Using computers to Analyze Item Response Data

A survey of existing item analysis programs shows that the information provided by most of the programs is either inappropriate for guiding instruction or too difficult for practitioners to use. Studies comparing the performance of IRT item calibration programs are summarized. Future directions for the development of item analysis programs are discussed.     

An Analysis of Teacher Discourse that Introduces Real Science Activities to High School Students

Most academic science educators encourage teachers to provide their students with access to more authentic science activities. What can and do teachers say to increase students’ interests in participating in opportunities to do real science? What are the discursive resources they draw on to introduce authentic science to students? The purpose of this ethnographic and discourse-analytic study is to investigate the ways in which the activities of scientists are discursively presented to high school students in a biology/career preparation course. Data sources were collected by means of observation, field notes, interviews, and videotaped lessons in an eleventh-grade biology/career preparation course. Drawing on discourse analysis, we investigate the discursive resources—or, more specifically and technically, the interpretative repertoires—teachers used to explain and promote opportunities to engage students in real science activities. Our analysis identifies and characterizes six types of interpretative repertoires: specialized, a-stereotypical, relevant, empirical, emotive, and rare-opportunity. To better understand the “big picture” of how these discursive resources are drawn on in the classroom, we also report on the frequencies of the repertoires in the discourse and the ways in which repertoires changed in the course of teacher-student interactions. The findings of this case study offer teachers and researchers with a better understanding of how specific forms of discourse—i.e., the repertoires—can serve as resources to enhance teacher-introduction of authentic science to students and provide students a bridge between school and authentic science.     

Value of video-assisted thoracoscopic surgery in the diagnosis and treatment of pulmonary tuberculoma: 53 cases analysis and review of literature

Tuberculoma of the lung is one of manifestations in tuberculosis and usually presents as a solitary pulmonary nodule (SPN). It is difficult to differentiate tuberculoma from SPN by other benign or malignant diseases. At present, the crucial role of video-assisted thoracoscopic surgery (VATS) in diagnosis and treatment of pulmonary diseases has been well acknowledged. Here, we reported 53 patients undergoing VATS resection for tuberculomas in our series. No postoperative mortality was found and only two patients experienced prolonged air-leakage (>7 d) and two had minor wound infections that were recovered after anti-tuberculosis or antibiotic treatment. Anti-tuberculosis chemotherapy from 6 to 12 months was routinely used postoperatively. We conclude that VATS is a satisfactory tool for the diagnosis and treatment of tuberculoma and can also establish a reliable diagnosis for all patients with SPNs.     

Chest wall abscess due to Prevotella bivia

Prevotella bivia is associated with pelvic inflammatory disease. A 77-year-old man developed a rapidly growing chest wall abscess due to P. bivia within days. He underwent surgical resection of the infected area; his postoperative course was uneventful. This is the first case of chest wall abscess due to P. bivia infection. Its correct diagnosis cannot be underestimated because fulminant infections can occur in aged or immunocompromised patients if treated incorrectly. Prompt, appropriate surgical management, and antibiotic therapy affect treatment outcome.      

Analysis of conservative systems by approximating area-preserving point mapping

The reduction of the study of continuous dynamical systems to the study of point mappings was first effected by Poincaré, and later more generally by Birkhoff, in the conservative case. However, the analytical expressions of these mappings are, in most cases, rather complicated or even unknown. This paper deals with the construction of area- preserving polynomial point mappings in the plane osculating the actual one (also area preserving) to a certain degree. These mappings can be used for an approximate study of the behaviour of solutions in a neighbourhood of the origin taken as a fixed point. To illustrate this approach, some numerical examples are given.     

Factors Affecting Teachers’ Adoption of Technology in Classrooms: Does School Size Matter?

Researchers in educational technology have searched for factors to explain teachers’ acceptance and resistance to using technology for instruction. Among the many identified factors, however, organizational and school factors have not yet been explored and discussed. This study investigates the effects of school size on science and mathematics teachers’ adoption of technology in classrooms. Using national survey data collected from 940 science and mathematics teachers at junior high schools in Taiwan, we employed factor analyses, log-linear analyses, and three-way ANOVA techniques to examine interactions among school factors and teacher factors. Results obtained from the log-linear analyses suggested that both the interactions of school region with school size and school size with technology users were needed to explain teachers’ use of educational technology in classrooms. It appears that teachers at small schools were more likely to use technology for instructional purposes. Additionally, results of the study revealed that teachers at small schools tended to have positive attitudes toward technology use and that among users of educational technology in southern Taiwan, teachers at small schools designed and used significantly more instructional activities with technology. This study suggests that small schools provide a better environment for science and mathematics teachers to implement educational technology in instruction.     

From authoritative discourse to internally persuasive discourse: discursive evolution in teaching and learning the language of science

Learning science interpreted in existing theoretical frameworks often means that students are assimilated, accommodated or enculturated from the entity of the vernacular world to the entity of the scientific world. However, there are some unsolved questions as to how students can best learn purely a new language or new knowledge of science. The purpose of this study is to conduct microanalysis of moment-to-moment interactions in order to understand how science language is taught and learned in details. Informed by Bakhtin’s dialogism, the analysis indicates that learning science is a process of appropriating authoritative discourse into internally persuasive discourse. Based on our analysis and findings, we propose the framework of discursive evolution to describe the process of teaching and learning the language of science. Four different stages of discursive evolution are identified to demonstrate the discursive changes during the course of science teaching and learning discourse: (a) using deictic references to connect scientific terminologies, (b) understanding science terminologies through its derivatives, (c) communicating science practices conventionally through science terminologies, and (d) communicating science practices innovatively through mutated science terminologies. The findings suggest that science teaching and learning comprise a heterogeneous process which draws on both science and non-science language and is a constantly evolving process. Understanding teaching and learning as a heterogeneous and constantly evolving process allows us to reunite the roles of teachers and students as mutually responsible collaborators rather than science knowledge givers and consumers.     

Finite element analysis of helical flows in human aortic arch: A novel index

This study investigates the helical secondary flows in the aortic arch using finite element analysis. The relationship between helical flow and the configuration of the aorta in patients of whose three-dimensional images constructed from computed tomography scans was examined. A finite element model of the pressurized root, arch, and supra-aortic vessels was developed to simulate the pattern of helical secondary flows. Calculations indicate that most of the helical secondary flow was formed in the ascending aorta. Angle α between the zero reference point and the aortic ostium (correlation coefficient (r) = −0.851, P = 0.001), the dispersion index of the cross section of the ascending (r = 0.683, P = 0.021) and descending aorta (r = 0.732, P = 0.010), all correlated closely with the presence of helical flow (P < 0.05). Stepwise multiple linear regression analysis confirmed angel α to be independently associated with the helical flow pattern in therein (standardized coefficients = −0.721, P = 0.023). The presence of helical fluid motion based on the atherosclerotic risks of patients, including those associated with diabetes, hypertension, hyperlipidemia, or renal insufficiency, was also evaluated. Numerical simulation of the flow patterns in aortas incorporating the atherosclerotic risks may better explain the mechanism of formation of helical flows and provide insight into causative factors that underlie them.     

From academic achievement to career development: does self-regulated learning matter?

International Journal for Educational and Vocational Guidance - While previous research emphasized the effects of self-regulated learning on academic achievement, this study expands the scope of...     

Design of an e-diploma system based on consortium blockchain and facial recognition

Education and Information Technologies - Paper certificates are difficult to carry, easy to lose, easy to forge and with&nbsp;other security issues, which were not solved until the emergence of...