In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice

This study examines the development of ways of documenting and portraying science teachers' pedagogical content knowledge (PCK). As a result of a longitudinal study into science teachers' pedagogical content knowledge, a method is developed for capturing and portraying PCK that comprises two important elements. The first is linked to the particular science content, termed Content Representation (CoRe), and the second is linked to teaching practice, termed Professional and Pedagogical experience Repertoire (PaP‐eR). Through this approach new understandings of PCK emerge that are of interest in terms of both academic (knowledge building about PCK) and teaching perspectives. This study includes a full CoRe and one PaP‐eR and fully demonstrates how these two elements interact to begin to portray science teachers' pedagogical content knowledge. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 370–391, 2004     

The Good, the Bad, and the Ugly: Developing Placement Services for Liberal Arts Undergraduates

In Fall 2002, the University of Missouri-Columbia began a new initiative to develop placement services for liberal arts students. Placement services had never before been offered to this student population and the MU Career Center was designated as the principal creator, administrator and provider of these career services. The Career Center staff decided the most effective approach would be to develop a strategic plan that reflected the needs, values, and desires of our faculty, student, and employer constituents. We conducted an environmental scan, collected substantial data and gathered campus feedback. After careful analysis, we developed a dynamic and responsive strategic plan that would meet our goals and achieve success with our financial, organizational, and human resources in mind.     

Into the Unknown: Examining Neural Representations of Parent–Adolescent Interactions

The parent–adolescent relationship is important for adolescents’ emotion regulation (ER), yet little is known regarding the neural patterns of dyadic ER that occur during parent–adolescent interactions. A novel measure that can be used to examine such patterns is cross-brain connectivity (CBC)—concurrent and time-lagged connectivity between two individuals’ brain regions. This study sought to provide evidence of CBC and explore associations between CBC, parenting, and adolescent internalizing symptoms. Thirty-five adolescents (mean age = 15 years, 69% female, 72% Non-Hispanic White, 17% Black, 11% Hispanic or Latino) and one biological parent (94% female) completed an fMRI hyperscanning conflict discussion task. Results revealed CBC between emotion-related brain regions. Exploratory analyses indicated CBC is associated with parenting and adolescent depressive symptoms.     

Extracurricular Activities,Screen Media Activity,and Sleep May Be Modifiable Factors Related to Children’s Cognitive Functioning: Evidence From the ABCD Study®

This study used a machine learning framework in conjunction with a large battery of measures from 9,718 school-age children (ages 9–11) from the Adolescent Brain Cognitive Development^SM (ABCD) Study to identify factors associated with fluid cognitive functioning (FCF), or the capacity to learn, solve problems, and adapt to novel situations. The identified algorithm explained 14.74% of the variance in FCF, replicating previously reported socioeconomic and mental health contributors to FCF, and adding novel and potentially modifiable contributors, including extracurricular involvement, screen media activity, and sleep duration. Pragmatic interventions targeting these contributors may enhance cognitive performance and protect against their negative impact on FCF in children.     

The Impacts of COVID-19 on Early Childhood Education: Capturing the Unique Challenges Associated with Remote Teaching and Learning in K-2

Early Childhood Education Journal - Due to the COVID-19 pandemic, schools across North America closed to in person learning in March 2020. Since then, it has become increasingly clear that physical...     

“I Wanna Be in the Room Where It Happens”…: Using Curriculum Mapping to Support the Information Literacy Goals of Online Programs

Embedding information literacy and instruction within an online program can be a difficult process to begin. Curriculum mapping guides librarians to the courses where their services can have the most impact. However, curriculum mapping can seem like an overwhelming and unwieldly process. This case study demystifies the process and shows how simple and effective curriculum maps can be designed and utilized. Particularly in environment with a single librarian dedicated to online outreach serving as a coordinator for other subject liaison librarians, curriculum mapping is a tool that allows for clear communication, outreach and systematic assessment. This paper will provide an overview of how the curriculum maps were developed, how they were used for communication and outreach both within and outside the Libraries, and ideas for programmatic assessment based upon the maps.