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THE RELATIONSHIP BETWEEN CULTURAL ORIENTATION AND ATTITUDES TOWARDS INTELLECTUAL DISABILITY
Title
THE RELATIONSHIP BETWEEN CULTURAL ORIENTATION AND ATTITUDES TOWARDS INTELLECTUAL DISABILITY
Creator
Rafajko, Sean I.
Date
2016, 2016-07
Description
Individuals with intellectual disability (ID) face a number of disparities in their daily lives. Many of these disparities are the result of...
Show moreIndividuals with intellectual disability (ID) face a number of disparities in their daily lives. Many of these disparities are the result of interactions with people in their environment, including the general public. The behaviors of the general public toward people with ID are linked to the attitudes that they hold. Thus, it is essential to understand what influences these attitudes. Although there has been some research conducted examining how factors such as demographics and level of contact with individuals with ID affect attitudes, there has been only very limited research specifically investigating the impact of cultural factors on attitudes toward individuals with ID. The purpose of this study was to examine the unique contribution of cultural orientation variables as predictors of individuals’ attitudes toward ID using hierarchical regression analyses. Results revealed that for all examined domains of attitudes, cultural orientation accounted for a significant portion of the variance in attitudes toward ID. More specifically, it was found that greater vertical-individualist orientation was associated with more negative attitude towards ID on all domains, while other cultural orientations (horizontal-collectivist, horizontal-individualist, and vertical-collectivist), when significant, were associated with more positive attitudes toward ID. Findings from this study suggest that culture is a relevant area to explore in future research on attitudes toward ID. Further research is needed to understand how these relationships play out especially for specific groups, such as caregivers and clinicians, in order to better understand how cultural orientation can more directly affect the lives of individuals with ID.
M.S. in Psychology, July 2016
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WHAT IMPACT DO NUMBER TALKS HAVE ON ELEMENTARY CLASSROOM MATHEMATICAL DISCOURSE AND STUDENT AND TEACHER ATTITUDES TOWARD MATHEMATICS?
Title
WHAT IMPACT DO NUMBER TALKS HAVE ON ELEMENTARY CLASSROOM MATHEMATICAL DISCOURSE AND STUDENT AND TEACHER ATTITUDES TOWARD MATHEMATICS?
Creator
Sleezer, Meghan V
Date
2021
Description
Number Talks, created in the early 1990s by Ruth Parker and Kathy Richardson, have gained popularity in the mathematics education community...
Show moreNumber Talks, created in the early 1990s by Ruth Parker and Kathy Richardson, have gained popularity in the mathematics education community over the past decade with the publication of the book series Number Talks (Parrish, 2010, 2014), and especially since the publication of Making Number Talks Matter (Humphreys & Parker, 2015). All in all, the authors contend Number Talks can bring joy into the classroom (Humphreys and Parker, 2015, p. 6), improving student attitudes about mathematics and ultimately allowing for a more productive disposition. The characteristic that separates Number Talks from other pedagogical tools is the disconnectedness from the rest of the lesson: Number Talks need not build up to or build upon the day’s objective. Thus, what the authors argue is that the activity of Number Talks itself – albeit disconnected from the day’s objective – improves all of the aforementioned skills, regardless of what occurs during the remainder of each class session.Eight teachers from five different Chicago-area private grade schools implemented Number Talks in their 3rd-5th grade classrooms for four to six weeks in the early part of the year 2020. Student attitudes toward mathematics and toward mathematical discourse were assessed by way of survey and classroom observation before and after implementation. Classroom interactions and levels of mathematical discourse during the normal class time (outside of the Number Talk session) were assessed before and during implementation. No significant changes (positive or negative) relating to any measure were found. Teachers noticed that students who enjoyed math before the implementation also enjoyed Number Talks, while students who struggled with math were mostly disenchanted with Number Talks. Future research includes exploring whether tailoring Number Talks to relate to the upcoming lesson improves the positive effects advertised by the authors. Teacher professional development related to ambitious teaching practices (NCTM, 2017) and growth mindset (Boaler, 2016b) may complement the use of Number Talks to result in improved attitudes and discourse.
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