Characterizing mentoring capital in a residency program through mentor’s voices

The purpose of our study was to examine mentors’ conceptualizations of mentoring residents (preservice teachers) in a teacher residency program. Understanding the nuances of mentoring in a year-long placement in a mentor’s classroom may further illuminate mentoring in this context. In this qualitative, longitudinal study, we used constant comparative analysis to allow the data to drive recurring patterns and ideas linked to real-life situations and values coding to examine mentors’ conceptualizations of mentoring in a residency program. Residents enrolled in the federally-funded Teaching Residency Program for Critical Shortage Areas program were placed in a high-need urban secondary school for a year-long clinical experience to work alongside mentors, who had a non-evaluative role. By examining mentors’ conceptualizations of mentoring in this particular context, our data reveal aspects of their agency that reflected three main themes: (a) professional altruism, (b) extant knowledge, and (c) resident as stimulus. Our findings add to the research on mentoring by illuminating the voices of mentors to describe how they conceptualized mentoring and to further examine their motivations for mentoring, contributions to the mentee, and professional gains.     

Media Naturalness and Online Learning: Findings Supporting Both the Significant- and No-Significant-Difference Perspectives

Is the use of an online course delivery format, when compared with the more traditional face‐to‐face format, good or bad in the context of university education? Those who subscribe to the no‐significant‐difference perspective argue that online delivery is good, because it allows students with time and geographic distance constraints to obtain the education that they need, with no significant negative impact on the quality of the learning experience. Others argue that online delivery is bad, advocating a version of the competing significant‐difference perspective, because the electronic communication media used for online delivery are not rich or natural enough to enable effective learning. This study contrasted students perceptions and grades in two different sections of the same course: one delivered entirely online and the other delivered face to face. Data were collected and analyzed at two points in time, namely, at the middle and end of a long semester. The study found support for both the no‐significant‐ and significant‐difference perspectives. At the middle of the semester, students in the online condition perceived communication ambiguity as significantly higher, and also obtained significantly lower grades, than students in the face‐to‐face condition. At the end of the semester, no significant differences were found.     

Interpreting Research on Parent Involvement and Connecting it to the Science Classroom

As part of a larger project, we found that there are very few articles focusing on the relationship between parent involvement and student achievement in science. Furthermore, most studies are quantitative in nature (based on large-scale surveys). Despite the gaps identified, there are many consistent findings across various studies that could be transferred to the science-learning context, for example, the significant effect of parents' aspirations/expectations on student achievement. To better present the findings from our review of the literature, we proposed a model for organizing the various categories of parent involvement at school into three dynamic dimensions: home environment, parents and school/community, and students and school/community. We feel that this model provides a framework for recognizing the roles that parents and their children may be already playing (agency) in triggering involvement at home, at school, and/or with community organizations.     

Faculty as Learners: Developing Thinking Communities

The shifting demographics of faculty ranks, expansion of faculty work, and the expectations of accountability and revenue production place new demands on today’s faculty. Collaborating with other faculty members is one option for easing workload demands and reinvigorating faculty members in the conduct of their teaching and research. In this article we discuss the importance of collaboration among faculty members in deriving new strategies for the classroom and approaches to research, and we provide suggestions for moving beyond short term collaborations and toward the creation of thinking communities that have the potential to re-energize faculty members and bring passion back to their work.     

A promising science and literacy instructional model with Hispanic fifth grade students

Abstract

This study evaluated the Science and Literacy Instructional Model aimed at helping primarily Hispanic bilingual/English Learners (ELs) and economically disadvantaged fifth grade students with science achievement as measured by high-stakes standardized science achievement scores. The model combined purposeful planning, innovative academic vocabulary instruction, and a Lesson Design Lab. Difference-in proportions tests were used to determine if students at two school campuses showed positive achievement gains on a state science test. This study found statistically significant results with medium to large effect sizes at both campuses. Findings contribute to much needed research, practice, and policy in the area of effective models to assist both teachers and students in an era of high-stakes testing.     

Gender influence on the adaptation of atrial performance to training

Background: High-intensity training has been associated with atrial remodelling and arrhythmias in men. Our purpose was to analyse atrial performance in female endurance athletes, compared to male athletes and controls. Methods: This was a cross-sectional study. We included four groups: female athletes, females controls, male athletes and male controls. Left (LA) and right atrial (RA) volumes and function were assessed using 2D and speckle-tracking echocardiography to determine peak atrial strain-rate at atrial (SRa) and ventricular contraction (SRs), as surrogates of atrial contractile and reservoir function, respectively. ANOVA and Bonferroni’s statistical tests were used to compare variables among groups. Results: We included 82 subjects, 39 women (19 endurance athletes, 20 controls) and 43 men (22 endurance athletes, 21 controls). Mean age was similar between groups (36.6?±?5.6 years). Athletes had larger bi-atrial volumes, compared to controls (women, LA 27.1 vs. 15.8?ml/m², p?<?0.001; RA 22.31 vs. 14.2?ml/m², p?=?0.009; men, LA: 25.0 vs. 18.5?ml/m², p?=?0.003; RA 30.8 vs. 21.9?ml/m², p?<?0.001) and lower strain-rate (women, LASRa ?1.60 vs. ?2.18?s^?1, p?<?0.001; RASRa ?1.89 vs. ?2.38?s^?1, p?=?0.009; men, LASRa ?1.21 vs. ?1.44?s^?1, p?=?1; RASRa ?1.44 vs. ?1.60?s^?1, p?=?1). However, RA indexed size was lower and bi-atrial deformation greater in female athletes, compared to male athletes. Conclusions: The atria of both male and female athletes shows specific remodelling, compared to sedentary subjects, with larger size and less deformation at rest, particularly for the RA. Despite a similar extent of remodelling, the pattern in women had greater bi-atrial myocardial deformation and smaller RA size.     

Affective and associative qualities in the learning styles of Chicanos and Anglos

The role of affective and associative meaningfulness in the learning styles of Chicanos and Anglos was examined in the present study. Sixty-four Chicano and Anglo undergraduates were compared on their learning of affectively and associatively assessed consonant-vowel-consonant trigrams. Chicanos did not differ from Anglos in their reliance on the affective relative to the associative dimension of meaningfulness in their learning style. However, Chicanos differed significantly from Anglos in affective learning style, manifesting a greater propensity to learn their liked materials more readily than their disliked materials. It was further found that while the performance of the two ethnic groups was comparable in the disliked condition, the Chicano subjects performed significantly better than the Anglo subjects in the liked condition. It is suggested that the intensified Chicano sensitivity to affective meaningfulness is consistent with their cultural concerns.     

Online Career and Technical Education in the Community College

ABSTRACT

Very little empirical research has been conducted about online career and technical education (CTE). Despite the continuing enrollment growth in online education (Lokken, 2016) and the national emphasis on CTE as a means of boosting the economy (D’Amico, Morgan, Katsinas, & Friedel, 2014), relatively little is understood about the scope and impact of online CTE at the community college. In this article, I briefly summarize existing empirical literature about online CTE.