Research report

We examined ninth-grade students' explanations of chemical reactions using two forms of an open-ended essay question during a learning cycle. One form provided students with key terms to be used as 'anchors' upon which to base their essay, whereas the second form did not. The essays were administered at three points: pre-learning cycle, post-concept application, and after additional concept application activities. Students' explanations were qualitatively examined and grouped according to common patterns representing their understandings or misunderstandings. Findings indicated that more misunderstandings were elicited by the use of key terms as compared to the non-use of key terms in the pre-test. Misunderstandings in the key term essay responses generally involved the misuse of these terms and their association with the concept. Findings also indicated significant positive shifts in students' understanding over the learning cycle. No perceptible increase in understanding occurred after additional application activities. Differences in gender were observed, with females showing equal or greater understanding compared to males, contradicting reports that males typically outperform females in the physical sciences and supporting the need to reconstruct assessment techniques to better reveal the conceptual understandings of all students.     

Handy Manny and the Emergent Literacy Technology Toolkit

This paper outlines the use of a technology toolkit to support emergent literacy curriculum and instruction in early childhood education settings. Components of the toolkit include hardware and software that can facilitate key emergent literacy skills. Implementation of the comprehensive technology toolkit enhances the development of these critical literacy skills in learners at risk of academic difficulties.     

试着入睡

远处牧场里放羊的女孩已经辍学今年她十二岁,她的生活完了。夏天里我给聪明的弟弟找了份工厂里的工作他一辈子都呆在那儿。我曾和一个女人同住了四年后来她疯了,从医院里逃出来,搭车走遍全美各地,在惊吓中,在)地中一丝不挂,几乎每个让她搭车的男人都强暴过她。我的心辗转愤怒。