ardasheva

 

Primary College/Unit: College of Education

Category: Arts and Education Sciences

Campus: Pullman

 

Abstract:

PRINCIPAL TOPIC

As an important constituting component of L2 acquisition, vocabulary learning has been significantly impacted by the emergence of new technologies. The current meta-analysis extended on previous work by synthesizing the EFL technology-assisted vocabulary learning research conducted between 2012 and 2018 to reconcile inconsistencies and to examine the effectiveness of more current technological tools on both vocabulary learning and retention.

 

METHOD

Two primary research questions guided this meta-analysis: 1) What are the effects of technologies on vocabulary learning in comparison with traditional pedagogies? 2) What are the moderator variables that have significant influences on the technology-assisted L2 vocabulary learning? A thorough and systematic literature search was conducted and a total of 33 research reports yielding 45 studies met the inclusion criterion. Studies were coded by two independent raters using a pre-established coding protocol for quality review.

 

RESULTS/IMPLICATIONS

The overall effect of technology-assisted L2 vocabulary learning was large (d = 0.845), suggesting that technology-assisted L2 vocabulary learning was more beneficial than non-technology-assisted instruction. Importantly, within-study comparison results indicated that technology could enhance learners’ long-term vocabulary retention.  Moderator analysis results also highlighted several variables—namely, device type, game condition, setting, test format, and reported reliability—affecting the effectiveness of vocabulary learning. These variables should be considered when planning instruction in technology-assisted L2 vocabulary learning. Specifically, advantages were found for mobile devices and on-the-move learning, suggesting that L2 vocabulary learning may be most efficient when students use mobile phones and are not restricted by classroom settings

Comparing Mother and Child Functioning among Preschoolers Attending Head Start and Private Preschools: The Importance of Father Involvement

Comparing Mother and Child Functioning among Preschoolers Attending Head Start and Private Preschools: The Importance of Father Involvement

Primary Author: Robyn Herbert

Faculty Sponsor: Tammy Barry

 

Primary College/Unit: Arts and Sciences

Category: Physical and Social Sciences

Campus: Pullman

 

Abstract:

 

Principal Topic

Fathers are more involved with their children compared to previous generations, making habits as parents important to family involvement research (e.g., Opondo et al., 2016). Research has demonstrated that increased levels of father involvement have been related to beneficial outcomes for children including academic achievement (e.g., Jeynes, 2015). Father involvement may be particularly important for families with a socioeconomic disadvantage (Atzaba-Poria et al., 2004). The current study examined mother and family variables as they relate to child behaviors, whether these variables differ due to Head Start status or family structure, and how these variables relate to spousal stress in two caregiver homes.

 

Method

Participants included 130 children and their mothers. Participants were recruited from Head Start centers and private preschools. Mothers completed the study questionnaires; children were tested at Head Start or their preschool.

 

Results/Implications

Results indicated children with a father in the home had higher cognitive functioning and their mothers used fewer negative parenting practices. Results also indicated that children who attend Head Start were more likely to have an absent father; however, if a father was present, mothers of children in Head Start experienced significantly lower levels of spouse/partner stress. The current study adds to previous research demonstrating that increased father involvement can benefit children and mothers. These results highlight points of intervention for children in Head Start, who may otherwise experience health and academic inequity. Results may inform family-based interventions in which mothers’ mental health is targeted in an effort to reduce negative parenting practices.

 

Comparison of Microwave-Assisted Thermal Pasteurization and High Pressure Processing as Pasteurization Methods for Green Beans

Comparison of Microwave-Assisted Thermal Pasteurization and High Pressure Processing as Pasteurization Methods for Green Beans

Primary Author: SUMEYYE INANOGLU

Faculty Sponsor: JumingTang

 

Primary College/Unit: Agricultural, Human and Natural Resource Sciences

Category: Agricultural and Natural Resource Sciences

Campus: Pullman

 

Abstract:

 

There has been an increasing consumer desire for high quality minimally processed food. The food industry is seeking new processing technologies to meet such consumer desire by producing ready-to-eat meals (RTE) with adequate shelf-life. Novel methods such as high pressure processing (HPP) and microwave-assisted pasteurization system (MAPS) can be the good candidates for food industry. The aim is to provide scientific support to food industry about both pasteurization methods.

Based on literature review, the mild pasteurization conditions were selected as 70°C-2 min for MAPS and 600 MPa-10 min at 25°C for HHP, respectively.  For the severe pasteurization, 90°C-10 min was selected for MAPS and 600 MPa-20 min at initial temperature of 45°C were selected for HPP. The quality attributes such as color, chlorophyll content, texture, and pH of green beans were determined at 2°C over 36 days and 10°C over 20 days and at 2°C over 14 weeks and 7°C over 7 weeks for mild and severe pasteurization, respectively.

Similar color change after both pasteurization methods shows that the processing temperature of MAPS did not negatively affect the color of green beans. Severe pasteurization conditions of MAPS and HPP resulted in more loss in green color. The severe MAPS conditions resulted in less retention of firmness in comparison with the severe HPP pasteurization. This can be attributed to the higher processing temperature (90°C), which results in β-eliminative depolymerization of pectin (softening). Microbial growth, mainly acid-producing microorganisms, might be attributed to the decrease in pH and undesirable appearance and smell.

 

Coordinated Voltage Control for Conservation Voltage Reduction in Power Distribution Systems

Coordinated Voltage Control for Conservation Voltage Reduction in Power Distribution Systems

Primary Author: Rahul Jha

Faculty Sponsor: Anamika Dubey

 

Primary College/Unit: Voiland College of Engineering and Architecture

Category: Engineering and Environmental Science

Campus: Pullman

 

Abstract:

 

Principle Topic

An efficient operation of the distribution grid can be achieved using network-level optimization modeled as a distribution optimal power flow (D-OPF) problem. However, the variable power generation profiles of distributed energy resources (DERs) may render the optimal control decisions that are obtained in advance using D-OPF methods to sub-optimal.

 

Method

For conservation voltage reduction (CVR), a coordinated centralized and local control approach is developed that simultaneously achieves the network-level objective, while mitigating the impacts of DERs variability on optimal control set-points. The centralized controller solves a D-OPF problem for substation power reduction using a bi-level approach to control the system’s legacy voltage control devices (voltage regulator and capacitor banks) and smart inverters. A penalty successive linear programming (PSLP) approach is used to obtain a computationally tractable D-OPF model. Next, an adaptive volt-var droop control for the local control of smart inverters is proposed to minimize the voltage deviations (due to DERs variability) with respect to the centralized control set-points.

 

Results/Implications

The proposed coordinated control approach is validated using the modified IEEE 123-node test system which has four voltage regulators, four capacitor banks and twenty-six DERs.  The results show that the proposed control simultaneously reduces the power consumption from the substation to achieve CVR objective and voltage violations due to DERs variability.

 

Stigma As a Moderator for the Relation between Race and Autism Spectrum Disorder Diagnoses

Stigma As a Moderator for the Relation between Race and Autism Spectrum Disorder Diagnoses

Primary Author: Shelby Johnson

Faculty Sponsor: Tammy Barry

 

Primary College/Unit: Arts and Sciences

Category: Physical and Social Sciences

Campus: Pullman

 

Abstract:

 

Principal topic: Past research has indicated that minority racial and ethnic groups in the United States face more barriers to accurate and timely autism spectrum disorder (ASD) diagnoses than their white counterparts. This project is designed to determine if stigma moderates the relation between race and the time lapse between symptom onset and ASD diagnosis.

 

Method: Data were collected from 152 parents of children with an ASD diagnosis. Parents reported at what age their child began showing signs of ASD, what age the child was officially diagnosed with ASD, and child’s race; they also completed a stigma scale measuring affective, behavioral, and cognitive stigma.

 

Results/implications: A t-test indicated that the time lapse between symptom onset and diagnosis did not significantly differ between white and non-white participants. Furthermore, the time lapse between symptom onset and diagnosis did not significantly relate to stigma. However, a regression analysis indicated that stigma moderated the relation between race and the time lapse in diagnosis when comparing white participants (n = 123, M = 21.63, SD = 17.36) to non-white participants (n = 29, M = 17.66, SD = 18.86) p = .02. These data suggest race and stigma play a significant role in how long it takes a child to receive an ASD diagnosis. Although neither race nor stigma individually related to the time lapse between onset and diagnosis, their interaction was significant. Parents of minority children who reported experiencing higher levels of stigma also reported the shortest time lapse between symptom onset and diagnosis.

 

Network Loss Analysis of Low-Voltage Low Power DC Microgrids for Rural Electrification

Network Loss Analysis of Low-Voltage Low Power DC Microgrids for Rural Electrification

Primary Author: Rabia Khan

Faculty Sponsor: Noel Schulz

 

Primary College/Unit: Voiland College of Engineering and Architecture

Category: Engineering and Environmental Science

Campus: Pullman

 

Abstract:

Principal topic

The topic is “Network Loss Analysis of Low-Voltage Low Power DC Microgrids for Rural Electrification”. Millions of people around the globe are suffering  from energy poverty, particularly the inhabitants of Africa  and South-East Asia. Electrification through national grids is cost-prohibitive with limited power generation sources in the  third world countries. The low voltage, low-power islanded DC microgrids are a practical option for rural electrification.

 

Method

In this research work, the detailed network loss analysis of four different microgrid architectures is performed using the modified Newton-Raphson power flow for DC systems. These architectures include, 1) Centralized generation centralized storage (CGCS), 2) Centralized generation distributed storage (CGDS), 3) Distributed generation centralized storage (DGCS), and 4) Distributed generation distributed storage (DGDS), which are implemented with both radial and ring interconnection schemes using time-varying load demand and PV generation.

 

Results/implications

Comparative performance analysis of these architectures is done using the modified Newton-Raphson power flow method at different low-voltage levels and conductor sizes. The DGDS architecture with ring interconnection is the most efficient and reliable with an advantage of scalability, usage diversity, and mutual resource sharing capability. However, ring interconnection requires extra conductors, which increase the cost. So, a tradeoff between conductor size, voltage level, cost, interconnection scheme, and reliability is to be made while selecting the components for the microgrid architecture. The efficiency of systems is higher for conductors with lower AWG sizes but it is more expensive. So, trade-off between conductor size, voltage level, cost, interconnection scheme, and reliability is important.

 

The Effects of Absolute Status, Relative Status, and Patriarchal Culture on the Victimization of Women: An International Comparative Study

The Effects of Absolute Status, Relative Status, and Patriarchal Culture on the Victimization of Women: An International Comparative Study

Primary Author: Sohee Kim

Faculty Sponsor: Melanie-Angela Neuilly

 

Primary College/Unit: Arts and Sciences

Category: Physical and Social Sciences

Campus: Pullman

 

Abstract:

 

A rising number of concerns about violence against women has resulted in various explanatory theoretical frameworks being emerged and developed. For example, several feminist theories have shed light on the role of women’s socioeconomic status and gender stratification relative to men in order to predict violence against women. Meanwhile, another branch of feminist theory argues that female victimization stems from the cultural disadvantage women incur in the patriarchal structure. Evidence has far been inconclusive, however. To fill this gap, we investigate the following questions: Which indicators are more predictive of women’s victimization? Will patriarchal culture play a role in explaining violence against women? To answer these questions, this study uses a multilevel mixed-effects model with logit link functions with a dataset comprising 36,286 respondents from 54 nations. Results show that women with higher absolute and relative status are victimized at higher rates at the individual-level, only supporting the backlash hypothesis. Among country-level variables, absolute status and relative status of women indicate significant effects, but the Marxist feminist argument is also supported. Furthermore, there is a significant positive association between patriarchal culture and women’s victimization. These results indicate we should deliver the message saying that improving gender equality is not the signal of threats to men’s rights in society, rather it is given rights for women.