Evaluation of Online, On-Demand Science Professional Development Material Involving Two Different Implementation Models

This report presents pilot-test results for a science professional development program featuring online, on-demand materials developed by the National Science Teachers Association. During the spring 2006 semester, 45 middle school teachers from three different school districts across the United States participated in a professional development program designed to facilitate content knowledge and skills in the area of Newtonian force and motion. Participants from one of the school districts experienced a full-day instructor-led workshop along with two web-based seminars with a content-area expert. This was followed by a 4-week period of time in which they had access to self-directed, online, on-demand instructional materials that included activities, information, simulations, examples, and practice with immediate feedback over the targeted outcomes. Participants from the two other school districts only had access to the online materials with no instructor-led experience. This report documents positive gains in achievement as well as levels of confidence in teaching the material within all of the professional development groups. Data about the use of specific features within the online material are included, as well as completion rates and attitude survey results. Recommendations for future study are also included.     

Global and regional cardiac function in lifelong endurance athletes with and without myocardial fibrosis

The aim of the present study was to compare cardiac structure as well as global and regional cardiac function in athletes with and without myocardial fibrosis (MF). Cardiac magnetic resonance imaging with late gadolinium enhancement was used to detect MF and global cardiac structure in nine lifelong veteran endurance athletes (58?±?5 years, 43?±?5 years of training). Transthoracic echocardiography using tissue-Doppler and myocardial strain imaging assessed global and regional (18 segments) longitudinal left ventricular function. MF was present in four athletes (range 1–8?g) and not present in five athletes. MF was located near the insertion points of the right ventricular free wall on the left ventricle in three athletes and in the epicardial lateral wall in one athlete. Athletes with MF demonstrated a larger end diastolic volume (205?±?24 vs 173?±?18?ml) and posterior wall thickness (11?±?1 vs 9?±?1?mm) compared to those without MF. The presence of MF did not mediate global tissue velocities or global longitudinal strain and strain rate; however, regional analysis of longitudinal strain demonstrated reduced function in some fibrotic regions. Furthermore, base to apex gradient was affected in three out of four athletes with MF. Lifelong veteran endurance athletes with MF demonstrate larger cardiac dimensions and normal global cardiac function. Fibrotic areas may demonstrate some co-localised regional cardiac dysfunction, evidenced by an affected cardiac strain and base to apex gradient. These data emphasize the heterogeneous phenotype of MF in athletes.     

Strategies to increase the representation ofwomen on the academic staff of the Faculty of Medicineat Monash University

This study used focus groups to develop strategies toincrease the representation of women in the seniorlevels of academia in the Medical Faculty at MonashUniversity. The aims of the study were to: raiseawareness of a wide group of Faculty members on issuesassociated with equal opportunity; achieve greaterinvolvement in implementation of equal opportunitystrategies; and to obtain a broad base of opinions andideas from which to develop strategies that wouldincrease the representation of women on the academicstaff of the Faculty. The focus group method of datagathering resulted in `faculty ownership' ofaffirmative action and an implementation plan that hashigh priority and incorporates a number of peoplecommitted to achieving the target outcomes.     

The Efficacy of Repeated Reading and Wide Reading Practice for High School Students with Severe Reading Disabilities

This experimental study was conducted to examine the efficacy of repeated reading and wide reading practice interventions for high school students with severe reading disabilities. Effects on comprehension, fluency, and word reading were evaluated. Participants were 96 students with reading disabilities in grades 9–12. Students were paired within classes and pairs were randomly assigned to one of three groups: repeated reading ( N  = 33), wide reading ( N  = 34), or typical instruction ( N  = 29). Intervention was provided daily for approximately 15–20 minutes for 10 weeks. Results indicated no overall statistically significant differences for any condition, with effect sizes ranging from −.31 to .27. Findings do not support either approach for severely impaired readers at the high school level. We hypothesize that these students require more intensive interventions that include direct and explicit instruction in word- and text-level skills as well as engaged reading practice with effective feedback.     

Science for the handicapped‐gifted child

Teachers and administrators who participate in developing a philosophy statement for gifted education learn more about the field and are able to realistically apply what they have learned to their specific responsibilities.     

Place-responsive pedagogy: learning from teachers’ experiences of excursions in nature

The nature-based excursion has been a significant teaching strategy in environmental education for decades. This article draws upon empirical data from a collaborative research project where teachers were encouraged to visit natural areas to provide an understanding of their roles and experiences of planning and enacting excursions. The analysis indicates that teachers’ sensitisation towards place was aided by collaboration, advance planning visits and the very practice of making place-responsive excursions with pupils. The authors build on the analysis to propose a theory of place-responsive pedagogy. At its core, place-responsive pedagogy involves the explicit efforts to teach by means of an environment with the aim of understanding and improving human–environment relations. Some implications for teacher professional development are offered.