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- All Subjects: Arizona
- Creators: Division of Teacher Preparation
Families of students with disabilities and those who are culturally and linguistically diverse (CLD), are looking for better educational opportunities. Charter schools offer promise as they were designed to promote student learning with limited control from the state. Charter schools though, have been criticized for relying on exclusionary discipline policies that affect CLD students and students with disabilities disproportionately. This study was designed to understand how Arizona charter schools use exclusionary discipline practices, with a focus on students with disabilities and CLD students. Two participants, a fourth grade and fifth grade teacher from a Phoenix metropolis charter school completed surveys and interviews where they answered questions about their classroom and their school’s discipline policies. Teachers were asked how they have adapted and administered classroom discipline policies and to what extent have positive behavioral strategies been implemented in an online setting due to the COVID-19 pandemic when schools transitioned to virtual learning. The results showed that in a virtual setting, teachers retained the practice of removing students from the “classroom”, expectations had to be modified to meet the needs of the new environment, and the school counselor served in conflicting roles. The findings suggested that charter schools and teachers may be transferring and adapting their reliance on exclusionary discipline practices even for an online setting with classrooms that have students with disabilities and those who are CLD.
Cultural Perceptions of Leisure and Well-being in Rock Climbing Communities of Peru and Arizona, USA
Education is known for being powerful in reducing poverty, improving health, promoting healthier economies, and providing peaceful and productive opportunities for young people worldwide. It’s a key to success that has been threatened in the state of Arizona through low funding, teacher shortages, and a lack of resources. Inadequate learning environments further educational inequalities and hinder academic achievement among students. In finding a solution, the objectives of education policy in Arizona are analyzed from an economic and equity standpoint.
The first study (published in the Journal of the Arizona-Nevada Academy of Science) determines significant variables on Flagstaff, Arizona 12Z rawinsonde data (1996-2009) found on severe hail days on the Colorado Plateau. Severe hail is related to greater sub-300 hectopascals (hPa) moisture, a warmer atmospheric column, lighter above surface wind speeds, more southerly to southeasterly oriented winds throughout the vertical (except at the 700 hPa pressure level), and higher geopotential heights.
The second study (published in Atmospheric Environment) employs principal component, linear discriminant, and synoptic composite analyses using Phoenix, Arizona rawinsonde data (2006-2016) to identify common monsoon patterns affecting ozone accumulation in the Phoenix metropolitan area. Unhealthy ozone occurs with amplified high-pressure ridging over the Four Corners region, 500 hPa heights often exceeding 5910 meters, surface afternoon temperatures typically over 40°C, lighter wind speeds in the planetary boundary layer under four ms-1, and persistent light easterly flow between 700-500 hPa countering the daytime mountain-valley circulation.
The final study (under revision in Weather and Forecasting) assesses composite atmospheric sounding analysis to forecast Air Quality Index ozone classifications of Good, Moderate, and collectively categories exceeding the U.S. EPA 2015 standard. The analysis, using Phoenix 12Z rawinsonde data (2006-2017), identifies the existence of “pollutant dispersion windows” for ozone accumulation and dispersal in Phoenix.
Ultimately, monsoon hazards result from a complex and evolving vertical atmosphere. This dissertation demonstrates the viability using available in-situ vertical upper-air data to anticipate recurring atmospheric states contributing to specific hazards. These results will improve monsoon hazard prediction in an effort to protect public and infrastructure.
As the COVID-19 pandemic globally altered the way education was accessed by students and facilitated by teachers. Educators understand the importance of students engaging in the learning experiences to promote achievement. In this paper, we address the following objectives: (1) provide a conceptualization of student engagement from the perspective of teachers, students, and families, (2) identify the factors that influence student engagement, (3) identify the distinctions and similarities between in-person and virtual learning, and (4) recommend practices to increase student engagement during virtual learning. Research plans were to collect data in Oujda, Morocco and Arizona, USA to examine educational experiences in two different contexts. In this paper, we present data from the Oujda participants. Results indicated various levels of students’ emotional, behavioral, and cognitive engagement due to factors involving technology, supervision, motivation, and teacher pedagogy. Results reflected various perspectives of teachers, students, and parents regarding student engagement, yet all the perspectives indicated that engagement and preference is higher for in-person learning than virtual learning.
Summer daytime cooling efficiency of various land cover is investigated for the urban core of Phoenix, Arizona, using the Local-Scale Urban Meteorological Parameterization Scheme (LUMPS). We examined the urban energy balance for 2 summer days in 2005 to analyze the daytime cooling-water use tradeoff and the timing of sensible heat reversal at night. The plausibility of the LUMPS model results was tested using remotely sensed surface temperatures from Advanced Spaceborne Thermal Emission and Reflection Radiometer (ASTER) imagery and reference evapotranspiration values from a meteorological station. Cooling efficiency was derived from sensible and latent heat flux differences. The time when the sensible heat flux turns negative (sensible heat flux transition) was calculated from LUMPS simulated hourly fluxes. Results indicate that the time when the sensible heat flux changes direction at night is strongly influenced by the heat storage capacity of different land cover types and by the amount of vegetation. Higher heat storage delayed the transition up to 3 h in the study area, while vegetation expedited the sensible heat reversal by 2 h. Cooling efficiency index results suggest that overall, the Phoenix urban core is slightly more efficient at cooling than the desert, but efficiencies do not increase much with wet fractions higher than 20%. Industrial sites with high impervious surface cover and low wet fraction have negative cooling efficiencies. Findings indicate that drier neighborhoods with heterogeneous land uses are the most efficient landscapes in balancing cooling and water use in Phoenix. However, further factors such as energy use and human vulnerability to extreme heat have to be considered in the cooling-water use tradeoff, especially under the uncertainties of future climate change.