Parents who are caregivers to children with disabilities and chronic illnesses have complex information needs and behaviors related to their roles. This project reviews the literature in this area and proposes work that libraries and librarians can do to support this group.
Zoom link: https://buffalo.zoom.us/j/98713809713?pwd=Z3dzTmJ1T0lDWGs4aE1zZWJpbGp0UT09
Grounded in design-based research (DBR), this presentation explores an early childhood teacher-researcher’s personal and professional journey as she adopts a pedagogy of teaching for social justice and critical consciousness in her early childhood classroom and consequently creates an interactive read-aloud approach, Picturebooks for Social Justice. Findings explore the teacher-researcher’s journey and evolution and also indicate the roles the teacher takes on during the read-alouds: Reader; Mover; Explorer, Clarifier, & Encourager; Manager; and Questioner & Analyzer.
Zoom Link: https://buffalo.zoom.us/j/93981599533?pwd=UmJhTWxsaEllSjRRcjFSa0tFWk1YUT09
This paper will discuss the underutilization of available mental health services by Asian and Asian American college students and describe a study conducted to understand how ongoing psychological distress and various demographic variables may uniquely predict their overall help-seeking attitudes, recognition of need for psychological help, stigma tolerance, interpersonal openness, and confidence in mental health professionals.
Zoom link: https://buffalo.zoom.us/j/97782254262?pwd=YzRkTVZRSlYxUmNDUW53SEF0dVFLdz09
In this study, we explored the factor structure of a previously validated survey instrument, Brown’s Conceptions of Assessment Questionnaire (COA-III), when administered to a social-media based sample of 241 U.S. early childhood education professionals. We then used these results to examine participants’ conceptions and how these conceptions relate to one another. Following a brief presentation of the statistical results, the presenter will discuss how the COA-III offers promise to educational researchers, policymakers, and professional preparation programs seeking to understand what early childhood education professionals think and believe about the purpose of child assessment.
Zoom link: https://buffalo.zoom.us/j/99541311210?pwd=ZXhSSzZpUDEycDZlTnZsbkF5dHpKZz09
This paper addresses why a predominant number of Mexican American’s self-identify as White on U.S. demographic forms. Reviewing social, economic and political histories of both the U.S. and Mexico reveal the direct and indirect benefits and consequences self-identifying as White.
Zoom Link: https://buffalo.zoom.us/j/91453791946?pwd=eXBabVZERUliT0hVQlRHUGFJTi9iUT09
This paper presentation will highlight findings and implications of a recent study which answers the following questions: What is the relation between student perceptions of school climate and social-emotional well-being? Do these relations differ by gender or sexual orientation?. The presentation will include discussion of study design, methods, findings, and implications for improving the educational experiences of students, particularly those who identify as sexual-minority.
Zoom Link: https://buffalo.zoom.us/j/94425179841?pwd=eXp1R3ZNd0dteENEcWFRaG5aSjljZz09
In order to answer the question as to whether, and what extent, teacher-reported social skills are related to students standardized Math and ELA grade 4 and grade 8 test scores in the varying contexts of low-SES public, high-SES public and private school types, a large-scale database analysis was conducted of the ECLSK-2011 database. Comparing each of the three school types and composite scores of teacher-reported social skills developed from a composite variable created from the dataset, it was found that statistically significant differences exist among school type, and students’ standardized test scores differ widely. The implications of these findings may be harnessed to address teacher perceptions of students based on school type to ultimately improve standardized test performance.
This study intends to explore the benefits of American Sign Language (ASL) education through service learning for high school students and the communities in the United States. This qualitative case research grounded in critical multicultural educational perspectives uses triangulated data from virtual interviews with key stakeholders such as educators, administrators, and community leaders as well as documents regarding existing policies and practices on ASL education and service learning. The findings of this study will fill the gap in the literature with regards to the educational and cultural implications of ASL programs in secondary education and contribute to raising awareness of the value for and impact of teaching and learning ASL as part of inclusive education for social justice and further to motivating schools to join the movement.
Zoom Link: https://buffalo.zoom.us/j/99191345238?pwd=VUdTTnMzRkRtR21zTFpKa2JYR3hIZz09
Grounded in positioning theory, this empirical study examines 15 storylines from interviews with Head Start lead teachers and principals when they define themselves into different positions based on their experience with the Teaching Strategies GOLD (TS Gold) system. Findings provide a better understanding of how differently teachers and principals report their usage of TS Gold, how they perceive the system, and what possible changes they suggest for improved application of the tool at Head Start schools.
Zoom Link: https://buffalo.zoom.us/j/99627202739?pwd=RTlSSHdXRnJTRUZEQ1RGWHJCUXMvdz09
Student-run scholastic journalism programs provide students with opportunities to choose their assignments, participate in feedback, and create for a real-world audience (Madison et al., 2019; Smagorinsky, 2002; Warrington et al., 2018). To understand the lived experience of high school students as they participated in an autonomy-supportive learning environment and understand if this experience changed overtime, this narrative case study gathered interview and questionnaire data from the students in a scholastic journalism course throughout the 2020 fall term. Thematic coding of the data suggests that students had an overall positive experience in the autonomy-supportive learning environment and that three key factors played a role in this experience: being afforded opportunities for choice, the connection students saw between journalism and the real world, and the classroom community. Furthermore, this study suggests that students in an autonomy-supportive course gain more comfort overtime with both the class structure and the class content.
Zoom Link: https://buffalo.zoom.us/j/94899444594?pwd=NWl6NjNreDBCZEtRNjFranZNY1ZSZz09