Age 26 cost-benefit analysis of the child-parent center early education program

Using data collected up to age 26 in the Chicago Longitudinal Study, this cost-benefit analysis of the Child-Parent Centers (CPC) is the first for a sustained publicly funded early intervention. The program provides services for low-income families beginning at age 3 in 20 school sites. Kindergarten and school-age services are provided up to age 9 (third grade). Findings from a complete cohort of over 1,400 program and comparison group participants indicated that the CPCs had economic benefits in 2007 dollars that exceeded costs. The preschool program provided a total return to society of $10.83 per dollar invested (18% annual return). The primary sources of benefits were increased earnings and tax revenues and averted criminal justice system costs. The school-age program had a societal return of $3.97 per dollar invested (10% annual return). The extended intervention program (4-6 years) had a societal return of $8.24 (18% annual return). Estimates were robust across a wide range of analyses including Monte Carlo simulations. Males, 1-year preschool participants, and children from higher risk families derived greater benefits. Findings provide strong evidence that sustained programs can contribute to well-being for individuals and society.     

Antibacterial and anti-biofilm activity of the lipid extract from <Emphasis Type="Italic">Mantidis ootheca</Emphasis> on <Emphasis Type="Italic">Pseudomonas aeruginosa</Emphasis>

The aim of this study is to assess the antibacterial and anti-biofilm properties of the lipid extract from Mantidis ootheca against the gentamycin resistant Pseudomonas aeruginosa. The chemical composition of the lipid extract and its relative proportion were determined using the technique of gas chromatography coupled with mass spectrometry (GC-MS). Antibacterial susceptibility tests were performed using a disc diffusion assay and the minimum inhibition concentration (MIC) was determined by way of the agar dilution method. The anti-biofilm test was carried out with crystal violet staining and scanning electron microscopy (SEM). There were 16 compounds detected, and the most abundant components were sesquiterpenoids, monoterpenes, and trace aromatic compounds. The MIC for P. aeruginosa was 4 mg/ml and the eradication effect on preformed biofilms was established and compared with a ciprofloxacin control. The results of our study indicated that a lipid extract from M. ootheca could be used as a topical and antibacterial agent with anti-biofilm activity in the future.     

Majoring in computer science: Causal models for women and men

Data taken from a questionnaire completed by 305 undergraduate students were used to test a causal model for predicting intent to major in computer science. The model, derived from an expectation × value theory framework, provided an acceptable fit to the data for both female and male samples. However, when the model was tested independently for males and females, there were some quantitative differences in the strength and significance of the causal paths. Attitudes toward mathematics appeared to play a more complex and stronger role in men's than in women's plans to major in computer science, while experience with computer science played a stronger, more positive role in women's than in men's plans.     

Individual differences in working memory, nonverbal IQ, and mathematics achievement and brain mechanisms associated with symbolic and nonsymbolic number processing

Individual differences in mathematics performance may stem from domain-general factors like working memory and intelligence. Parietal and frontal brain areas have been implicated in number processing, but the influence of such cognitive factors on brain activity during mathematics processing is not known. The relationship between brain mechanisms during symbolic and nonsymbolic number comparison and individual differences in working memory, nonverbal IQ, and mathematics achievement were investigated to determine possible associations with behavior and brain function. A number of brain areas showed correlations with working memory and number processing. For symbolic digits, working memory showed a positive relationship with brain activity in a network of bilateral parietal, temporal, and right frontal regions. For nonsymbolic dot arrays, working memory showed a negative relationship with several parietal and frontal brain areas. This relationship indicates differences between behavioral and brain function measures and points to the importance of working memory and basic number processing.     

Five Essential Practices for Communication: The Work of Instructional Coaches

The work of instructional coaches, both general and discipline-specific, has become increasingly important as more schools rely on their leadership for improvements in teaching and learning. Much of their work hinges upon their effective communication with teachers and school administrators. This article outlines five practices for instructional coaches to use in order to achieve and maintain effective communication; these five practices draw upon the author's prior work as an instructional coach and upon her own research. The practices are presented by sharing the voices of three mathematics instructional coaches, their teacher colleagues, and their school administrators.     

Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability

The purpose of this study is to introduce a measure of standards-based mathematics teaching practices, the Mathematics Scan (M-Scan), and to examine its validity and score reliability. First, we define standards-based mathematics teaching practices based on eight dimensions that have emerged in recent conceptualizations by researchers and in the context of existing observational measures. Second, we present three sources of validity evidence: content review by experts, analysis of response processes of coders, and convergent and discriminant patterns with existing observational measures. Third, we provide evidence of inter-coder (or inter-rater) reliability through analyses of variance components and calculation of reliability coefficients, using the framework of generalizability theory. Results show the M-Scan holds promise as a useful tool in mathematics education research, measuring indicators of standards-based teaching practices unique to the subject of mathematics.     

Implementation and outcomes of online self and peer assessment on group based honours research projects

Honours research projects in the School of Civil, Environmental and Mining Engineering at the University of Adelaide are run with small groups of students working with an academic supervisor in a chosen area for one year. The research project is mainly self-directed study, which makes it very difficult to fairly assess the contribution of individual students to a group-based research project. Until recently, a paper-based method of self and peer assessment (SPA) for the honours research projects was used to assess the projects. This was unsatisfactory for both students and academic staff, who found that the same mark was often awarded by the peers to each student without feedback. In 2010, therefore, an online SPA tool, SPARK, together with a set of newly developed assessment criteria, were used for SPA by the honours students. The new SPA criteria are based on teamwork and research skills, and the new rating scales reflect standard academic grades. Surveys of the students confirmed that they found the criteria and scales much more suitable for the assessment of group work and design projects.