What can be learned from writing about early field experiences?

This paper describes the evolution of assignments in a course for students preparing to teach secondary science, mathematics, and agriculture science. We describe and analyze work done by preservice students in two different years to look for developing teacher knowledge, explicate how we have come to understand teacher knowledge as it was enacted in this particular context, and discuss how our self-study contributed to the growth of our knowledge as teacher educators.     

When Experimental Findings Conflict with Everyday Observations: Reflections on Children''s Category Learning

Attempts to reconcile the ease with which young children naturally learn everyday categories with their frequent difficulty in acquiring artificial categories in the laboratory have taken different forms. Kemler Nelson suggested that one reason for the discrepancy may be that many everyday object categories have a family-resemblance structure that can be learned by means of a holistic mode of processing. While Ward et al. have recently questioned this account of why children learn family-resemblance categories easily, conclusions based on their laboratory data fail to provide a good explanation of the real-world case. Accordingly, it is suggested that the laboratory family-resemblance task used by these previous investigators may be unrepresentative and may fail to mimic crucial aspects of the everyday category-learning context. It is also suggested that aspects of Ward et al.'s methodology may lead them to underestimate holistic (or nonselective) processing.     

Examining the value of mentoring and men of color staff members of a community college

As higher education continues to experience a shift in demographics commiserate with the United States population, colleges and universities are making more concerted efforts to recruit men of color as staff, administrators, and faculty to reflect their diversified student bodies. One way to retain men of color staff members is to provide mentoring programs. While there are authors who are examining the benefits of mentoring, there has been little research into how men of color staff members of community college experience mentoring as a mentee and as a mentor. In this study we sought to understand how do men of color experience mentoring, both as mentor to undergraduate men of color and as staff mentees at a community college. The findings of our study include three common themes: investments made by mentors, investing in mentees, and support from administration.     

A Three-Way Dance: The Global Public Good and Accessibility in Information Technologies

When we recognize the development and use of information technologies as an emerging global public good, we can move away from the stark dualisms of profit versus human rights, market share versus accessibility, and competition versus inclusion, to an understanding of how both public and private interests are at play in the development of this global public good. Governments, industry, and disability advocacy organizations are all involved in the construction of this public good in a complex three-way dance. We argue that in the context of this three-way dance it is possible to create a common ground between disability advocacy organizations and the IT industry by developing tools that address the tensions that arise from their differing motivating forces. Specifically, we argue that three sets of tools—regulation, developing ease of use products and standards, and using education to increase the market strength of people with disabilities as consumers—can change the relationships between these two communities of interest in ways that will benefit each.     

Invention in the city: Increasing returns to patenting as a scaling function of metropolitan size

We investigate the relationship between patenting activity and the population size of metropolitan areas in the United States over the last two decades (1980-2001). We find a clear superlinear effect, whereby new patents are granted disproportionately in larger urban centers, thus showing increasing returns in inventing activity with respect to population size. We characterize this relation quantitatively as a power law with an exponent larger than unity. This phenomenon is commensurate with the presence of larger numbers of inventors in larger metropolitan areas, which we find follows a quantitatively similar superlinear relationship to population, while the productivity of individual inventors stays essentially constant across metropolitan areas. We also find that structural measures of the patent co-authorship network although weakly correlated to increasing rates of patenting, are not enough to explain them. Finally, we show that R&D establishments and employment in other creative professions also follow superlinear scaling relations to metropolitan population size, albeit possibly with different exponents.     

Effect of Time on Perceived Gains from an Undergraduate Research Program

The current study examines the trajectories of student perceived gains as a result of time spent in an undergraduate research experience (URE). Data for the study come from a survey administered at three points over a 1-yr period: before participation in the program, at the end of a Summer segment of research, and at the end of the year. Repeated-measures analysis of variance was used to examine the effect of time on perceived gains in student research skills, research confidence, and understanding of research processes. The results suggest that the students experienced different gains/benefits at developmentally different stages of their UREs. Participants reported gains in fewer areas at the end of the Summer segment compared with the end of the yearlong experience, thus supporting the notion that longer UREs offer students more benefit.     

Translating Training in the NYU Caregiver Intervention in Australia: Maintaining Fidelity and Meeting Graduate Standards in an Online Continuing Professional Education Setting

The aim of this study was to develop an Internet-based self-directed training program for Australian healthcare workers to facilitate learning and competence in delivery of a proven intervention for caregivers of people with dementia: The New York University Caregiver Intervention (NYUCI). The NYUCI is a nonpharmacological, multicomponent intervention for spousal caregivers. It is aimed at maintaining well-being by increasing social support and decreasing family discord, thereby delaying or avoiding nursing home placement of the person with dementia. Training in the NYUCI in the United States has, until now, been conducted in person to trainee practitioners. The Internet-based intervention was developed simultaneously for trainees in the U.S. and Australia. In Australia, due to population geography, community healthcare workers, who provide support to older adult caregivers of people with dementia, live and work in many regional and rural areas. Therefore, it was especially important to have online training available to make it possible to realize the health and economic benefits of using an existing evidence-based intervention. This study aimed to transfer knowledge of training in, and delivery of, the NYUCI for an Australian context and consumers. This article details the considerations given to contextual differences and to learners’ skillset differences in translating the NYUCI for Australia.