Incorporating radiology into medical gross anatomy: Does the use of cadaver CT scans improve students' academic performance in anatomy?

Radiological images show anatomical structures in multiple planes and may be effective for teaching anatomical spatial relationships, something that students often find difficult to master. This study tests the hypotheses that (1) the use of cadaveric computed tomography (CT) scans in the anatomy laboratory is positively associated with performance in the gross anatomy course and (2) dissection of the CT‐scanned cadaver is positively associated with performance on this course. One hundred and seventy‐nine first‐year medical students enrolled in gross anatomy at Boston University School of Medicine were provided with CT scans of four cadavers, and students were given the opportunity to choose whether or not to use these images. The hypotheses were tested using logistic regression analysis adjusting for student demographic characteristics. Students who used the CT scans were more likely to score greater than 90% as an average practical examination score (odds ratio OR 3.6; 95% CI 1.4, 9.2), final course grade (OR 2.6; 95% CI 1.01, 6.8), and on spatial anatomy examination questions (OR 2.4; 95% CI 1.03, 5.6) than were students who did not use the CT scans. There were no differences in performance between students who dissected the scanned cadavers and those who dissected a different cadaver. These results demonstrate that the use of CT scans in medical gross anatomy is predictive of performance in the course and on questions requiring knowledge of anatomical spatial relationships, but it is not necessary to scan the actual cadaver dissected by each student. Anat Sci Educ 3: 56–63, 2010. © 2010 American Association of Anatomists.     

In search of well‐started beginning science teachers: Insights from two first‐year elementary teachers

The purpose of this qualitative case study was to explore what aspects of two first‐year elementary teachers' practices were most consistent with an inquiry‐based approach, what PCK served as a mechanism for facilitating these practices, and what experiences have mediated the nature and development of these teachers' PCK. For each of the participants data included audio‐recorded interviews, video‐recorded classroom observations, lesson plans, and samples of student work. Data analysis illustrated that both participants engaged their students in question‐driven investigations, the use of observational data, making connections between evidence and claims, and communicating those claims to others. Moreover, there was clear evidence in the findings of the study that a considerable degree of coherence existed between the two participants' knowledge on one hand and their instructional practices on the other hand. The participants perceived specific learning experiences during their programs as being critical to their development. The contribution of this study lies in the fact that it provides examples of well‐started beginning elementary teachers implementing inquiry‐based science in 2nd and 5th grade classrooms. Implications of the study include the need for the design of university‐based courses and interventions by which teacher preparation and professional development programs support teachers in developing PCK for scientific inquiry and enacting instructional practices that are congruent with reform initiatives. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:661–686, 2010     

Effects of an unsupervised pedometer-based physical activity program on daily steps of adults with moderate to severe asthma: a randomized controlled trial

Supervised exercise has shown benefits for subjects with asthma, but little is known about the effectiveness of unsupervised physical activity on this population. We investigated the effects of a 12-week unsupervised pedometer-based physical activity program on daily steps and on clinical and psychological parameters of adults with asthma. Clinically stable adults with moderate to severe asthma were encouraged to take daily 30-minute walks and were randomized to pedometer and control groups. The pedometer group received pedometers and individualized daily step targets. Changes in daily steps (average of steps taken during six consecutive days), six-minute walk test (6MWT), health-related quality of life, asthma control and anxiety and depression levels were assessed 12 weeks after intervention and 24–28 weeks after randomization. Thirty-seven participants were recruited and 30 completed the intervention. At 12 weeks, the groups differed significantly in daily steps (adjusted average difference, 2488 steps; 95% confidence interval [CI], 803 to 4172; p = 0.005) and in the 6MWT (adjusted average difference, 21.9 m; 95% CI, 6.6 to 37.3; p = 0.006). These differences were not significant 24–28 weeks after randomization. The program was effective in increasing daily steps of adults with moderate to severe asthma 12 weeks after intervention.     

The role of online communities of practice in promoting sociotechnical capital among science teachers

This study explores the diffusion of Web 2.0 technologies among science educators and the ways that these technologies are used to build teacher professional communities of practice (CoP) in life sciences and physical sciences. We used surveys and web analytics collected over a 21-month period to examine factors that motivate teachers to collaborate in these CoPs and the extent to which collaborative participation contributes to the development of sociotechnical capital and job outcomes, such as instructional practices and self-efficacy for science instruction. Results showed that only the lack of co-located peers at teachers’ schools predicted CoP participation. Participation did not predict job outcomes, but it did predict some aspects of sociotechnical capital, such as a cohesive climate and situated knowledge. In addition, sociotechnical capital was associated with job outcomes, including use of inquiry-based instruction, use of inquiry-based classroom activities and teacher self-efficacy. The lack of effect of most of the antecedent variables in predicting participation and the relatively minor role of participation in contributing to sociotechnical capital and job outcomes may be explained by floor effects on participation due to infrequent and ephemeral engagement of CoP members. Although participation rates were generally low, the positive association of participation with sociotechnical capital as well as generally favorable ratings of sociotechnical constructs suggest that online CoPs may have value for distributed science educators. Future research should address whether persistent participation by individuals is needed to build and sustain sociotechnical capital in online CoPs and to enhance development of participants’ teaching attitudes/practices.     

Parents’ perceptions of parent–teacher relationship practices in Dutch primary schools – an exploratory pilot study

This paper shows how parents’ perceptions of parent–teacher relationship practices differ between different types of schools with respect to children’s special needs and the socio-economic status of these children. Using a questionnaire, we compare parents’ views from two special education schools, two at-risk schools serving low SES-children, and two mainstream primary education schools in the southern part of the Netherlands. The theoretical framework is based on Epstein’s Model of Parental Involvement. The results illustrate that parents and teachers in special education and at-risk schools are very much accustomed to ‘two-way communication’, in contrast to mainstream schools, and that this is valued highly by these parents. Furthermore, teachers in special and at-risk schools are more familiar with interacting with parents, involve them more in decision-making and more often co-ordinate homework practice with parents.     

Exploring,Developing, Facilitating Individual Practice,While Learning to Become a Teacher of Art,Craft and Design

The artist teacher project set out to facilitate trainee teachers’ creative practice and inform their critical pedagogy in the classroom. The approach outlined in this article encouraged them to consider predictable and formulaic practice, and to question, reflect upon and challenge orthodoxies in their teaching of art, craft and design. They critically appraised their practice within a community of reflective practitioners in critical presentations, and in their reflective writing, and discussed and debated the contradictory positions between what they explored in their individual practices as artists and that experienced in the classroom. This project highlighted how fundamental the critical presentations were because the peer‐review, feedback and support, facilitated dialogue in a creative, dynamic space and community of practice. These ‘crits’ also became a forum for airing frustrations and trying to come to terms with the re‐emergence of their artist identities while at the same time, having to suppress many of their convictions and ideals in order to conform to what they found on school placement.     

Promoting historical contextualisation in classrooms: an observational study

The aim of this observational study is to explore how history teachers promote historical contextualisation in their lessons. Historical contextualisation is the ability to situate phenomena and individuals’ actions in the context of time, historical location, long-term developments, or specific events to give meaning to these phenomena and actions. Using the Framework for Analysing the Teaching of Historical Contextualisation (FAT-HC), five trained raters observed eight history teachers twice. To further analyse the observation scores, the FAT-HC items were divided into eight categories while distinguishing between items that demonstrate historical contextualisation and items focusing on engaging students in historical contextualisation processes. The results indicate that the teachers in the sample did not explicitly promote historical contextualisation in their lessons. No teacher obtained a mean FAT-HC score >2.00 on a four-point scale. The teachers mainly demonstrated historical contextualisation, while engaging students in historical contextualisation processes was observed far less often. The findings can be used to help teachers formulate domain-specific instruction to promote students’ ability to perform historical contextualisation.     

AN INVESTIGATION OF CRITICAL MASS: The Role of Latino Representation in the Success of Urban Community College Students

The community college has historically functioned as a primary access point to postsecondary education for Latino students. This study, an investigation conducted through an analysis of the Transfer and Retention of Urban Community College Students (TRUCCS) project, focuses on Latino students enrolled in urban “minority-majority” community colleges, where Latino students have a high representation. The specific interest of this research is the role and effect of the level of representation of Latino community college students on their academic outcomes. The relationship between the level of representation of Latinos, and the levels of academic success are analyzed in concert with other variables, such as, the level of representation of Latino faculty on campus, student age, attitude, academic integration, English ability and aspiration. Findings indicate a relationship between academic success of Latino community college students and the proportion of Latino students and faculty on campus. The findings thus suggest that a critical mass of Latinos may be a positive influence encouraging “minority” students to higher academic performance.     

Promoting historical contextualization: the development and testing of a pedagogy

The aim of this explorative study was to develop and test a pedagogy aimed at promoting students’ ability to perform historical contextualization. Teaching historical contextualization was conceptualized in terms of four pedagogical design principles: (1) making students aware of the consequences of a present-oriented perspective when examining the past, (2) enhancing the reconstruction of a historical context, (3) enhancing the use of the historical context to explain historical phenomena and (4) enhancing historical empathy. The effectiveness of these principles was explored in a lesson unit focusing on the seventeenth and eighteenth centuries. In a quasi-experimental pre-test–post-test design with experimental and control conditions, the effects of the pedagogy on 15- and 16-year-old students’ ability to perform historical contextualization were examined (n = 131). The results indicated that students in the experimental condition significantly improved their ability to perform historical contextualization compared to students in the control condition. These findings could be used to help teachers and other educational professionals design and implement historical contextualization tasks and instructions.