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Most educators believe that parental involvement and parental satisfaction with their children's school are key ingredients as to how each student will learn and become academically successful. Children learn best when significant adults are involved in their learning--parents, teachers, and other family and community members. The purpose of this quantitative

Most educators believe that parental involvement and parental satisfaction with their children's school are key ingredients as to how each student will learn and become academically successful. Children learn best when significant adults are involved in their learning--parents, teachers, and other family and community members. The purpose of this quantitative study was to identify the factors that influence the extent of parental involvement in their children's school, to identify parental attitudes, and to identify perceptions of barriers as to parental involvement. Eight questions with subquestions compiled in a survey were responded to by 196 parents of children in two Arizona elementary schools adjacent to the Navajo Reservation having a combined total of 586 students whose ethnicities were Native American, White non-Hispanic, and Hispanic. One school had a state letter grade of A; the other a C. The survey data inquired as to demographic characteristics, how the parents were involved in their child's school, the level of communication with their child's school, satisfaction as to the school's expectations of their child, parent participation in decision-making, parents' image of the school, parents feeling welcomed in their child's school, and barriers faced as to involvement in their child's school. Parents' reasons for non-participation in school activities were in the areas of child-care, transportation, or not receiving announcements in a timely manner. Less than half of the parents responded that their child's principal responded to their concerns. However, more than half of the parents thought they were provided with excellent communication; three-fifths of parents responded that their schools held high expectations from their children. More than half of the parents felt welcomed by the front office, felt that the principal made parents feel welcomed, that their child's teacher made them feel welcomed; that the teachers responded to parents' concerns. More than half indicated that parents were provided specific strategies and necessary material for helping their child's learning. More research needs to be conducted to obtain the perceptions of Native American parents in the surrounding school districts adjacent to the Navajo Nation.
ContributorsBegay, Jonnye Kaibah (Author) / Spencer, Dee Ann (Thesis advisor) / Appleton, Nicholas A. (Thesis advisor) / Yazzie, Lamont L. (Committee member) / Arizona State University (Publisher)
Created2013
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Description
The purpose of this study was to examine the attitudes and opinions of Navajo students toward the Navajo language and culture programs within the schools they were attending. Although in the final year of the No Child Left Behind, a majority of the 265 schools on and near the Navajo

The purpose of this study was to examine the attitudes and opinions of Navajo students toward the Navajo language and culture programs within the schools they were attending. Although in the final year of the No Child Left Behind, a majority of the 265 schools on and near the Navajo reservation have not been making Adequate Yearly Progress, a concern for the parents, teachers, administrators, school board members, and the Navajo Nation. The study entailed conducting a survey at five schools; three of which were not meeting the requirements of the No Child Left Behind. The purpose of the survey instrument (27 questions) administered to the students at the five schools was to examine their attitudes and opinions as to participating in Navajo language and culture programs, to determine if the programs assisted them in their academic achievements, and to examine whether these programs actually made a difference for schools in their Adequate Yearly Progress requirement Approximately 87% of 99 Navajo students, 55 boys and 58 girls, ages 9 through 14, Grades 3 through 8, who lived off the reservation in Flagstaff, Arizona and Gallup, New Mexico, and took the survey knew and spoke Navajo, but less fluently and not to a great extent. However, the students endorsed learning Navajo and strongly agreed that the Navajo language and culture should be part of the curriculum. Historically there have been schools such as the Rock Point Community School, Rough Rock Demonstration School, Borrego Pass Community School, and Ramah Community School that have been successful in their implementation of bilingual programs. The question presently facing Navajo educators is what type of programs would be successful within the context of the No Child Left Behind federal legislation. Can there be replications of successful Navajo language and culture programs into schools that are not making Adequate Yearly Progress?
ContributorsTsosie, David J (Author) / Spencer, Dee A. (Thesis advisor) / Appleton, Nicholas A. (Committee member) / Koerperich, Robbie (Committee member) / Arizona State University (Publisher)
Created2013
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Description
Ultimately, the examples and foundation provided at home will impact the child as a student and lifelong learner. In Navajo society, there are some families who continue to instill the importance of heritage language and culture. And then there are those who choose not to, or who are not capable

Ultimately, the examples and foundation provided at home will impact the child as a student and lifelong learner. In Navajo society, there are some families who continue to instill the importance of heritage language and culture. And then there are those who choose not to, or who are not capable of doing so due to the lack of knowledge to share such teachings. Diné language and culture are vital elements of who we are as Diné. They are what identify us as a people. Our language and culture separate us from the western society. As parents and educators, our attitudes affect our homes, schools, and children. Our way of thinking may inhibit or perpetuate cultural teachings. However, no one knows how parents' attitudes affect cultural integration at an immersion school. This quantitative study examined parents' attitudes toward cultural integration in a Navajo language immersion school (Ts4hootsoo7 Diné Bi')lta' with the Window Rock Unified School District #8 in Fort Defiance, Arizona). Surveys were used to examine parents' attitudes about language and cultural integration. The survey asked about Navajo language and culture, about the extent to which it was practiced at home, and their opinions about how Navajo language and culture was being taught at school. The data were reported in basic descriptive statistics for the total group of respondents and then disaggregated by age, place of birth (on the reservation or off), gender, marital status, and highest grade completed in school. The data has shown that overall parents are supportive of Navajo language and culture. Their attitudes may vary based on age, place of birth, gender, marital status, and education. In spite of this, Navajo language and culture are in the home. However, the degree to which it is spoken or practiced is not measured. Parents are supportive of the school teaching Navajo language and culture.
ContributorsPlatero, Audra J (Author) / Spencer, Dee Ann (Thesis advisor) / Appleton, Nicholas A. (Committee member) / Gilmore, Treva (Committee member) / Arizona State University (Publisher)
Created2012
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Description
Much has been written regarding the dire educational state of most schools in rural America. This case study profiles two elementary school principals (preK-6) in rural New Mexico whose schools achieved adequate yearly progress (AYP) for the 2009-10 school year. The focus of this study centered on specific characteristics of

Much has been written regarding the dire educational state of most schools in rural America. This case study profiles two elementary school principals (preK-6) in rural New Mexico whose schools achieved adequate yearly progress (AYP) for the 2009-10 school year. The focus of this study centered on specific characteristics of the school cultures addressed by the principals, and instructional best practices routinely incorporated by teachers into the daily curricular program that have produced successful student outcomes and earned each of their schools AYP standing for the 2009-10 academic year. The methodology used to determine research findings was performed in three parts: Principals of AYP rural New Mexico schools were asked to complete an online survey on educational leadership according to the standards and functions of the Interstate School Leadership Licensure Consortium (ISLLC). The respondents chose either Almost always, To a considerable degree, Occasionally, Seldom, or Never according to the degree they deemed the leadership function necessary to the successful operations of their schools. The survey results were arranged into tables preceded with explanations and statistical analysis. Interviews were conducted with the two rural elementary school principals along with selected teachers and parents from each school. The researcher made on-site visitations and kept notes of the observations and interactions with staffs from each school. The main findings of the study arose from the results of the surveys and interviews conducted with individuals from the two focus schools. The researcher arranged data according to the leadership categories that emerged from the interviews. The survey results were divided into two categories: favorable (Almost always and To a considerable degree) and unfavorable (Occasionally, Seldom, and Never categories). The results for each leadership standard and related function were reported in terms of statistical significance according to frequency counts in the two categories. Finally, there is a review of current literature focused on principles of educational leadership and rural education, demographic information about the profiled schools, and conclusions with further recommendations for future studies.
ContributorsTom, Deborah F (Author) / Humphreys, Jere T. (Thesis advisor) / Spencer, Dee A. (Committee member) / Appleton, Nicholas A. (Committee member) / Arizona State University (Publisher)
Created2012
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ABSTRACT The present study was designed to examine factors that led to the academic success of two rural secondary schools in New Mexico. The primary focus was on the characteristics and behaviors of leaders in two high-achieving rural schools and how these factors might have contributed to achievement of Adequate

ABSTRACT The present study was designed to examine factors that led to the academic success of two rural secondary schools in New Mexico. The primary focus was on the characteristics and behaviors of leaders in two high-achieving rural schools and how these factors might have contributed to achievement of Adequate Yearly Progress (AYP) in school year 2009-10. The secondary focus of the study concentrated on the characteristics of the rural environment of the schools and what role, if any, school location might have contributed to AYP. Of the approximately 820 public schools in New Mexico, 42 (30%) of secondary schools designated as "rural" achieved AYP in 2009-10. 2 of the 42 secondary schools, were selected for the study. Tara High School and Twelve Oaks Middle School, located in separate New Mexico villages, were identified as achieving the AYP in the 2009-10 school year through demographic and statistical data collected primarily from the New Mexico Public Education Department. The location of the two rural secondary schools along with the willingness of their principals to participate met the research criteria for being a descriptive case study to define any causal relationships between leadership practices and rural settings that resulted in achieving the AYP for student achievement. The researcher conducted interviews regarding leadership with two rural school principals, twelve secondary teachers, and seven parents. There was no direct contact with students in the study. Additionally, the researcher conducted on-site observations of both schools and conducted an on-line leadership survey for principals of the two rural schools and an additional 8 principals for data purposes only. Among the 3 data sets, the researcher found that there was complete unanimity as to the common characteristics of high-achieving schools located in rural communities influencing student achievement: culture, motivation, instructional leadership, empowerment, school leadership, trust, and community involvement. The twelve teachers and seven parents were unanimous that the two principals maintained a positive demeanor, visibly demonstrated care, supported and openly dialogued with the teachers to make their own classroom decisions, maintained an open-door policy, and modeled professional behavior.
ContributorsIron Moccasin, Shawl D (Author) / Humphreys, Jere T. (Thesis advisor) / Appleton, Nicholas A. (Committee member) / Spencer, Dee A. (Committee member) / Arizona State University (Publisher)
Created2012
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Franklin Paine Mall was born into a farming family in Belle Plaine, Iowa, on 28 September 1862. While he attended a local academy, an influential teacher fueled Mall's interest in science. From 1880-1883, he studied medicine at the University of Michigan, attaining his MD degree in 1883. William J. Mayo,

Franklin Paine Mall was born into a farming family in Belle Plaine, Iowa, on 28 September 1862. While he attended a local academy, an influential teacher fueled Mall's interest in science. From 1880-1883, he studied medicine at the University of Michigan, attaining his MD degree in 1883. William J. Mayo, who later became a famous surgeon and co-founder of the Mayo Clinic in Rochester, Minnesota, was a classmate of Mall's. Throughout his studies at Michigan, he was influenced by Corydon L. Ford, a professor of anatomy, Victor C. Vaughn, a biochemist and bacteriologist, and Henry Sewall, a physiologist.

Created2007-11-01
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Anatomical models have always been a mainstay of descriptive embryology. As the training of embryologists grew in the late 1800s, so too did the need for large-scale teaching models. Embryo wax models, such as those made by Adolf Ziegler and Gustav Born, were popular in the latter part of the

Anatomical models have always been a mainstay of descriptive embryology. As the training of embryologists grew in the late 1800s, so too did the need for large-scale teaching models. Embryo wax models, such as those made by Adolf Ziegler and Gustav Born, were popular in the latter part of the nineteenth century and the early twentieth century as a way to visualize, in three dimensions, the fine detail of embryos without the aid of a microscope. While these models were found in many university laboratories, museums of science, and even expositions and world's fairs, they were anything but easy to make or obtain. Wax modeling required skill, patience, and specialized tools. Small laboratories with only one or two embryologists often found the prospect of wax modeling too laborious, too difficult, and too expensive to make the pursuit worthwhile. As an alternative, Susanna Phelps Gage, an embryologist at Cornell University, perfected a technique of using stacks of absorbent blotting paper rather than stacks of wax plates for constructing embryo models. She first demonstrated her blotting paper method to other embryologists at the annual meeting of the Association of American Anatomists in 1905 and later at the International Zoological Congress, held in Boston in August 1907.

Created2010-11-17
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As the third director of the Carnegie Institute of Washington s Department of Embryology, George Washington Corner made a number of contributions to the life sciences as well as to administration. Corner was born on 12 December 1889 in Baltimore, Maryland, near the newly established Johns Hopkins University. Although Corner

As the third director of the Carnegie Institute of Washington s Department of Embryology, George Washington Corner made a number of contributions to the life sciences as well as to administration. Corner was born on 12 December 1889 in Baltimore, Maryland, near the newly established Johns Hopkins University. Although Corner was not exposed to science much in school at a young age, he developed an early appreciation for science through conversations with his father about geography and by looking through the family's National Geographic magazines.

Created2007-11-01
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The Carnegie Institution of Washington's (CIW) Embryology Department was opened in 1914 and remains one of six departments in the CIW. The department quickly became, and remains, world renowned for its many embryonic development discoveries. In 1913 Franklin P. Mall, Professor of Anatomy at Johns Hopkins Medical School, applied

The Carnegie Institution of Washington's (CIW) Embryology Department was opened in 1914 and remains one of six departments in the CIW. The department quickly became, and remains, world renowned for its many embryonic development discoveries. In 1913 Franklin P. Mall, Professor of Anatomy at Johns Hopkins Medical School, applied for a Carnegie grant to support his research with human embryos. Mall had a collection of over 800 human embryo specimens and was at the point of wanting to do more than just collect. He wanted to study normal and abnormal growth and so began categorizing embryos in a scientific fashion. It soon became apparent that Mall would need funding and a research venue. In 1914 Mall not only received a $15,000 grant from Carnegie, but was also made director of the new Department of Embryology at the CIW. With money, new facilities, a fireproof vault for embryo specimens, and Carnegie's name above the institution's door, Mall brought his extensive embryo collection with him and began obtaining hundreds more human embryos to study. Over the next fifty years, the Department of Embryology would collect and permanently store more than 10,000 embryos.

Created2010-06-27
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The Marine Biological Laboratory (MBL) was founded in 1888 in Woods Hole, Massachusetts. Woods Hole was already the site for the government 's US Fish Commission Laboratory directed by Spencer Fullerton Baird, and it seemed like the obvious place to add an independent research laboratory that would draw individual scientific

The Marine Biological Laboratory (MBL) was founded in 1888 in Woods Hole, Massachusetts. Woods Hole was already the site for the government 's US Fish Commission Laboratory directed by Spencer Fullerton Baird, and it seemed like the obvious place to add an independent research laboratory that would draw individual scientific investigators along with students and instructors for courses. From the beginning, the lab had the dual mission of teaching and research, and from the beginning leading biologists have found their way to this small village on the "heel" tip of Cape Cod.

Created2008-10-24