Public School Classrooms Research Articles

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OBJECTIVES/SPECIFIC AIMS: Engagement in risky behaviors is not uncommon among adolescents. Two factors associated with risk taking are difficulty regulating emotions and impulsivity. Moreover, youth who exhibit higher scores on impulsivity-like personality traits (ie, negative urgency, positive urgency, sensation seeking, lack of premeditation, and lack of perseverance) are at even heightened risk. An effective intervention decreasing risk-taking behavior among adolescent populations in clinical settings is Dialectical Behavioral Therapy for Adolescents (DBT-A), which teaches skills on emotion regulation, distress tolerance, and mindfulness. However, DBT-A has yet to be tested as an intervention for youth in a nonclinical setting. The current study aimed to fill this gap in the literature. METHODS/STUDY POPULATION: A 9-week DBT-A skills group was implemented in a public high school classroom (7th-8th graders; N=41) and an alternative high school for at risk youth (7th-12th graders; n=21). Of the 41 youth from the public high school classroom participated, with preintervention and postintervention data provided by 30 participants (retention of 73%). RESULTS/ANTICIPATED RESULTS: Results found a significant increase in mindfulness skills and marginally significant increase in emotion regulation skills. Although there was not an overall change in risky behavior among participants, those who were higher on lack of premeditation and positive urgency showed steeper improvements on the skills. The second study at the alternative high school is currently underway, with no current results to report. DISCUSSION/SIGNIFICANCE OF IMPACT: This study will demonstrate that DBT-A skills training is feasible in a school-based setting and shows promising preliminary evidence of decreasing risk of engagement in risky health behaviors among adolescents, particularly among high-risk youth.

Gender differences and the effect of facing harder competition

Gender differences in competition have been demonstrated in a variety of contexts, yet it remains unclear how people respond to competitors they perceive to be hard or easy, and whether gender differences exist in this response. I run an experiment in eighteen public high school classrooms to study the effect of competing in a math task against different levels of competitors. I exploit natural sorting within grade levels in Malaysian public schools to randomly assign competitors of different perceived difficulty levels. Using a standard competition measure, males are significantly more competitive than females. However, when students face harder competitors, males respond by lowering performance while the performance of females does not vary significantly by level of competition.

Subversive questions for classroom turn-taking traffic management

This paper uses conversation analysis to document countering actions taken by a teacher for turn-taking traffic management in the classroom institutional settings. Adopting the notions of “parallel activity” and “subversion,” I introduce a particular teacher's accounting practice that was used to curtail potentially disruptive activity among students. The data for the study come from 20h of video recordings collected from a Japanese public junior high school classroom. Analysis of the videotaped classroom interactions revealed the use of a specific interactional practice, viz., the teacher's use of subversive questions to put an end to parallel activity among students without forcefully asking them to desist. Since subversive questions are designed to reflect the sequential environment of the central activity and take different forms depending on it, students who can answer teacher's subversive questions thereby evidence their previous participation in the central activity, and hence the teacher closes the sequence with positive feedback. In contrast, students who are not able to answer the subversive questions evidence their lack of participation in the central activity and receive reprimand. These findings contribute to the literature on classroom interaction from the turn-taking traffic management point of view.

Intensity of Commonly Reported Classroom-Based Physical Activity Opportunities in Public Schools

PURPOSE: The purpose of this study was to examine and determine the intensity levels of classroom-based physical activity (CBPA) opportunities offered in public school classrooms. METHODS: Colorado schools (N = 101) in school districts (N = 25) receiving funding from the Kaiser Permanente Thriving Schools initiative reported CBPA opportunities using an online data collection tool over a two-year period (2014-2016). Using a randomized stratified sampling technique, 20-30% of pre-kindergarten through 12th grade teachers in each school were selected each week to report CBPA. Data collected included the type of CBPA opportunity offered, the number of students in the classroom, and the students’ grade level. These responses resulted in N = 18,445 possible CBPA opportunities, which were cleaned to exclude responses indicating that no CBPA could take place (e.g., snow day) for a total of N = 18,210 usable responses. A researcher qualitatively determined the intensity of CBPA opportunities using the 2011 Compendium of Physical Activities as a guideline; two additional researchers confirmed the coded categories. A descriptive analysis of CBPA opportunities was conducted to describe the proportion of opportunities whose intensity levels were light (LPA), moderate (MPA), vigorous (VPA), sedentary (SED), and those of unknown intensity. Chi-square analyses were utilized to examine differences between proportions of intensity levels offered by semester. Kruskal-Wallace tests were utilized to examine differences in proportion of CBPA intensity offered by grade level. RESULTS: Most CBPA opportunities were MPA (58.7%), followed by VPA (17.6%) and LPA (11.5%). Few responses were SED (0.5%), and 11.6% were of indeterminate intensity. There was a significant difference in the intensity of CBPA opportunities by semester, with a greater proportion of more physically intense activities reported during the fall versus spring semesters (p < 0.0001). There was also a significant difference in the intensity levels of CBPA offered by grade, with a general trend of decreasing intensity as grade level increased (p < 0.0001). CONCLUSIONS: This study provides insight into the physical activity actually occurring in classrooms; however, additional research should be conducted on the CBPA opportunities offered in public schools.

Intensity of commonly-reported classroom-based physical activity opportunities in public schools.

The purpose of this study was to examine the intensity levels of PA opportunities offered in public school classrooms. Schools (N = 101) in school districts (N = 25) reported PA opportunities offered in classrooms using an online data collection tool over a two-year period (2014–2016). Using a randomized sampling technique, 20–30% of teachers in each school were selected each week to report PA in their classroom. These responses resulted in N = 18,210 usable responses. A researcher determined the intensity of PA opportunities using the 2011 Compendium of Physical Activities as a guideline; two additional researchers confirmed the coded categories. A descriptive analysis of PA opportunities was conducted to describe the proportion of opportunities whose intensity levels were light (LPA), moderate (MPA), vigorous (VPA), sedentary (SED), and those of unknown intensity. Chi-square analyses were utilized to examine differences between proportions of intensity levels offered by semester. Kruskal-Wallace tests were utilized to examine differences in proportion of physical activity opportunity intensity offered by grade level. Most PA opportunities were MPA (58.7%), followed by VPA (17.6%) and LPA (11.5%). Few responses were SED (0.5%), and 11.6% were of indeterminate intensity. A greater proportion of more physically intense activities reported during the fall versus spring semesters (p < 0.0001). Differences in the intensity levels of PA offered by grade also differed, with a trend of decreasing intensity as grade level increased (p < 0.0001). This study provides insight into the PA actually occurring in classrooms; a previously underexplored construct of school-based PA.

Using time dynamically in static intervals: Does it close the achievement gap?

A mixed-methods study was undertaken with 118 biology students in two urban high schools. A Student-Centered Adaptable Learning Environment (SCALE) was created to improve engagement from affective and cognitive perspectives using choice, creativity and technological allowances. Results demonstrated that fast and slow learners are generally separated by about 30 min in terms of inputting speeds, but can be as much as 65 min apart from one another. Given that traditional classrooms afford students only 45 min in which to learn, static time could have become a source of inequity in public schools. SCALE optimally allowed for the dynamic use of time in constrained periods, therefore reducing and even eliminating any negative relationships between speed of learning and resultant achievement gains in the block setting. Especially benefitting from their ability to maneuver were the slowest learners, who showed the largest achievement improvements in either time interval amongst ability groupings. As learning speed can be the most critical contributing component of resultant educational outcomes, providing students the ability to use time dynamically should be considered as a feasible solution to helping teachers reestablish equity in mixed-ability classrooms in public schools.

Staying Within the Law

[ILLUSTRATION OMITTED] Evolution, due to its importance in science, holds a prominent place in national science standards and many state standards. Scientists nearly universally agree that the theory of evolution best explains the unity and diversity of life. Accordingly, numerous science, science education, and religious organizations support the teaching of evolution (Sager 2008). Nonetheless, evolution remains controversial (Hermann 2008) with a third of American adults stating that the theory is false (Miller, Scott, and Okamoto 2006). Given this controversy, teachers should know about the legal implications of teaching evolution in public schools. In v. Kurtzman (403 U.S. 602 [1971]), the U.S. Supreme Court developed a to determine whether a state action, such as the Tennessee law against teaching evolution that was the basis of the famous Scopes monkey trial of 1925, violates the Establishment Clause of the First Amendment to the Constitution. This clause prohibits the government from passing legislation that establishes an official religion or prefers one religion over another. The so-called Lemon test states: (1) the act must have a bonafide secular purpose, (2) the act's principal or primary effect must be one that neither advances nor inhibits religion, and (3) the act must not result in an excessive entanglement of government with religion (Lofaso 2009). Below are four approaches to teaching evolution along with legal implications of using them in public school classrooms. Teachers are encouraged to engage all students in learning evolution--even those most reluctant to do so--while using best teaching practices consistent with current science and legally protecting oneself and school system. Approaches to teaching evolution Reiss (1992) reported on three possible instructional approaches, modified from Bridges (1986), for addressing controversial issues in science classrooms: advocacy, affirmative neutrality, and procedural neutrality. Hermann (2008) extended this framework to include avoidance. Avoidance Teachers avoid teaching evolution for many reasons, including: * they do not believe evolutionary theory and do not want to teach it, * they may want to avoid controversial issues to minimize discipline problems (Nicholls and Nelson 1992) and parental pressure, or * they lack training in teaching controversial issues (Levinson 2002). Teachers may omit instruction altogether or avoid using the term evolution in favor of the phrase change over time to introduce some general tenets such as adaptation and natural selection. Students may not even notice that evolution was omitted from the class. Teachers may not violate any laws if they avoid teaching evolution without the perception that they did so for religious reasons. However, teachers who omit evolution are not adhering to national standards and, in most cases, state standards. These teachers may be challenged for not adequately addressing the standards and can be required to do so by their school district (Peloza v. Capistrano Unified School District, 37 F 3d 517 [9th Cir. 1994]). Advocacy Advocating for evolution Public school science teachers advocate for evolution by teaching the science of evolution and not addressing related religious or political issues. Teachers advocating for evolution may explicitly or implicitly state that alternative explanations to evolution are unscientific or otherwise inferior. Some teachers advocate for evolution simply by teaching evolution without acknowledging that some students may hold beliefs they perceive to conflict with evolution. Advocates for evolution can defend science to the point that they alienate students by making them feel their own reasoning is inferior. However, students perceiving a conflict with their beliefs are often not vocal and internalize the conflict, which can result in disdain or complete withdrawal (Scharmann 1994). …

木造ダブルスキンの熱挙動実測調査と地域別適用可能性の検討

Recently wood is being promoted as a primary material used for public structures. With this promotion, the use of double-skinneDSiding (DS) is being incorporated in new buildings, and as older wooden structures are now being reinforced and reformed for continued use, DS is being incorporated in these buildings as well. We examined the efficacy of DS for maintaining a comfortable thermal environment within buildings. We used accumulated temperature data taken from our experiment location, a public school classroom environment, in the Tokyo Metropolitan area to better understand the use of DS for maintaining a comfortable temperature environment within the building. For our research, we focused on the following two topics: (1) Analysis of the data collected over a year at the experimental site1 We used an existing wooden structure that had had DS added to it. We were able to note the change in the room temperature with the addition of DS. In the summer, the inside of the DS with natural ventilation had a rate of circulation of 2027 m3/h, and with the fan, the amount of air circulation was noted as 13.1 times per hour. With DS, direct sunshine was reduced by 47.2% and helped to reduce energy consumption for cooling by 20%, and the PMV±0.5 was within the comfort zone. In the winter, sunlight warmed the DS, and the warmed air was pulled into the room via the floor ventilation, and when the temperature of the DS room was compared with a room without DS, the room with DS had a temperature 5° higher. The interior wall and floor surface temperature also rose by the vents installed in three areas in the room. The temperature of the inner glass surface of the DS was stable throughout the day contributing to the comfort of the room. During the nighttime, the fan could be stopped, and the use of the warmed air accumulated in the daytime was used to maintain warmth in the room. During the intermediate seasons, the use of the fan to circulate the air from the natural ventilation in the DS and the floor ventilation system was incorporated. With natural ventilation of the DS, the removal of the heat of about 30W/m2 occurred, and the DS room had a 5° differentiation in temperature when compared with a room without DS. (2) Examination of the Simulation Model for various environmental and climatic conditions The LESCOM-mint program was used to simulate the amount of energy required to maintain a heating and air system when DS is used for a wooden structure. Actual temperature data accumulated as well as theoretical considerations were combined to gain an understanding of the air and heating neeDS according to different climatic environments. We examined actual temperature measurements and the theoretical value for the summer and found both measurements to be in agreement. When considering the application of these findings for an elementary school environment, we determined that for optimal energy saving and maintenance of a comfortable environment a regular classroom should be on the southern side of the building and open space on the northern side, with DS of 1.4m placed on the southern wall. Through the use of the latest data collected from the Japanese Meteorological Agency (SDP) for Tokyo between 2010 and 2015, and the data collected from Sapporo and Naha from 2015, we have found that in areas like Tokyo, the adoption of DS is an energy-saving way to maintain a comfortable environment. In Sapporo, the warming effects and reduction in energy usage is also quite effective. For Naha, DS is effective in hot and humid environments.

Socioeconomic Disparities in Childhood Obesity Risk: Association With an Oxytocin Receptor Polymorphism

Pediatricians are paying increased attention to the effects of socioeconomic status (SES) on children's health. Low SES is a robust predictor of obesity across the life course and may interact with genes affecting metabolism to influence obesity risk. Recent animal literature and burgeoning human research suggest that the hormone oxytocin (OT) may be important for metabolic regulation. To date, this association has not been examined in children. To examine whether an OT receptor polymorphism (rs53576) interacts with SES, potentially exacerbating and buffering the effects of stress, to predict anthropometry during childhood, and based on differential neurobiological susceptibility theory, to test whether carriers of the A allele of the OXTR gene, compared with GG genotyped individuals, would be most sensitive to the effects of SES on anthropometry for better or for worse. In this observational study, families were recruited from public school classrooms and enrolled in the Peers and Wellness Study (PAWS), which examined the effects of social status on health. Families were assessed during children's kindergarten year (fall semester of 2003, 2004, and 2005) and again during middle childhood (2009-2011) for a follow-up assessment that included anthropometric measures and DNA collection. The dates of the analysis were January 2015 to June 2016. Socioeconomic disparities. Child body mass index z score (BMIz) and triceps skinfold thickness. Family SES was collected through questionnaires mailed to homes. Body measurements and DNA were collected in homes by trained research assistants. From the original community sample of 338 typically developing children, participants were 186 socioeconomically and racially/ethnically diverse children (mean age, 10.3 years; age range, 9.4-11.3 years; 93 females [50%]) who had sufficient data at the follow-up assessment for inclusion in this study. Among 97 A allele carriers, a 1-SD increase in SES was associated with a decrease in BMIz of 0.28 (95% CI, -0.47 to -0.09) and a decrease in skinfold thickness of 0.95 (95% CI, -1.77 to -0.12) mm, such that they exhibited the highest BMIz and skinfold thickness in contexts of low SES but exhibited the lowest BMIz and skinfold thickness in contexts of high SES. Socioeconomic status was unrelated to BMIz (95% CI, -0.21 to 0.26) or skinfold thickness (95% CI, -0.42 to 1.45) for 89 GG genotyped children. These findings advance etiologic understanding of childhood obesity, highlighting complex effects of SES on child health and adding to growing evidence that OT relates to human obesity risk. The results also support differential neurobiological susceptibility theory, suggesting that the A allele renders individuals more sensitive to both positive and negative health effects of socioecological context.

Teaching the Nation: Literature and History in Teaching English

Abstract Teaching English as a foreign language is rooted in the national interest of English-speaking countries that promote their own culture throughout the world. To some extent, ‘culture’ is a byword for what has come to be known as the modern nation. Mainly the UK and the US are in the spotlight of EFL teaching and learning. At the expense of other, less ‘sought-after’ varieties of English, British and American English make the case for British and American cultures. Essentially, this is all about Britishness and Americanness, as the very name of the English variety testifies to the British or the American standard. Of course, the other choice, i.e. not to make a choice, is a statement on its own. One way or another, the attempt to pick and choose shapes teaching and learning EFL. However, English is associated with teaching cultural diversity more than other prestige languages. Despite the fact that its status has everything to do with the colonial empire of Great Britain, English highlights the conflict between the use made of the mother tongue to stereotype the non-native speaker of English and current Anglo- American multiculturalism. Effectively, language-use is supposed to shed light on the self-identification patterns that run deep in the literary culture of the nation. Content and language integrated learning (CLIL) encompasses the above-mentioned and, if possible, everything else from the popular culture of the English-speaking world. It feels safe to say that the intractable issue of “language teaching as political action” (Cook, 2016: 228) has yet to be resolved in the classrooms of the Romanian public schools too.

Meeting the needs of students with disabilities experiencing homelessness: Federal, community, and educator roles

ABSTRACTHomelessness is a complex and multifaceted condition that affects 2.5 million, or one in every 30, children annually. Based on these numbers, it is likely that at least one student has experienced or is experiencing homelessness in most public school classrooms. Sixteen percent of students experiencing homelessness also received services under IDEA in 2014. Authors describe how homelessness impacts the outcomes of students—particularly those with disabilities, what federal policies and protections exist, and how communities lend support. One hallmark of special education, and an essential strategy for serving students experiencing homelessness, is a team approach. Thus, the authors conclude with five practical, team-based tips for school personnel, based on the acronym HOMES, to help ensure they are providing the supports and services these students need.

Say That The River Turns: Social Justice Intentions in Progressive Public School Classrooms

Fennimore confronts the deficit-based talk prevalent in many schools serving marginalized students in “Say that the River Turns.” She argues that teaching for social justice begins by replacing deficit-based talk with clearly articulated intentions that subsequently transform into actions.

Next-generation sequencing revealed dominant fungal populations in collected dust from selected public school classrooms in Metro Manila

Fungal contaminants inside classrooms may increase the chance of health-related problems for school children and teachers, reducing their learning and productivity. Recent initiatives have utilized next-generation sequencing (NGS) technology in order to understand dust ecology and were used to significantly correlate some genera with health-related conditions. To our knowledge, this paper is the first report, describing the fungal community profile of collected dust using 454 pyrosequencing of the ITS region of the 18S rRNA gene from public school classrooms in Metro Manila, Philippines. Culture-dependent technique was done by gravimetric sampling on Sabouraud Dextrose Agar (SDA) to note the importance of existing viable spores present in the rooms. Composite samples of settled dust from each classroom were collected and pooled to represent one sample per school. The fungal ITS rRNA genes amplified from genomic DNA with barcoded primers were sent for pyrosequencing on a 454 GS FLX titanium platform, and sequences were analyzed using the ITScan pipeline. Fungal sequences from the collected dust samples clustered in 108 operational taxonomic units (OTUs), most of which occur as singleton. The number of OTUs that correspond to fungal species varied from 16 to 29 per sample. Rarefaction curves indicated that sampling coverage was partial and that the remaining fraction of the species diversity remains to be discovered. Genera that were detected by both NGS and by cultivation on SDA include Alternaria, Aspergillus, Cladosporium and Penicillium.

Urban and Rural Preservice Special Education Teachers' Computer Use and Perceptions of Self-Efficacy

Despite the rapid and ongoing increase in the use and availability of computers and technology in and outside of public school classrooms, there is relatively little literature that has examined preservice special education teachers' perceptions of their own computer use and self-efficacy with new technologies or how these perceptions may impact their educational and professional practice. This study used a Computer Use and Self-Efficacy (CUSE) survey to examine current rural and special education teacher candidates' computer use, their perceptions of computer self-efficacy, and the impact on performance in a teacher preparation program for teachers working with students with low-incidence disabilities. Data indicate a difference in perceptions of self-efficacy for rural and urban teacher candidates. Implications for practice and future research are discussed.

Reading, Writing, and Revolution: Facilitating Social Activism in First Grade

ABSTRACTThis article examines how teachers can develop a sense of social activism in students through critical multiculturalism. Drawing upon data from a nine-month participant observation study of a first-grade public charter school classroom in central California, this article highlights how teachers can integrate critical multiculturalism within an elementary classroom by connecting artists' lives to social issues to raise awareness of social injustices, promote critical reflection and consciousness, and develop a sense of social activism. Particular attention is paid to how teachers can incorporate this curriculum into their own classrooms.

FREQUÊNCIA DE ESTRUTURAS PARASITÁRIAS EM BANHEIROS E SALAS DE AULA DE ESCOLAS PÚBLICAS DE TERESINA, PIAUÍ

No cenário atual, as infecções por helmintos e protozoários estão entre as mais frequentes,apresentando elevadas taxas de prevalência, sobretudo em localidades onde há grande fluxo de pessoas e precárias condições sanitárias. Com base nestas informações, propôs-se a realização de um levantamento das estruturas parasitárias mais frequentes em banheiros e salas de aula de escolas públicas na cidade de Teresina-PI. As coletas foram realizadas em 24 escolas públicas de Teresina, sendo 12 escolas estaduais e 12 municipais. A técnica de swab adaptada para superfícies foi utilizada para a verificação das estruturas parasitárias dos objetos em cada escola. Nas escolas municipais, foram analisadas 105 lâminas, das quais 22 (20,9%) apresentaram algum tipo de estrutura parasitária. Nas escolas da rede estadual de educação, foram analisadas 102 lâminas e, destas, 25 (24,5%) apresentaram positividade para algum tipo de estrutura parasitária. A maior frequência foi de ovos de Ascaris sp. (88,9%), seguidos de cisto de Balantidium sp. (5,6%), ovos de Enterobius sp. (2,8%) e ovos de Taenia sp. (1,9%). Foi encontrado um total de 107 parasitos nas estruturas escolares da rede pública de educação.

Interview of Christine Sleeter on Multicultural Education: Past, Present, and Key Future Directions

This is an interview of Christine Sleeter on her work in multicultural education over four decades. Links to videos of this interview are available in the Appendix after the references. Transcriptions and videos of Dr. Sleeter’s interview provide plain-spoken content for teacher educators, school administrators, and teachers interested in advancing multicultural education and its critical and practical translation into public school classrooms. The main topics covered in this interview are: (a) the “origins” of multicultural education, (b) the basics of multicultural teaching in student and community relationships, (c) advice for new teachers coming into the profession, (d) discussions of White racism and what White teachers can do, and (e) the new social movement on ethnic studies curriculum. Broadly speaking, this interview provides a plain-spoken account of multicultural education’s past, present, and key future directions from Christine Sleeter, one of the field’s founding and most committed members.

Book Review of Christine Sleeter’s &lt;i&gt;White Bread: Weaving Cultural Past into the Present&lt;/i&gt;

This is a book review of Christine Sleeter’s new novel White Bread: Weaving Cultural Past into the Present. This review extolls White Bread as a significant contribution that aids in White teachers’ race-cognizance and race-visible teaching. After providing necessary background on Sleeter, the review situates White Bread as reflective of four key dimensions of her critical multicultural research. Importantly, Sleeter’s fictionalized representations in the novel show what committed and effective teachers actually do when teaching across race, culture, class, language, and other differences in public school classrooms. Overall, the review recommends White Bread as a “must read” for professional development consultants, teacher educators, administrators, and teachers interested in race-visible teaching and learning.

Aprendizaje-Servicio: una práctica pedagógica que promueve la participación del estudiantado para la mejora escolar y social

Este trabajo presenta los resultados de una investigación donde se analiza cómo se concibe y materializa la participación del alumnado en las prácticas educativas de Aprendizaje-Servicio. El estudio tomó como eje de indagación un aula de primaria de un centro público, donde participaron: alumnado y maestra, alumnado y profesora de la universidad y una representante de una entidad social. Para ello se utilizó el estudio de caso como metodología de investigación y la observación participante, entrevistas semiestructuradas y análisis de documentos como instrumentos de recogida de información. Los hallazgos encontrados permiten constatar que las acciones de Aprendizaje-Servicio, a diferencia de las prácticas tradicionales donde al alumnado se le asigna un rol más pasivo, promueven la participación compartida, favoreciendo un rol protagónico, tanto del alumnado como del profesorado, en el devenir de la misma. A partir de los resultados alcanzados se concluye que el Aprendizaje-Servicio abre nuevos horizontes para la articulación de prácticas innovadoras que contemplan la voz de los menores como un elemento de mejora de la educación escolar y social. Todo ello se somete a discusión y se señalan nuevas perspectivas de investigación.

Using Open-Response Fraction Items to Explore the Relationship Between Instructional Modalities and Students’ Solution Strategies

The purpose of this study was to explore the relationship between instructional modality used for teaching fractions and third- and fourth-grade students’ responses and strategies to open-response fraction items. The participants were 155 third-grade and 200 fourth-grade students from 17 public school classrooms. Students within each class were randomly assigned to two instructional treatment groups: a virtual manipulatives representations (VMR) instruction group and a physical manipulatives and textbook representations (PMTR) instruction group. A conversion mixed methods analysis was used to examine quantitative and qualitative data. The quantitative analysis showed achievement outcomes were the same for both groups. The qualitative analysis revealed shifts in learning that were otherwise hidden with solely quantitative achievement results. Specifically, the results indicated VMR group success in understanding fractions as relationships and PMTR group success in maintaining conceptualization of the whole. Overall, the results of this study corroborate previous research indicating the importance of both types of instructional modalities, showing that virtual manipulatives and physical manipulatives are effective instructional tools with positive effects on student learning. The study expands existing research by offering an opportunity to explore the nuances of students’ fractions understanding and provide a window into students’ shifts in fraction learning.