A content analysis of lesbian,gay, bisexual,and transgender topics in multicultural education textbooks

This research examines the treatment of lesbian, gay, bisexual, and transgender (LGBT) topics in 12 popular multicultural education textbooks. Following a line‐by‐line analysis of each textbook, the findings report the extent to which LGBT topics were included in each text and the themes that became apparent in how LGBT topics were treated. The authors conclude with a discussion of the texts’ contents and the suggestion that texts do more to include LGBT topics and provide more complex and complete representations of LGBT identities. This analysis sets a basis for comparison for future studies to gauge how levels of LGBT inclusion have changed both quantitatively and qualitatively.     

Multicultural Curriculum and MSW Students' Attitudes about Race and Diversity

Methods of incorporating culturally competent practice and social justice curricula often are addressed in a required course or across courses using an infusion model. This research explored multicultural curricula and MSW students' attitudes about race and diversity. Data were collected from 297 MSW students enrolled at two universities. Multivariate analysis of variance revealed significant differences between students in programs with required multicultural coursework and those utilizing an infusion model, with respect to attitudes toward African Americans but not on measures of diversity or social equality and justice. The results indicate the differential outcomes based on curriculum models and support the need for further research in this area.     

Critical modeling principles when testing for gender equity in faculty salary

Multiple regression procedures are commonly used to investigate gender equity in faculty salary. However, a review of 19 case studies indicates that many of them fail to (a) adequately develop a regression model that examines the linear and nonlinear (i.e., interactive and curvilinear) relations between predictors and the criterion and (b) appropriately apply regression diagnostic statistics throughout salary model development. A seven-step process is presented as a comprehensive framework for testing allegations of gender discrimination in faculty salary. Steps include (a) identifying predictors of faculty salary, (b) identifying and establishing criteria for interpreting statistical tests and diagnostic procedures, (c) determining the criterion variable used in the salary model, (d) developing a salary model, (e) testing for gender discrimination in pay, (f) conducting diagnostic procedures to confirm the appropriateness of the final salary model, and (g) testing the assumptions of the regression model. An application of this model is presented using a case study (N = 725 faculty).     

An Inexpensive Gel Electrophoresis-Based Polymerase Chain Reaction Method for Quantifying mRNA Levels

In order to engage their students in a core methodology of the new genomics era, an ever-increasing number of faculty at primarily undergraduate institutions are gaining access to microarray technology. Their students are conducting successful microarray experiments designed to address a variety of interesting questions. A next step in these teaching and research laboratory projects is often validation of the microarray data for individual selected genes. In the research community, this usually involves the use of real-time polymerase chain reaction (PCR), a technology that requires instrumentation and reagents that are prohibitively expensive for most undergraduate institutions. The results of a survey of faculty teaching undergraduates in classroom and research settings indicate a clear need for an alternative approach. We sought to develop an inexpensive and student-friendly gel electrophoresis-based PCR method for quantifying messenger RNA (mRNA) levels using undergraduate researchers as models for students in teaching and research laboratories. We compared the results for three selected genes measured by microarray analysis, real-time PCR, and the gel electrophoresis-based method. The data support the use of the gel electrophoresis-based method as an inexpensive, convenient, yet reliable alternative for quantifying mRNA levels in undergraduate laboratories.     

Instructor Prompts and Student Engagement in Synchronous Online Nutrition Classes

ABSTRACT

The number of online courses in higher education is on the rise. However, empirical evidence elucidating best practices for synchronous online instruction is needed to best implement these courses. The research purposes were to examine synchronous online class sessions to (1) quantify interaction type, frequency, and rate, (2) quantify student engagement frequency, and (3) quantify instructor prompt frequency in three areas in order to investigate relationships with each category of student engagement. A total of 24 previously recorded synchronous sessions including oral and textual chat interactions were transcribed. Every line of student interaction was determined to be either superficial or containing evidence of at least one instance of engagement according to five categories from the Seven Principles and the National Survey for Student Engagement. Every line of instructor interaction was concurrently coded for at least one of the following forms of prompt: social, organizational, or intellectual. Inter-tester reliability of coded interactions from Cohen’s kappa = 0.91. Social prompts were the best predictor of supportive campus environments (r = 0.79); organizational prompts were the best predictor of enriching academic experiences (r = 0.72); and intellectual prompts were the best predictor of instructor interactions, active/collaborative learning, and academic challenge (r= 0.77, r= 0.78, r= 0.54, respectively); with all of these being significant (p< .01). The conclusions are: (a) online synchronous class sessions can be used to promote student engagement across all NSSE categories, (b) online synchronous class sessions can be moderated via differing instructor-prompts to promote student interaction and engagement.     

Promoting Research as a Core Value in Master's‐Level Counselor Education

Theory, practice, and research are all espoused to be core values within counselor education. The authors assert that research needs to become directly associated with theory and practice for it to be a concurrent core value. Action research is most simply defined as a form of research that is practitioner based. The authors propose infusing action research throughout master's‐level curricula as a means of promoting research as a core value concurrent with theory and practice. A case illustration of an action research investigation in a Professional and Ethical Issues in Mental Health Counseling course is described.     

Understanding the Induction of a Science Teacher: The Interaction of Identity and Context

The demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching? Specifically, we sought to understand how a beginning science teacher’s identities interact with the teaching context; how this interaction shapes his use of reform-minded teaching practice; and how the negotiation of identity, context, and practice influence a novice teacher’s employment decisions. The study involved 2 years of data collection; data included classroom and school observations, questionnaires, interviews, and teaching artifacts (such as lesson plans and assessments). The results demonstrate how conflicts in identities, institutional expectations, and personal dispositions of this novice influenced his transition in becoming a member of his school community. Implications of these interactions for teacher preparation and support are provided.