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Search Results: 1 - 10 of 3357 matches for " Michelle Chamblin "
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Seeing Through a Different LENS: Can Applying a Learning Strategy to Video Viewing Deepen Self-Reflection of Pre-Service Teachers?  [PDF]
Michelle Chamblin
Open Access Library Journal (OALib Journal) , 2016, DOI: 10.4236/oalib.1103261
The use of video for self-reflection in teacher preparation programs is used to promote self-reflection in knowledge, skills and dispositions for teaching. This study investigates the effect of a learning strategy used with video viewing to determine if the strategy aids in the thinking process which occurs while reflecting. A written self-reflection to a video was compared between 40 pre-service teachers that did not have access to the learning strategy and 25 pre-service teachers that were provided with a learning strategy. The results indicated that the learning strategy improved the quality of self-reflection responses and that learning strategies may be beneficial aids for metacognitive processes while self-reflecting.
Junior High School Here We Come! Evaluating the Effects of a Summer Transition Workshop  [PDF]
Michelle Chamblin
Open Access Library Journal (OALib Journal) , 2017, DOI: 10.4236/oalib.1103413
The transition from elementary to middle or junior high school is an event that most youths will experience. Although this is a normal occurrence, some youths face extreme difficulty when making the transition from elementary school to middle or junior high school. Some elementary students experience extreme anxieties as they prepare for the unknown (Akos, 2004). Some studies have found that when students are unable to adjust to junior high school, or unable to transition well, it affects their behavior as well as their academic achievement (Reynolds, 2005). This research investigates a summer transition program and the effectiveness of the program on the academic and social adjustment of 127 incoming junior high school students. Surveys, the students’ first marking period grades and attendance as well as participation in sports and schools clubs, post workshop, were analyzed using random samples comparing the data of students that attended the summer transition workshop to students that did not attend. The results of the study revealed no significant difference in academic average (t = 0.721, df = 107, p < 0.72) during the first marking period. However, there was a significant difference in attendance (t = ﹣1.93, df = 107, p < 0.05) with the group attending the workshop having less absences during the first marking period. In addition as a result of the summer transition workshop, students reported that they learned effective strategies that they would use and were very confident about beginning the school year. There was only one cited incident of in school suspension for the sample of students that attended the workshop compared to two for the sample that did not attend. The social benefits and gains as a measurable outcome were evident in the results and it can be concluded that the summer transition program was effective in helping students transition to junior high school with in social domains, implying that these types of programs are visceral, effective and necessary.
Using the ADAPT Strategy to Facilitate the Thinking Process of Creating Universal Design Based Instructional Adaptions and Differentiation in Lesson Plans for Diverse Learners  [PDF]
Michelle Chamblin
Open Access Library Journal (OALib Journal) , 2017, DOI: 10.4236/oalib.1103585
The effects of a learning strategy to prompt deeper thinking and the incorporation of more UDL instructional differentiations and adaptions in the lesson plans by pre service and early career teachers were examined. Class 1 (control) received a 2.5 hour lecture with guided practice about Universal Design for Learning. Class 2 (experimental) received a 2.5 lecture with guided practice about Universal Design for Learning with the ADAPT Strategy incorporated. A modeled thinking process of the ADAPT strategy was provided. The participants’ (n = 43) application of Universal Design strategies to adapt lesson plans for diverse learners was compared using a rubric. Three lesson plans for each participant was collected for both Class 1 and Class 2. The first lesson plan was collected in the beginning of the course prior to instruction; the second, after the 2.5 lecture with guided practice for Class 1 (control) and the UDL training with the ADAPT strategy for Class 2 (experimental). The third lesson plan was collected four weeks after for both Class 1 and 2 as a second posttest. Class 2 (experimental) employed more UDL strategies and scored significantly higher than Class 1 (control) on the second and final lesson plan. Moreover, Class 2 participants had adaptions which were well connected to the lesson, evidenced by explicit explanations of where, when and why the adaption would be used. Additionally, more evidences of tying the lesson to the learners in the case study were noted. The results suggest that experience in thinking about “how” to create adaptions may be a necessary opportunity required by pre-service and early career teachers to practice differentiating instruction and making adaptation.
Can Conducting a Talking Circle about a Sensitive Topic Increase Participation for Elementary Aged Learners?  [PDF]
Patricia Lyons, Kaitlyn McCormack, Samantha Sauer, Michelle Chamblin
Open Access Library Journal (OALib Journal) , 2019, DOI: 10.4236/oalib.1105594
This action research project investigated the effects of talking circles on student participation when engaging in sensitive topics. Researchers used 38-4th and 5th graders from two elementary classrooms. Both classrooms were located in Catholic schools. For the pretest phase, students were taught a series of controversial topics within the curriculum. To deconstruct the lesson themes, a traditional question, answer and discussion was employed. Researchers examined students’ participation, the quality of questions about injustice/justice that was raised and the students’ written statements about how they could make changes towards solutions. The strategy of using talking circles was implemented as a treatment. A second series of lessons concerning a controversial topic was presented. Students were directed to use the talking circle method to deconstruct themes in the lesson. Researchers again examined participation, the quality of questions about injustice/justice and students’ written statements about how they could make changes towards solutions. The researchers as teachers also reflected on their behavior and participation comparing a traditional discussion to the talking circle. The implementation of talking circles increased student participation, and the level of commitment to problem solving increased. The researchers as teachers also found that using the talking circle method was a more effective tool as it alleviated the role of teacher from expert to participant and facilitator. During the talking circle treatment, students communicated their opinions with civility. Researchers concluded that talking circles was an effective method for discussing sensitive topics for the 4th and 5th graders in this study. This corroborates the research on talking circles which has been implemented with older populations as much of the research begins with adolescent students. This research demonstrates that the method can be effective with younger populations and be an essential aid for teachers who may have difficulty presenting sensitive topics such as racism, death, gender differences, disability, immigration and slavery to younger students.
On the Obstructions to non-Cliffordian Pin Structures
Andrew Chamblin
Physics , 1995, DOI: 10.1007/BF02108806
Abstract: We derive the topological obstructions to the existence of non-Cliffordian pin structures on four-dimensional spacetimes. We apply these obstructions to the study of non-Cliffordian pin-Lorentz cobordism. We note that our method of derivation applies equally well in any dimension and in any signature, and we present a general format for calculating obstructions in these situations. Finally, we interpret the breakdown of pin structure and discuss the relevance of this to aspects of physics.
Topology and Causal Structure
Andrew Chamblin
Physics , 1995,
Abstract: We investigate the causal structure of spacetimes $(M, g)$ for which the metric $g$ is singular on a set of points.
Some applications of differential topology in general relativity
Andrew Chamblin
Physics , 1995, DOI: 10.1016/0393-0440(94)90015-9
Abstract: Recently, there have been several applications of differential and algebraic topology to problems concerned with the global structure of spacetimes. In this paper, we derive obstructions to the existence of spin-Lorentz and pin-Lorentz cobordisms and we show that for compact spacetimes with non-empty boundary there is no relationship between the homotopy type of the Lorentz metric and the causal structure. We also point out that spin-Lorentz and tetrad cobordism are equivalent. Furthermore, because the original work [7] on metric homotopy and causality may not be known to a wide audience, we present an overview of the results here.
Capture of bulk geodesics by brane-world black holes
Andrew Chamblin
Physics , 2000, DOI: 10.1088/0264-9381/18/3/101
Abstract: In this note we study bulk timelike geodesics in the presence of a brane-world black hole, where the brane-world is a two-brane moving in a 3+1-dimensional asymptotically $adS_4$ spacetime. We show that for a certain range of the parameters measuring the black hole mass and bulk cosmological constant, there exist stable timelike geodesics which orbit the black hole and remain bound close to the two-brane.
On the superselection sectors of fermions
Andrew Chamblin
Physics , 1997,
Abstract: We classify elementary particles according to their behaviour under the action of the full inhomogeneous Lorentz group. For fundamental fermions, this approach leads us to delineate fermions into eight basic families or `types', corresponding to the eight simply connected double covering groups of the inhomogeneous Lorentz group (the `pin' groups). Given this classification, it is natural to ask whether or not fermion type determines a superselection rule. It is also important to determine what observable effects fermion type might have; for example, can the type of a given fermion be determined by laboratory experiments? We address these questions by arguing that if multiple fermion types really did occur in nature, then it would be mathematically equivalent and also much simpler to think of the different types as being different states of a {\it single} particle, which would be a particle which lived in the direct sum of Hilbert spaces associated with the different particle types. In the language of group theory, these are pinor supermultiplets. We discuss the possible experimental ramifications of this proposal. In particular, following work of J. Giesen, we show that the symmetries of the electric dipole moment of a particle would be definitely affected by this proposal. In fact, we show that it would be possible to use the electric dipole moment of a particle to determine the type. We also present an argument that M-theory may provide the mechanism which selects a {\it unique} pin bundle.
Existence of Majorana fermions for M-branes wrapped in space and time
A. Chamblin
Mathematics , 1998, DOI: 10.1063/1.533444
Abstract: We show that it is possible to define Majorana (s)pinor fields on M-branes which have been identified under the action of the antipodal map on the adS factor of the throat geometry, or which have been wrapped on two-cycles of arbitrary genus. This is an important consistency check, since it means that one may still take the generators of supertranslations in superspace to transform as Majorana fermions under the adjoint action of $Spin(10,1)$, even though the antipodally identified M2-brane is {\it not} space-orientable. We point out that similar conclusions hold for any p-branes which have the generic (adS)$~{\times}~$(Sphere) throat geometry.
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