Search

This group is dedicated to dismantling anti-Blackness in secondary mathematics teacher preparation through the development of critical, research-informed modules for Mathematics Teacher Educators. Our mission is to equip Pre-Service Teachers with knowledge, skills, and dispositions necessary to foster critical consciousness and counter systemic inequities in mathematics education. Leveraging improvement science methods, we aim to create, refine, and share six modules addressing instructor reflexivity, PST beliefs, identity and agency, political and historical context, systemic anti-Blackness, and actionable plans for student liberation. These modules are poised to transform mathematics teaching practices, promoting equity and stimulating interest in STEM among historically marginalized students. [ABSTRACT FROM AUTHOR]

EXPLAINING THE PUZZLE OF HOMELESS MOBILIZATION:AN EXAMINATION OF DIFFERENTIAL RECRUITMENTIn this paper we seek to account for the differential recruitment and participation of homeless individuals in social movement protest aimed at ameliorating the condition of homelessness or eliminating the factors that give rise to it. Through an analysis of data derived from structured interviews with 400 homeless individuals in Detroit, Philadelphia, and Tucson, we examine why some homeless individuals, and not others, participate in movement sponsored protest activities in which the homeless are the direct beneficiaries. In addition, we assess the extent to which the factors that affect differential participation in this population align with previous research on differential recruitment to and participation in social movements. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Judges rated voice features for nine speech samples representing synthesized and natural speech. Among features rated were quality, prosody, pitch, rate, and understandability. Synthesized speech samples were those typically used in communication devices, (e.g., DecTalk, Smoothtalker). Samples representing natural speech were those produced by a human speaker, (e.g., normal speech, alaryngeal speech). Subjects for the speech samples were recruited from licensed/certified speech language pathologists who were specialists in voice/alaryngeal speech. Results will be discussed in terms of ranked preferences and significant differences in ratings of the speech features, as well as implications for use in AAC. [ABSTRACT FROM AUTHOR]

This paper discusses the performance of children (4–6 yrs of age) on the recognition of Blissymbols in two presentation approaches, i.e., instructor presentation of Blissymbols using a communication board and a computer display using a similar configuration. Blissymbols were balanced for translucency and complexity and randomly assigned to each condition. Results will be discussed in terms of differences in data obtained from the two presentation modes, considerations for teaching graphic symbols, differences in the learning of translucency and complexity of Blissymbols, and implications for future studies involving computer presentation of stimuli and collection/analysis of data. [ABSTRACT FROM AUTHOR]

The article focuses on the differences in translucency ratings for Blissymbols in children across cultures and those with and without disabilities. A booklet containing Blissymbols with drawings of faces has been given to the children. The subjects have rated the symbols through drawing a circle around one of three faces representing their judgments about the Blissymbol. Differences in ratings have been observed in the study.