Teachers Working Cooperatively with Parents and Caregivers when Implementing LGBT Themes in the Elementary Classroom

Many teachers are interested in having a more inclusive multicultural education that includes lesbian, gay, bisexual, and transgender (LGBT) themes and gay-themed children's literature; unfortunately, research has found that many teachers do not implement gay themes in their multicultural education curriculum because of fear of criticism from parents and administrators, lack of professional training, and their own negative attitudes. Moreover, the most common topic that surfaces during teacher discussions are concerns over parental objections. This article will detail techniques and strategies when implementing LBGT themes and gay-themed children's literature in the classroom and how to deal positively, cooperatively, and proactively with parents and caregivers.     

SCAR分子标记监测菌群中的哈茨木霉

研究目的：开发具有种属特异性序列特征性扩增区域（SCAR）标记物来监测哈茨木霉在其入侵的试验菌群中的定殖和生长,为哈茨木霉应用于生物防治等生态和生物技术中提供支撑。 创新要点：多种木霉属真菌能与各种微观和宏观的生物有机体建立相互作用。利用这些相互作用,木霉可做为原生种群的入侵物种而用于生物防治。本文通过使用试验菌群为研究模型,利用随机扩增多态性DNA（RAPD）技术和序列特征性扩增区域（SCAR）标记物来监测菌群中哈茨木霉的生长状态。 研究方法：利用随机扩增多态性DNA（RAPD）技术,从16个10聚体引物进行多态性筛选,其中1个引物扩增出对应哈茨木霉的条带。对该条带进行克隆测序,并设计5个20-23聚体引物。成功利用引物对2F2／2R2和2F2／2R3278分别特异性地扩增出哈茨木霉BpTloa菌株278bp和448bp的DNA片段。同时,用这两个引物对14个哈茨木霉菌株和几种不同的真菌菌株进行特异性对照试验,也只成功扩增出哈茨木霉菌株。此外,使用真菌DNA混合物和试验真菌群的DNA为模板,采用实时聚合酶链式反应（PCR）对引物对2F2／2R2进行评估。当仅使用100份SCAR标记物或哈茨木霉仅占整个菌群的0．1％时,仍能检测出哈茨木霉。 重要结论：本研究所建立的SCAR分子标记能有效监测菌群中的哈茨木霉的定殖和生长,具有较高特异性、灵敏度和准确度。     

Changes in students’ self-efficacy when learning a new topic in mathematics: a micro-longitudinal study

Educational Studies in Mathematics - Self-efficacy in mathematics is related to engagement, persistence, and academic performance. Prior research focused mostly on examining changes to...     

The role of counselors serving deaf or hard of hearing students in public schools

Since enactment of Public Law 94-142, residential schools for d/Deaf or hard of hearing (d/Dhh) students have lost enrollment to public schools. Public school counselors now must meet d/Dhh students' counseling needs. There is little literature on if and how counselors are doing this. The present study used a survey to evaluate the job satisfaction and expectations of 22 counselors working with d/Dhh students in programs across the United States. Follow-up interviews were conducted with 6 participants functioning as counselors for d/Dhh students. Results indicated that the counselors were generally pleased with their role, which, however, diverged markedly from the American School Counselor Association (2003) national model. The interviews revealed 5 themes that may be unique to counselors serving d/Dhh students in public schools: Authority Based on Experience, Director     

Extension Procedures for Confirmatory Factor Analysis

We present factor extension procedures for confirmatory factor analysis that provide estimates of the relations of common and unique factors with external variables that do not undergo factor analysis. We present identification strategies that build upon restrictions of the pattern of correlations between unique factors and external variables. The first restriction minimizes the sum of squared correlations between unique factors and external variables. This approach is similar to the traditional factor extension procedure. The second restriction minimizes the complexity of the pattern of external correlations of unique factors. This approach has similarities with the simple structure ideal imposed on most factor rotation strategies. The procedures are illustrated with a real data example that demonstrates their applicability to real-world research questions.     

Studying the classroom implementation of tasks: High-level mathematical tasks embedded in ‘real-life’ contexts

Mathematical tasks embedded in real-life contexts have received increased attention by educators, in part due to the considerable levels of student engagement often triggered by their motivational features. Nevertheless, it is often challenging for teachers to implement high-level (i.e., cognitively demanding), real-life tasks in ways that exploit their motivational features without overshadowing the mathematics involved. This paper proposes an analytic framework for describing and explaining the classroom implementation of different kinds of tasks, and uses this framework to analyse a classroom episode where a secondary teacher implemented with low fidelity a high-level, real-life mathematical task. Implications for research are discussed.     

Stockholm's 17 SK: a case study in community football

17 SK is a community sports club based in Stockholm, Sweden. Its members play different sports, but the football groups are by far the most popular. In this paper, we want to sketch the history of the club and reflect on the aspects of its football activities that seem most relevant from a social and political perspective: gender, integration, community building and matters of organization. We are both co-founders and board members of the club and regularly partake in its activities. The article is therefore mainly based on participatory observation and on numerous discussions we have had with other 17 SK participants over the past three years.