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
This session has been cancelled by presenter.
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