Are you interested in issues of health behavior, perceived risk and health literacy?
If so, please join us for the Adult Literacy Research Center for its next brown bag lunch featuring Dawn Aycock, assistant professor in the Byrdine F. Lewis School of Nursing and Health Professions, as she presents, “Measuring the Perceived Risk of Stroke: Health Literacy Considerations.”
Aycock will provide an overview of the concepts of risk perception and health literacy and their role in health behavior change. She will also discuss how risk perception is used in her intervention (Stroke Counseling for Risk Reduction) and describe results of a systematic review on the perceived risk of stroke. She will conclude with an open discussion about literacy in measuring risk perceptions.
The brown bag lunch is scheduled for March 29 at noon in the center’s conference room (One Park Place, Suite 503).
Please RSVP by March 23 to Iris Feinberg at email@example.com.
“Exploring the influence of the Singapore Modeling Method on prospective elementary teachers in a university mathematic course.”
by: Geoff F. Clement
The widespread adoption in the U.S. of the Common Core State Standards for Mathematics provides an unparalleled opportunity for systemic changes in mathematics education. Central to successful implementation of these standards is well-qualified teachers of mathematics. with university mathematics courses serving as a key context for teacher development of content knowledge, problem-solving skills, and productive beliefs. One potential means of developing mathematical knowledge for teaching (MKT) and mathematics self-efficacy of prospective elementary teachers (PTs) is through a promising pedagogical tool called the Singapore Modeling Method ([SMM), Ministry of Education, Singapore, 1997). A pictorial method for a wide variety of mathematics word problems, the SMM uses rectangular bars to represent either known or unknown quantities. However, the use and study of the SMM during university mathematics courses are very limited. Hence, this study is guided by these research questions: (1) Does prospective elementary teachers’ MKT change during a Foundations of Number and Operations course that uses the SMM? (2) Do prospective elementary teachers’ mathematics self-efficacy beliefs change during a Foundations of Number and Operations course that uses the SMM? and (3) How do prospective elementary teachers describe changes in their MKT and mathematics self-efficacy beliefs, as well as any other emergent findings, during a Foundations of Number and Operations course that uses the SMM? Using a SMM intervention, this study explored if changes occur in elementary PTs’ MKT and mathematics self-efficacy. The context was an Early Childhood and Elementary Education (ECEE) Foundations of Number and Operations class at a large, urban university in the southeastern U.S. Participants included 32 undergraduate students completing the course as a requirement for their ECEE major. An explanatory mixed methods design was used, with quantitative data collected via three MKT assessments and a self-efficacy beliefs survey administered before and after the SMM intervention. Qualitative data were collected via semi-structured, individual interviews of a random sample of six students with the aim of illuminating quantitative findings. Data were also collected via student artifacts. The findings of this study provide insights into the effectiveness of the SMM as a means of elementary PT development in university mathematics courses.
“Who’s in your classroom? A narrative inquiry of high school students’ experiences with caring instruction and mathematical struggles.”
by: Andrew B. Spires
The purpose of this study is to better understand high school students’ perceptions of caring instruction and mathematical struggles through a narrative inquiry. Lakewood High School (pseudonym) – a large, socioeconomically and racially diverse school in the southeastern United States – was chosen conveniently yet purposefully as the site of study. The participants were three 11th grade students who have a history of academic struggles in mathematics. Data collection included intense and highly relational co-creation of stories by the researcher and participants through conversational interviews, researcher memory recreations, artifact analysis, and other writings introduced throughout the conversations. This narrative inquiry allows for an alignment between the ethic of care (Noddings, 1984) that manifests itself through the lived experiences of the researcher and the participants. This narrative inquiry will begin to fill the gap that exists between student and teacher perceptions of caring mathematics instruction.
Distinguished Speaker Series: Kevin Guskiewicz, University of North Carolina – Chapel Hill
Kevin Guskiewicz, dean of the College of Arts and Sciences at the University of North Carolina – Chapel Hill, will speak to CEHD students, faculty and staff April 5 as part of the Distinguished Speaker Series.
Guskiewicz is a neuroscientist and a nationally-recognized expert on sport-related concussions. Previously, he served as senior associate dean for the natural sciences and chair of the Department of Exercise and Sport Science. A 20-year member of Carolina’s faculty, Guskiewicz is the Kenan Distinguished Professor of Exercise and Sport Science, co-director of the Matthew Gfeller Sport-Related Traumatic Brain Injury Research Center and director of the Center for the Study of Retired Athletes. His research has focused on sport-related concussion, investigating its effect on balance and neurocognitive function in athletes and the long-term neurological issues related to playing sports. His work has garnered numerous awards, including fellowships in the American College of Sports Medicine, the National Academy of Kinesiology and the National Athletic Trainers’ Association. Guskiewicz’s research has also influenced concussion guidelines and recommendations made by these organizations, the NCAA and the NFL. He was named to the NCAA’s Concussion Committee, the NFL Players Association’s Mackey-White Committee and the NFL’s Head, Neck, and Spine Committee. In 2011, he was awarded a prestigious MacArthur Fellowship for his innovative work on the diagnosis, treatment and prevention of sport-related concussions. He and his colleagues used that award to help improve safety in high school sports and to help the U.S. military identify and treat serious head injuries. In 2013, Time Magazine named him a game changer, one of 18 “innovators and problem-solvers that are inspiring change in America.”
His presentation, entitled,”The state of sport concussion: Legitimate concern vs. paranoia,” will highlight facts and fallacies of sport-related concussion and concerns about the long-term effects of concussion in sport.
The Distinguished Speaker Series brings cutting-edge researchers at the state and national levels to the college on the first Wednesday of each month. Presentations are held at 12 noon (unless otherwise noted) in the College of Education and Human Development Forum, room 1030.
For more information, click here.
Come Hell or High Water: Radical Self-Love and Self-Care in Academia
April 13, 2017
Urban Literacy Clinic and Collaborative (Dahlberg Hall, room 100)
In this Urban Literacy Clinic and Collaborative — Navigating Academia session, Yolanda Sealey-Ruiz and Arash Daneshzadeh will share ways they strive and participate in radical self-love and self-care as they engage in transformative research. This will be a discussion and workshop where participants will reflect upon the challenges and benefits of taking care of ourselves as we engage in this work.
Navigating Academia sessions are designed to support doctoral students who are seeking extended knowledge for understanding and traversing academia. Sessions will feature emerging and leading scholars on compelling topics to help students understand ways to create successful pathways for self-care, academic productivity, and community engaged scholarship grounded in criticality.
Eranda Jayawickreme, assistant professor of psychology at Wake Forest University, will give a presentation entitled, “Can Adversity Strengthen Character?” on Friday, April 28, 2017, at 1 p.m. in CEHD room 1030 as part of the Stress, Trauma, and Resilience Speaker Series.
Jayawickreme received his Ph.D. in positive and social/personality psychology from the University of Pennsylvania in 2010. He is currently the project co-leader of the Pathways to Character Project, a $3.4 million initiative funded by the John Templeton Foundation examining the possibilities for the strengthening of character following adversity, challenge or failure.
Jayawickreme’s research focuses on well-being, moral psychology, psychological growth following adversity, wisdom, and integrative theories of personality, and has worked with populations in Rwanda, Sri Lanka and various populations in the U.S. His awards include the 2015 Rising Star award from the Association for Psychological Science, a Mellon Refugee Initiative Fund Fellowship, and grants from the John Templeton Foundation, the Templeton Religion Trust and the Asia Foundation/USAID.
The speaker series, organized by the college’s Center for the Study of Stress, Trauma and Resilience, is designed to encourage researchers at Georgia State University and other institutions to share ideas and collaborate on research projects related to stress. For more information, visit http://cps.education.gsu.edu/research/stress-center/speaker-series.