Relationship among laboratory instruction,attitude toward science,and achievement in science knowledge

This study investigated the use of a hands-on laboratory program as a means of improving student attitude toward science and increasing student achievement levels in science knowledge. Using a posttest-only control group design, curriculum referenced objective examinations were used to measure student achievement in science knowledge, and a posttest Q-sort survey was used to measure student attitude toward science. A one-way analysis of variance compared the groups' differences in achievement and attitude toward science. Analysis of covariance was used to determine the effect of the laboratory treatment on the dependent achievement variable with attitude toward science as the covariable. The findings showed that students who had regular laboratory instruction (a) scored significantly higher (p < .01) on the objective examination of achievement in science knowledge than those who had no laboratory experiences; (b) exhibited a moderate, positive correlation (r = .406) between their attitude toward science and their achievement; and (c) scored significantly higher (p < .01) on achievement in science knowledge after these scores were adjusted on the attitude toward science covariable. There were no significant differences in achievement or attitude toward science for the limited English proficiency groups. It was concluded that laboratory instruction influenced, in a positive direction, the students' attitude toward science, and influenced their achievement in science knowledge. It was recommended that science instruction include a regular laboratory experience as a demonstrated viable and effective instructional method for science teachers. This model of science instruction has been shown to be effective with students of diverse backgrounds who live within large urban centers. J Res Sci Teach 34: 343–357, 1997.     

Automatic tracing and segmentation of rat mammary fat pads in MRI image sequences based on cartoon-texture model

The growth patterns of mammary fat pads and glandular tissues inside the fat pads may be related with the risk factors of breast cancer.Quantitative measurements of this relationship are available after segmentation of mammary pads and glandular tissues.Rat fat pads may lose continuity along image sequences or adjoin similar intensity areas like epidermis and subcutaneous regions.A new approach for automatic tracing and segmentation of fat pads in magnetic resonance imaging (MRI) image sequences is presented,which does not require that the number of pads be constant or the spatial location of pads be adjacent among image slices.First,each image is decomposed into cartoon image and texture image based on cartoon-texture model.They will be used as smooth image and feature image for segmentation and for targeting pad seeds,respectively.Then,two-phase direct energy segmentation based on Chan-Vese active contour model is applied to partitioning the cartoon image into a set of regions,from which the pad boundary is traced iteratively from the pad seed.A tracing algorithm based on scanning order is proposed to accurately trace the pad boundary,which effectively removes the epidermis attached to the pad without any post processing as well as solves the problem of over-segmentation of some small holes inside the pad.The experimental results demonstrate the utility of this approach in accurate delineation of various numbers of mammary pads from several sets of MRI images.     

HOW TALK BECOMES TEXT: INVESTIGATING THE CONCEPT OF ORAL REHEARSAL IN EARLY YEARS' CLASSROOMS

ABSTRACT:  The principle that emergent writing is supported by talk, and that an appropriate pedagogy for writing should include planned opportunities for talk is well researched and well understood. However, the process by which talk becomes text is less clear. The term 'oral rehearsal' is now commonplace in English classrooms and curriculum policy documents, yet as a concept it is not well theorised. Indeed, there is relatively little reference to the concept of oral rehearsal in the international literature, and what references do exist propose differing interpretations of the concept. At its most liberal, the term is used loosely as a synonym for talk; more precise definitions frame oral rehearsal, for example, as a strategy for reducing cognitive load during writing; for post-hoc reviewing of text; for helping writers to 'hear' their own writing; or for practising sentences aloud as a preliminary to writing them down. Drawing on a systematic review of the literature and video data from an empirical study, the paper will offer a theoretical conceptualisation of oral rehearsal, drawing on existing understanding of writing processes and will illustrate the ways in which young writers use oral rehearsal before and during writing.     

Program Assessments: Success Strategies for Three Canadian Teaching Centers

Program assessments are an essential part of the ongoing survival of teaching centers performed by faculty development personnel at institutions of higher education. Little research is available to guide developers in performing these assessments. In this article we describe assessments conducted at three Canadian universities and highlight the theoretical models used to guide the process. Reflections on the strengths and challenges are discussed for each program assessment for the purpose of assisting faculty developers in performing similar program assessments of their faculty development offices.

A Faculty Development Program for Nurse Educators Learning to Teach Online

As the College of Nursing at the University of Tennessee, Knoxville prepared to move their graduate programs online, a nursing faculty grass-roots movement led to the implementation of a faculty development program. This instructional design portfolio describes the design, development, implementation, and evaluation of this program, with the goal of identifying best practices in the design of programs for learning to teach online.     

Differentiating instruction for gifted students in regular education social studies classes

Educational reform movements are transforming the shape of schools. Classroom populations are becoming more diverse as the number of students with disparate learning needs increases. Revised standards and performance expectations in the area of social studies are requiring teachers to make major shifts in teaching practices and strategies. Differentiation of instruction is necessary to meet the varied learning needs of diverse learners in social studies classes, especially gifted students. Curriculum compacting provides time for enrichment and/or acceleration for gifted learners. Conceptual thematic units, questioning strategies, interest development centers, independent study programs, and mentor‐ships are enrichment opportunities which can be implemented in regular education social studies classes to meet the learning needs of gifted students.     

A Comparative Study of Black South African Children from Three Different Contexts

This study compares family characteristics and developmental outcomes of black children (N = 300) from 3 rural contexts in South Africa: the homeland, the resettlement, and the white-owned farms. Parents in the homeland were more likely to be married and had more education, less household crowding, and lower mobility than parents in the other 2 areas, and higher occupational status than parents from the farms. Child outcomes paralleled these differences in material resources and family stability. Children from the homeland scored higher than children from the resettlement or farms on head circumference, vocabulary, quantitative skill, and self-concept, with no significant differences between the latter 2 areas on these outcome variables. Children from the homeland also scored higher than resettlement children on weight, copying skill, and height, with children from the farms measuring lowest on height. Child outcomes were highly intercorrelated in all 3 residence areas, but correlations among family variables, and between family and child variables, showed different patterns across areas. Parent education, occupation, and crowding were the most consistent predictors of physical development, cognitive development, and self-concept. Family mobility and marital status, however, showed different relationships to other family variables and to child outcomes across the 3 environments. These results highlight the importance of studying children in multiple environmental contexts, because family characteristics are not associated uniformly across residence areas.     

Shaping Expectations: Defining and Refining the Role of Technical Services in New Resource Rollouts

ABSTRACT

From trial to implementation, technical services staff play an important role in shaping awareness and expectations of new or updated electronic resources. With appropriate message control during the rollout process, technical services staff can positively influence understanding and awareness of resources while keeping co-workers’ and patrons’ expectations in check. At the same time, by embracing this public service role, technical services acts as a full partner with public services in mediating resources to patrons. This article explores technical services’ public-facing role by describing a protocol for managing rollouts that emphasizes timing internal and external communications, providing training and support materials, and maintaining accuracy and objectivity in all rollout communications.