Teachers' learning to facilitate high‐level student thinking: Impact of a video‐based professional development

Attaining the vision for science teaching and learning emphasized in the Framework for K‐12 Science Education and the next generation science standards (NGSS) will require major shifts in teaching practices in many science classrooms. As NGSS‐inspired cognitively demanding tasks begin to appear in more and more science classrooms, facilitating students' engagement in high‐level thinking as they work on these tasks will become an increasingly important instructional challenge to address. This study reports findings from a video‐based professional development effort (i.e., professional development [PD] that use video‐clips of instruction as the main artifact of practice to support teacher learning) to support teachers' learning to select cognitively demanding tasks and to support students' learning during the enactment of these tasks in ways that are aligned with the NGSS vision. Particularly, we focused on the NGSS's charge to get students to make sense of and deeply think about scientific ideas as students try to explain phenomena. Analyses of teachers' pre‐ and post‐PD instruction indicate that PD‐participants began to adopt instructional practices associated with facilitating these kinds of student thinking in their own classrooms. The study has implications for the design of video‐based professional development for science teachers who are learning to facilitate the NGSS vision in science classrooms.     

Innovative Experiential Learning Activities in Aging: The Experiences of Four BEL Projects

The BSW Experiential Learning (BEL) Program aims to infuse intergenerational content into the curriculum and recruit students to the field of social work by implementing face-to-face learning opportunities with older adults. This article discusses and compares the experiences of 4 diverse BEL projects that implemented gero-experiential learning activities into 1 or more of the BSW curriculum areas: introduction/social work practice, social welfare policy, human behavior in the social environment, social work research, and field practicum. “Three keys to success” are offered as ways in which gero-experiential activities may be successfully implemented by other programs.     

Video self-modelling: an effective intervention for a preschooler with language delays

The remediation of language skill deficits has a positive impact on school success. Thus, intervention methods that contribute to the acquisition maintenance and generalisation of language skills during the preschool years are of value. Researchers have studied learning from modelled behaviour for some time. The more like the individual the model was perceived to be, the more effective the results. It may be logical to assume that if an individual were to observe him/herself being successful at a task, self-efficacy would increase. This appears to be the case in this study, in which video self-modelling was used with a preschooler with language delays.     

Secret Shopping as User Experience Assessment Tool

Secret shopping is a form of unobtrusive evaluation that can be accomplished with minimal effort, but still produce rich results. With as few as 11 shoppers, the author was able to identify trends in user satisfaction with services provided across two entry-level desks at Illinois Wesleyan University's The Ames Library. The focus of this secret shopping program was on user experiences rather than whether correct answers were given by student employees working at the desks. Overall, users were satisfied or very satisfied with their experiences, though user feedback identified one desk as providing consistently better service.     

Using Multigroup Confirmatory Factor Analysis to Test Measurement Invariance in Raters: A Clinical Skills Examination Application

Psychometric models based on structural equation modeling framework are commonly used in many multiple-choice test settings to assess measurement invariance of test items across examinee subpopulations. The premise of the current article is that they may also be useful in the context of performance assessment tests to test measurement invariance of raters. The modeling approach and how it can be used for performance tests with less than optimal rater designs are illustrated using a data set from a performance test designed to measure medical students’ patient management skills. The results suggest that group-specific rater statistics can help spot differences in rater performance that might be due to rater bias, identify specific weaknesses and strengths of individual raters, and enhance decisions related to future task development, rater training, and test scoring processes.     

Factor structure of child behavior scale scores in peruvian preschoolers

Behavior rating scales aid in the identification of problem behaviors, as well as the development of interventions to reduce such behavior. Although scores on many behavior rating scales have been validated in the United States, there have been few such studies in other cultural contexts. In this study, the structural validity of scores on a Spanish translation of the six‐factor Child Behavior Scale (CBS) was assessed in a sample of 265 Peruvian preschool children who ranged from 2 to 6 years in age. Exploratory factor analysis yielded a four‐factor structure, and reliability estimates for scores on the four factors were adequate. The authors suggest replicating the study and examining the utility of CBS scores in predicting future problem behaviors in this population. © 2011 Wiley Periodicals, Inc.     

Temporal discrimination of alternate days in rats

The objective was to determine whether rats could learn to time a 48-h interval. Rats (n = 6) were continuously housed in operant chambers in constant darkness. The feeding cycle consisted of unlimited access to food for 6 h, followed by 42 h without access to food (i.e., meals were available on alternate days, contingent on breaking a photobeam in the food trough). Head entries into the trough increased as a function of time prior to the meal; this increase was higher, relative to the increase that occurred at the same time of day on alternate (i.e., nonfood) days. These data suggest that rats discriminated alternate days. Next, two meals were omitted to dissociate mechanisms of a self-sustained endogenous rhythm, interval timing, and alternation. Response rate increased periodically every 24 h, which suggests that the rats anticipated alternate days by discriminating the status of the previous day as a meal or a nonmeal day.     

She’s Hot,for a Politician: The Impact of Objectifying Commentary on Perceived Credibility of Female Candidates

The way female politicians are discussed in traditional and new media may contribute to the way individuals evaluate those candidates. Objectification theory suggests that framing individuals in a way that reduces them to their physical characteristics is detrimental to perceived agency. To that end, an experiment was designed to determine the impact of objectifying comments on the evaluation of female candidates. Researchers created two Facebook feeds discussing a hypothetical female candidate. For both feeds, the discussion focused on the candidate’s policy credentials, with one feed containing commentary on the female candidate’s body. Aspects of credibility and suitability for office were impacted by objectifying commentary, implying the need for future research directed at the specific impact objectification has on candidate evaluation.     

The effects of different syringe volume, needle size and sample volume on blood gas analysis in syringes washed with heparin

Introductıon:

We evaluated the effect of different syringe volume, needle size and sample volume on blood gas analysis in syringes washed with heparin.

Materials and methods:

In this multi-step experimental study, percent dilution ratios (PDRs) and final heparin concentrations (FHCs) were calculated by gravimetric method for determining the effect of syringe volume (1, 2, 5 and 10 mL), needle size (20, 21, 22, 25 and 26 G) and sample volume (0.5, 1, 2, 5 and 10 mL). The effect of different PDRs and FHCs on blood gas and electrolyte parameters were determined. The erroneous results from nonstandardized sampling were evaluated according to RiliBAK’s TEa.

Results:

The increase of PDRs and FHCs was associated with the decrease of syringe volume, the increase of needle size and the decrease of sample volume: from 2.0% and 100 IU/mL in 10 mL-syringe to 7.0% and 351 IU/mL in 1 mL-syringe; from 4.9% and 245 IU/mL in 26G to 7.6% and 380 IU/mL in 20 G with combined 1 mL syringe; from 2.0% and 100 IU/mL in full-filled sample to 34% and 1675 IU/mL in 0.5 mL suctioned sample into 10 mL-syringe. There was no statistical difference in pH; but the percent decreasing in pCO₂, K⁺, iCa²⁺, iMg²⁺; the percent increasing in pO₂ and Na⁺ were statistical significance compared to samples full-filled in syringes. The all changes in pH and pO₂ were acceptable; but the changes in pCO₂, Na⁺, K⁺ and iCa²⁺ were unacceptable according to TEa limits except fullfilled-syringes.

Conclusions:

The changes in PDRs and FHCs due nonstandardized sampling in syringe washed with liquid heparin give rise to erroneous test results for pCO₂ and electrolytes.     

Characterizing the Achievement Motivation Orientation of Children From Low- and Middle-Income Families

Research Findings: The current study examined achievement motivation orientation in preschool-age children from low- and middle-income families. Participants were 126 children who were attending an urban Head Start site or a private preschool. Children's motivation orientation was assessed as being performance oriented or mastery oriented using a challenging puzzle task (Smiley &; Dweck, 1994 Smiley , P. A. , &; Dweck , C. S. ( 1994 ). Individual differences in achievement goals among young children . Child Development , 65 , 1723 – 1743 .[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Children's verbalizations during the task were coded into performance concern, disengaged, and negative self-evaluation categories. Logistic regression and Mann-Whitney U analyses were conducted to examine differences between income groups in motivation orientation and verbalizations. Patterns of motivation orientation in preschool-age children from low- and middle-income families did not differ after controlling for differences in age and puzzle-solving ability. However, children from low-income families made a significantly higher proportion of performance-related verbalizations while working on the task. Practice or Policy: The findings support the examination of children's private speech as a way to assess cognitive processes underlying achievement motivation. In addition to providing a novel way to identify differences in achievement motivation that may be useful for teachers and researchers, the findings suggest the potential utility of designing interventions that promote positive private speech as a way of supporting mastery-oriented motivation in young children.