Understanding the Induction of a Science Teacher: The Interaction of Identity and Context

The demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching? Specifically, we sought to understand how a beginning science teacher’s identities interact with the teaching context; how this interaction shapes his use of reform-minded teaching practice; and how the negotiation of identity, context, and practice influence a novice teacher’s employment decisions. The study involved 2 years of data collection; data included classroom and school observations, questionnaires, interviews, and teaching artifacts (such as lesson plans and assessments). The results demonstrate how conflicts in identities, institutional expectations, and personal dispositions of this novice influenced his transition in becoming a member of his school community. Implications of these interactions for teacher preparation and support are provided.     

Liberating learning object design from the learning style of student instructional designers

Learning objects are a new form of learning resource, and the design of these digital environments has many facets. To investigate senior instructional design students' use of reflection tools in designing learning objects, a series of studies was conducted using the Reflective Action Instructional Design and Learning Object Review Instrument tools. Analysis revealed that most participants found the reflection questions useful in design but also that intensive use of the tools is needed to free learning object design from the personal learning traits of the designers.     

Perceptions of elementary teachers on the instructional leadership role of school principals

In this research, elementary school principals＇ instructional leadership behavior was evaluated based on the perceptions of elementary school teachers. The research is believed to contribute to the development of instructional leadership behavior of elementary school principals for the development of school organization. A ＂semi-structured interview technique＂, one of the qualitative research methods in the literature was used in the research. The study group was made up of elementary school teachers working in Nigde, Turkey, during the 2008-2009 academic year. For the study sample, one teacher from each school was selected at random, resulting in group of twenty elementary school teachers. Based on the content analysis, five themes of instructional leadership behavior were found. These themes are： （1） determination of the school＇s purpose; （2） management of instruction; （3） evaluation of students; （4） support to teachers; and （5） creation of a regular learning-teaching environment.     

Exploring the impacts of school reforms on underrepresented urban students’ college persistence

This longitudinal quantitative study investigates how participation in the Comprehensive College Readiness Access and Success Program (CCRASP) affects underrepresented urban students’ college persistence. Results revealed that CCRASP participation was associated with higher percentages of students enrolling in both 2- and 4-year colleges as sophomore students. As school leaders and policy makers seek to make all urban students college and career ready, these findings further solidify current urgencies to re-visit K–12 student academic and counselling services. It also provides school leaders and educators with practical information and reform ideas to improve underprivileged students’ persistence and success.     

Effects of specimen haemolysis on complete blood count results by Abbott Alinity hq System

IntroductionThe current study aimed to assess the interference of in vitro haemolysis on complete blood count (CBC) using Abbott Alinity hq system, and to determine which haemolysis levels affect the reliability of sample results.Materials and methodsBlood samples obtained from 25 volunteers in K3-EDTA tubes were divided into four aliquots. The first aliquot was not subjected to any intervention. The second, third and fourth aliquots were passed through a fine needle 2, 4 and 6 times, respectively. Complete blood count was performed by multi-angle polarized scatter separation technology and haemolysis index (HI) was assessed from the plasma samples separated by centrifugation. Five groups were formed according to the HI values. The percentage biases between the results of non-haemolysed and haemolysed groups were compared with the desirable bias limits from The European Federation of Clinical Chemistry and Laboratory Medicine database and reference change values (RCVs).ResultsIn groups 1 to 4, the effects of haemolysis on CBC parameters were acceptable comparing to the analytical bias except for lymphocytes (7.26%-7.42%), MCH (2.59%), and MCHC (0.47%-2.81%). Results of group 5 (gross haemolysis) showed decreases in HCT(- 4.56%), RBC (- 4.07%) count and increase in lymphocyte (11.60%) count higher than the analytical performance specifications. Moreover, variations in MCH (4.65%) and MCHC (5.24%) were exceeding the RCVs.ConclusionsGross haemolysis (haemoglobin concentration > 10 g/L) is likely to produce unreliable CBC results on non-pathological samples. Further studies including pathological specimens are needed.