Student teachers' subject matter knowledge within the domain of area measurement

This paper describes a research project whose major aim was to evaluate first-year teacher education students' understanding of subject matter knowledge in the domain of area measurement. In contrast to many previous approaches to evaluating teacher education students' subject matter knowledge, the approach adopted in this study not only focused on the student teachers' substantive knowledge but also on their knowledge about the nature and discourse of mathematics, their knowledge about mathematics in society and their dispositions towards mathematics. To this end, each student was clinically interviewed whilst engaged on a set of eight tasks that were developed for the study. The development of the tasks was a major component of the study and this is described in detail. The results of the tasks are given and the paper concludes with a discussion of the findings. This discussion focuses primarily on the implications that these results have for preservice mathematics education courses.     

Long-term high fructose and saturated fat diet affects plasma fatty acid profile in rats

As the consumption of fructose and saturated fatty acids (FAs) has greatly increased in western diets and is linked with an increased risk of metabolic syndrome, the aim of this study was to investigate the effects of a moderate (10 weeks) and a prolonged (30 weeks) high fructose and saturated fatty acid (HFS) diet on plasma FA composition in rats. The effects of a few weeks of HFS diet had already been described, but in this paper we tried to establish whether these effects persist or if they are modified after 10 or 30 weeks. We hypothesized that the plasma FA profile would be altered between 10 and 30 weeks of the HFS diet. Rats fed with either the HFS or a standard diet were tested after 10 weeks and again after 30 weeks. After 10 weeks of feeding, HFS-fed rats developed the metabolic syndrome, as manifested by an increase in fasting insulinemia, total cholesterol and triglyceride levels, as well as by impaired glucose tolerance. Furthermore, the plasma FA profile of the HFS group showed higher proportions of monounsaturated FAs like palmitoleic acid [16:1(n-7)] and oleic acid [18:1(n-9)], whereas the proportions of some polyunsaturated n-6 FAs, such as linoleic acid [18:2(n-6)] and arachidonic acid [20:4(n-6)], were lower than those in the control group. After 30 weeks of the HFS diet, we observed changes mainly in the levels of 16:1(n-7) (decreased) and 20:4(n-6) (increased). Together, our results suggest that an HFS diet could lead to an adaptive response of the plasma FA profile over time, in association with the development of the metabolic syndrome.     

Finding Nexus: connecting youth work and research practices

Participation in educational and social research helps to develop understanding of how young people learn and to consider wider aspects of their lives to enable their voices to be heard and acted upon. Research also facilitates the articulation and sharing of methodologies across a range of professional practices. We assert that theory and practice in educational youth work offers a position of strength from which to undertake research. In making this assertion, we suggest cross‐disciplinarity between youth work and research practices in order to build research mindedness among youth workers who, through this nexus, are well‐placed to engage in practice based research. Drawing on discourses about young people, youth work and youth participation, we identify five elements of youth work practice that can be aligned with research processes: reflexivity; positionality and bias; insider cultural competence; rapport and trust; power relationships. The article examines how these elements are present in youth work and a range of research settings. We identify youth work methods and dispositions as enhancing research capacity which could also be useful in building participatory research methods in disciplinary areas beyond education. Yet, in making these connections, we also identify a range of factors that show this nexus as complex and contestable. Reflecting on the lessons learned from our experiences as youth work practitioners and academic researchers, we propose that finding nexus, which in this instance is between youth work and research paradigms, could inform educational research practices and contributes to developing a meaningful praxis.     

Copyright and Regulation

Information Hotline, “Special Copyright Issue, (November 1976)“ (Science Associates/International, Inc., 1841 Broadway, New York 10023—$8.50, paper, with a discount scale for bulk purchase)

Copyright Revision Act of 1976: Law, Explanation, Committee Reports (Commerce Clearing House, Inc., 4025 West Peterson Ave., Chicago, Ill. 60646—$12.50, paper)

Media Law Reporter has come to light since the brief note in the January issue (see 8:52)

Robert Trager and Donna L. Dickerson's College Student Press Law (NCCPA Publications, School of Journalism, Ohio University, Athens, Ohio 45701—$5.00, paper)

William Ruckelshaus and Elie Abel, eds. Freedom of the Press (Washington: American Enterprise Institute for Public Policy Research, 1976—$2.50, paper)

Richard Olin Berner's Constraints on the Regulatory Process: A Case Study of Regulation of Cable Television (Cambridge, Mass.: Ballinger Publishing Co., 1976—price not given, but about $15.00)     

Exploring “STEM-Readiness” in Public Libraries

Abstract

Many public libraries are offering Science, Technology, Engineering, and Mathematics (STEM) programing to their patrons. Using data from a national survey of public library professionals, the current study examined the growing STEM movement by measuring “STEM-readiness” and through the lens of Diffusion of Innovations Theory. Results indicate that most libraries are ready to implement STEM programing. Characteristics of STEM-ready libraries included serving more patrons, having more space, and engaging more often with STEM programing. Such findings suggest that public libraries that have access to resources are more likely to be STEM-ready; whereas, those with fewer resources may need additional support.     

Assessing Students' Understandings of Biological Models and their Use in Science to Evaluate a Theoretical Framework

Research in the field of students’ understandings of models and their use in science describes different frameworks concerning these understandings. Currently, there is no conjoint framework that combines these structures and so far, no investigation has focused on whether it reflects students' understandings sufficiently (empirical evaluation). Therefore, the purpose of this article is to present the results of an empirical evaluation of a conjoint theoretical framework. The theoretical framework integrates relevant research findings and comprises five aspects which are subdivided into three levels each: nature of models, multiple models, purpose of models, testing, and changing models. The study was conducted with a sample of 1,177 seventh to tenth graders (aged 11–19 years) using open-ended items. The data were analysed by identifying students' understandings of models (nature of models and multiple models) and their use in science (purpose of models, testing, and changing models), and comparing as well as assigning them to the content of the theoretical framework. A comprehensive category system of students' understandings was thus developed. Regarding the empirical evaluation, the students' understandings of the nature and the purpose of models were sufficiently described by the theoretical framework. Concerning the understandings of multiple, testing, and changing models, additional initial understandings (only one model possible, no testing of models, and no change of models) need to be considered. This conjoint and now empirically tested framework for students' understandings can provide a common basis for future science education research. Furthermore, evidence-based indications can be provided for teachers and their instructional practice.     

Dispelling Myths about Latino Parent Participation in Schools

This qualitative study was conducted to discuss and dispel commonly held myths about Latino parents' involvement in their children's education. Differences between teacher perceptions of Latino parent involvement and parents' understanding of their roles in supporting their children's education—including the learning and use of the English language—were explored. Results indicated that some teachers held negative perceptions of Latino parents. The study also revealed that Latino parents had high expectations of their children's academic achievement and wanted to be more involved in their education, but felt excluded from the school community.