From left: Marissa Green, Kristin Henkaline, Ryan Kapa, Britt Collier-Gibson, Julia Novakowski, Keith Bell.
MARISSA GREEN & KRISTIN HENKALINE
GREEN.1292@OSU.EDU, HENKALINE.7@OSU.EDU
EDUCATIONAL STUDIES, EDUCATIONAL PSYCHOLOGY AND PHILOSOPHY
ERIC AND LYNLEY ANDERMAN, ADVISORS
THE IMPORTANCE OF ACADEMICS IN STUDENTS’ SENSE OF BELONGING IN A STEM-FOCUSED SCHOOL
The present study shows that academic aspects are important for student’s sense of belonging in a STEM School in the Midwest. In contrast to the author’s hypothesis, student’s sense of belonging did not differ based on their gender or race, which suggests that all students at this school have an equal opportunity to feel as though they belong.
RYAN KAPA
KAPA.2@OSU.EDU
EDUCATIONAL STUDIES, EDUCATIONAL POLICY
BELINDA GIMBERT, ADVISOR
TEACHER JOB SATISFACTION, VICTIMIZATION, AND SCHOOL RULE REINFORCEMENT
This presentation explores the effect of two workplace conditions, victimization and school rule reinforcement, on teacher job satisfaction, a pressing concern for the educational community in an era of increased accountability. Multilevel logistic analysis is utilized to assess the impact of these variables. Implications for practice are discussed.
JULIA NOVAKOWSKI, BRITTANY COLLIER-GIBSON & KEITH BELL
NOVAKOWSKI.4@OSU.EDU, COLLIER-GIBSON.1@OSU.EDU, BELL.343@OSU.EDU
EDUCATIONAL STUDIES, EDUCATIONAL PSYCHOLOGY AND PHILOSOPHY
EDUCATIONAL STUDIES, EDUCATIONAL ADMINISTRATION
EDUCATIONAL STUDIES, EDUCATIONAL ADMINISTRATION
BRYAN WARNICK, ANIKA ANTHONY & ROGER GODDARD, ADVISORS
INCREASING DIVERSITY IN HIGHER EDUCATION THROUGH ACTIVE PARTICIPATION IN DATA ANALYSIS AND CONVERSATION
The purpose of this study is to develop a framework for use by educators and activists interested in expanding the representation of diversity in higher education and education writ large. Using live data from student enrollment, the goal is to change from a passive observer of data to an active participant.