Collection and Digitization of Artifacts in the University of North Texas LGBTQ Archive

Abstract

The University of North Texas Libraries has collected a large archive to document the history of the LGBTQ community in north Texas, including many significant artifacts. Artifacts in LGBTQ Archives can carry special significance as objects of memorialization, identity and protest. As digitization of archival collections continues, Special Collections staff has developed workflows for creating digital surrogates of these artifacts.     

“This School Helps A Lot”: Personal Agency Among Black Youth Within a Supportive School Environment

The Urban Review - We collected field observation notes, accessed student demographic data, and interviewed sixteen Black high school youth (50% male; Mage?=?16.1) to explore...     

Shaping Students’ Attitudes Toward Diversity: Do Faculty Practices and Interactions With Students Matter?

Research in Higher Education - Scholars have advocated for further investigation of the campus climate for diversity and students’ attitudes and behaviors surrounding diversity, and there...     

Is Self‐Esteem a Cause or Consequence of Social Support? A 4‐Year Longitudinal Study

Considerable research has been devoted to examining the relations between self‐esteem and social support. However, the exact nature and direction of these relations are not well understood. Measures of self‐esteem, and social support quantity and quality were administered to 961 adolescents across five yearly time points (M_age = 13.41 years). Structural equation modeling (SEM) was utilized to test between a self‐esteem antecedent model (self‐esteem precedes changes in social support), self‐esteem consequence model (social support precedes change in self‐esteem), and a reciprocal influence model. Self‐esteem reliably predicted increasing levels of social support quality and network size across time. In contrast, the consequence model was not supported. The implications of this for helping adolescents to develop higher quality social support structures are discussed.     

A Grounded Theory of Counseling Students Who Report Problematic Peers

All counselors, including students, are responsible for intervening when a colleague shows signs of impairment. This grounded theory study investigated experiences of 12 counseling students who reported problematic peers. An emergent theory of the peer reporting process is presented, along with implications for counselor educators and suggestions for future research.     

GENDER DIFFERENCES IN WRITTEN EXPRESSION CURRICULUM‐BASED MEASUREMENT IN THIRD‐ THROUGH EIGHTH‐GRADE STUDENTS

Many studies have found gender differences in certain areas of academic achievement, such as reading and math. Fewer studies have examined gender disparities in writing skills. The current study explored gender differences in written expression performance. Participants were 1,240 male and female students in third through eighth grade, representing five schools in a rural southeastern school district. Each student was administered an AIMSweb curriculum‐based measurement writing probe during the district's regularly scheduled fall, winter, and spring benchmarks. All measures were scored for total words written and correct writing sequences. Two‐way repeated measures analyses of variance were used to determine whether differences existed in the sample. A significant female advantage was found on both scoring indices at each grade level. These findings have strong instructional and theoretical implications for practicing school psychologists and other educators.     

Co‐evolution of mobile language learning: Going global with games consoles in higher education

Game consoles have been adopted as a learning platform in school education. However, there is a scarcity of studies examining the utility of games consoles with built‐in WiFi as affordable learning platforms in universities. This paper contributes to knowledge about the capacity of the Nintendo DSi to create new learning spaces mediated and supported by DSi consoles, free Flipnote Studio software for DS and a dedicated course website. An application of the DSi is described for remote supplemental language tutorial activities linking a dispersed body of students on a year‐abroad programme. It was found that the use of DSi as a mobile learning platform has great potential if it is used in combination with shared webspace, such as Hatena, by increasing students' learning motivation and eliminating fears/uncertainty about their progress.     

Moving Minds

This paper explores and examines a case study based at Ivy Bank Business and Enterprise College, The Imperial War Museum North, and Liverpool John Moores University. This collaboration took place from November 2004 until February 2005 culminating in an exhibition of children's artwork as part of the ‘Moving Minds’ project at the IWM North. This project was built upon a firm foundation of common goals; an investment in educational and curriculum development; learning through an engagement with contemporary art practice; learning within the context of the museum and a belief that working collaboratively can act as an effective antidote to a perceived orthodoxy in art and design education (Steers 2004). Through practitioner enquiry this paper presents three distinct perspectives. The voice of the trainee teacher, the classroom teacher and the university lecturer demonstrate both elements of commonality and difference within the shared experience of this enterprise.     

The Renewal of Science Teachers’ Knowledge: a pilot professional development project

This paper describes a pilot project for the professional development of science teachers, a major aim of which was to update teachers’ science content knowledge. The paper focuses on the rationale and background of the project, the model of inservice education, the arrangements for credentialling and recognising participating teachers, and the findings of the external evaluation of the initial stages of the project. It concludes with a summary of the features of the project which appear to be facilitating the achievement of its aims.     

Understanding Teacher Candidates’ Engagement with Inquiry-Based Professional Development: A Continuum of Responses and Needs

Teacher educators recognize that teacher candidates must have authentic, scaffolded opportunities to transform knowledge into practice. This study explores teacher candidates’ engagement with teacher inquiry as a method for supporting professional development. Findings suggest teacher candidates differ tremendously in their responses to the inquiry process, creating a continuum of proficiency. This study extends the literature by providing concrete examples of the variation in readiness, sophistication, and quality in teacher candidates’ attempts to engage in teacher inquiry. Implications for teacher educators include the importance of providing differentiated support through structured, sequenced experiences that build an inquiry stance in teacher candidates.