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QUICK TIPS (--THIS SECTION DOES NOT PRINT--) This PowerPoint template requires basic PowerPoint (version 2007 or newer) skills. Below is a list of commonly.

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Presentation on theme: "QUICK TIPS (--THIS SECTION DOES NOT PRINT--) This PowerPoint template requires basic PowerPoint (version 2007 or newer) skills. Below is a list of commonly."— Presentation transcript:

1 QUICK TIPS (--THIS SECTION DOES NOT PRINT--) This PowerPoint template requires basic PowerPoint (version 2007 or newer) skills. Below is a list of commonly asked questions specific to this template. If you are using an older version of PowerPoint some template features may not work properly. Using the template Verifying the quality of your graphics Go to the VIEW menu and click on ZOOM to set your preferred magnification. This template is at 100% the size of the final poster. All text and graphics will be printed at 100% their size. To see what your poster will look like when printed, set the zoom to 100% and evaluate the quality of all your graphics before you submit your poster for printing. Using the placeholders To add text to this template click inside a placeholder and type in or paste your text. To move a placeholder, click on it once (to select it), place your cursor on its frame and your cursor will change to this symbol: Then, click once and drag it to its new location where you can resize it as needed. Additional placeholders can be found on the left side of this template. Modifying the layout This template has four different column layouts. Right-click your mouse on the background and click on “Layout” to see the layout options. The columns in the provided layouts are fixed and cannot be moved but advanced users can modify any layout by going to VIEW and then SLIDE MASTER. Importing text and graphics from external sources TEXT: Paste or type your text into a pre-existing placeholder or drag in a new placeholder from the left side of the template. Move it anywhere as needed. PHOTOS: Drag in a picture placeholder, size it first, click in it and insert a photo from the menu. TABLES: You can copy and paste a table from an external document onto this poster template. To adjust the way the text fits within the cells of a table that has been pasted, right-click on the table, click FORMAT SHAPE then click on TEXT BOX and change the INTERNAL MARGIN values to 0.25 Modifying the color scheme To change the color scheme of this template go to the “Design” menu and click on “Colors”. You can choose from the provide color combinations or you can create your own. QUICK DESIGN GUIDE (--THIS SECTION DOES NOT PRINT--) This PowerPoint 2007 template produces a 36”x48” professional poster. It will save you valuable time placing titles, subtitles, text, and graphics. Use it to create your presentation. Then send it to PosterPresentations.com for premium quality, same day affordable printing. We provide a series of online tutorials that will guide you through the poster design process and answer your poster production questions. View our online tutorials at: http://bit.ly/Poster_creation_help (copy and paste the link into your web browser). For assistance and to order your printed poster call PosterPresentations.com at 1.866.649.3004 Object Placeholders Use the placeholders provided below to add new elements to your poster: Drag a placeholder onto the poster area, size it, and click it to edit. Section Header placeholder Move this preformatted section header placeholder to the poster area to add another section header. Use section headers to separate topics or concepts within your presentation. Text placeholder Move this preformatted text placeholder to the poster to add a new body of text. Picture placeholder Move this graphic placeholder onto your poster, size it first, and then click it to add a picture to the poster. RESEARCH POSTER PRESENTATION DESIGN © 2011 www.PosterPresentations.com © 2011 PosterPresentations.com 2117 Fourth Street, Unit C Berkeley CA 94710 posterpresenter@gmail.com Student discounts are available on our Facebook page. Go to PosterPresentations.com and click on the FB icon. Inclusion of Act 31 in PETE Teacher-Training Curriculum: Raising Awareness Regarding American Indian Issues Introduction Five themes emerged from the analysis of data: 1. Factors affecting the teaching of Act 31  Act 31 was one of 12 topical areas in a 15-week human relations course.  “The human relations course is just this catch-all class where everyone is like, ‘Oh, we’re not doing this now but we want to. Throw it in the human relations course. Have them do it.’” (Instructor Barb) 2. Instructors’ teaching of Act 31  Instructors attempted to teach for transformative learning regarding values and social justice for American Indian people in Wisconsin.  “I think a lot of students aren’t at a place yet where they can separate this idea of social justice from this idea that you’re telling me what to believe.” (Instructor Barb) 3. Instructors’ thoughts on the teaching of Act 31  “We need more than checkboxes for this content because I really feel like it’s check, check, check.” (Instructor Leslie)  “I think it’s really a joke that this class can count as covering…even if we do it great, it’s still not OK.” (Instructor Helen) 4. Act 31 and PETE courses  Act 31 was not included in any PETE courses.  Regarding Act 31 being included in a future PETE course, “That’d be an awesome class, not just on Act 31 but on diversity in a phy ed classroom.” (PETE preservice teacher Erynne) 5. PETE preservice teachers and Act 31  PETE preservice teachers had little retention of Act 31 from the human relations course.  “I don’t think I’ve been prepared to any extent to include it (Act 31) in my teaching.” (PETE preservice teacher Colleen) Findings and Excerpts of Data Conclusions  The lack of inclusion of Act 31 in elementary and secondary school curricula negatively impacted the teaching of Act 31 content in the human relations course.  Including Act 31 in only the human relations course, the lack of time spent on it, and not including Act 31 in any PETE courses may have reinforced in PETE preservice teachers’ minds that Act 31 was unimportant.  The manner in which a university satisfies a state requirement is dependent on the importance individuals in decision-making positions place on that requirement.  How one Wisconsin university satisfied the Act 31 requirement marginalized American Indian people in Wisconsin.  The wording in the Act 31 statute pertaining to teacher education may actually perpetuate misinformation and a lack of information about treaty rights issues rather than achieve the intended impact of Act 31. Recommendations  Administrators at a Wisconsin university need to reevaluate how the Act 31 requirement is addressed in teacher education programs.  Instructors need to develop a way to assess preservice teachers’ Act 31 knowledge so they can make appropriate adjustments in their teaching.  The PETE program needs to incorporate Act 31 into its courses.  Wisconsin Department of Public Instruction needs to reconsider the concept of compliance.  Members of the Chippewa (now called Ojibwe) tribe in Wisconsin experienced treatment of bias, prejudice, and hostility because they began spear fishing off reservation land in the 1970s.  Spear fishing off reservation land had been included in treaties between the Chippewa and United States in 1837 and 1842 (Kappler, 1904).  Racism directed toward the Chippewa resulted from misinformation and lack of information about treaty rights issues (American Indian Language and Culture Education Board, 1987).  Wisconsin’s 1989—1991 biennial budget included a provision called Act 31, requiring study of the history, culture, and tribal sovereignty of the federally- recognized tribes and bands in Wisconsin by students at the elementary and secondary levels and in teacher education programs (Act 31, 1989).  A lack of understanding existed regarding how to include Act 31 in a physical education teacher education (PETE) teacher-training curriculum. Pseudonym Position Years Helen Associate Professor 6 Interim Department Chair Barb Assistant Professor 2 Robert Assistant Professor 3 Leslie Assistant Professor.5 Colleen PETE Preservice Teacher Senior Kerry PETE Preservice Teacher Senior Aaron PETE Preservice Teacher Senior Mike PETE Preservice Teacher Senior Erynne PETE Preservice Teacher Senior  Interviews were transcribed, sent to participants for a member check, and coded using line-by-line coding and focused coding (Charmaz, 2000).  Interpretive analysis was used to analyze artifacts (Hatch, 2002).  Critical pedagogy analysis was used to analyze the five themes (Freire, 1970/1970).  Qualitative grounded theory (Glaser & Strauss, 1967).  Purposeful sampling to select one Wisconsin university.  Participants were four instructors of the “human relations” course and five PETE preservice teachers.  Data in the form of artifacts such as syllabi, assignments, and readings were collected from instructors.  Face-to-face interviews employing open-ended guiding questions were conducted with instructors and PETE preservice teachers. To identify a theory that explains the processes and experiences a Wisconsin university uses to include Act 31 in PETE teacher-training curriculum to attain transformative learning regarding values and social justice for American Indian people in Wisconsin.  Generated from the critical pedagogy analysis of the five themes.  Administrators at a Wisconsin university did what was needed to be in compliance with the Act 31 requirement.  Administrators at a Wisconsin university placed secondary importance on the quality of Act 31 training provided to PETE preservice teachers and on their preparation as teachers. Participant Characteristics Data Analysis Methods Purpose of Study Compliance Theory 1 University of Wisconsin, Madison, Wisconsin, 2 Walden University, Minneapolis, Minnesota Dan Timm 1, Heather Miller 2, Tom Cavanagh 2


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