Sensory Processing in Rhesus Monkeys: Developmental Continuity,Prenatal Treatment,and Genetic Influences

Neonatal sensory processing (tactile and vestibular function) was tested in 78 rhesus macaques from two experiments. At ages 4–5 years, striatal dopamine D₂ receptor binding was examined using positron emission tomography. At ages 5–7 years, adult sensory processing was assessed. Findings were: (a) prenatal stress exposure yielded less optimal neonatal sensory processing; (b) animals carrying the short rh5‐HTTLPR allele had less optimal neonatal sensory scores than monkeys homozygous for the long allele; (c) neonatal sensory processing was significantly related to striatal D₂ receptor binding for carriers of the short allele, but not for animals homozygous for the long allele; and (d) there was moderate developmental continuity in sensory processing from the neonatal period to adulthood.     

Want to Improve Undergraduate Thesis Writing? Engage Students and Their Faculty Readers in Scientific Peer Review

One of the best opportunities that undergraduates have to learn to write like a scientist is to write a thesis after participating in faculty-mentored undergraduate research. But developing writing skills doesn't happen automatically, and there are significant challenges associated with offering writing courses and with individualized mentoring. We present a hybrid model in which students have the structural support of a course plus the personalized benefits of working one-on-one with faculty. To optimize these one-on-one interactions, the course uses BioTAP, the Biology Thesis Assessment Protocol, to structure engagement in scientific peer review. By assessing theses written by students who took this course and comparable students who did not, we found that our approach not only improved student writing but also helped faculty members across the department--not only those teaching the course--to work more effectively and efficiently with student writers. Students who enrolled in this course were more likely to earn highest honors than students who only worked one-on-one with faculty. Further, students in the course scored significantly better on all higher-order writing and critical-thinking skills assessed.     

SMEC (her/his)tories

This collection of historical accounts provides diverse perspectives on the structure and culture of the community of researchers who completed their studies under the mentorship of researchers at SMEC. These her/histories provide multiple perspectives on the goals and values that motivated educators to become SMEC scholars.     

Anatomical Sciences Education Vol. 4, Issue 5, 2011 Cover Image

Drawing session from an art and anatomy workshop for medical students at the University of Texas Health Science Center at San Antonio and art students at the University of Texas at San Antonio. A current trend in medical education is to integrate aspects of the humanities into the medical school curriculum. In this issue of ASE, Dr. Charleen Moore and her colleagues describe an art and anatomy workshop that uses drawing exercises to increase observational skills, to foster the development of humanistic sensitivities, and to emphasize the emotional aspects of dealing with mortality. (Photograph by Penelope Borchers).     

Sustainability of a Scale-Up Intervention in Early Mathematics: A Longitudinal Evaluation of Implementation Fidelity

Research Findings: We evaluated the fidelity of implementation and the sustainability of effects of a research-based model for scaling up educational interventions. The model was implemented by 64 teachers in 26 schools in 2 distal city districts serving low-resource communities, with schools randomly assigned to condition. Practice or Policy: Although a logical expectation would be that, after the cessation of external support and professional development provided by the intervention, teachers would show a pattern of decreasing levels of fidelity, these teachers actually demonstrated increasing levels of fidelity, continuing to demonstrate high levels of sustained fidelity in their implementation of the underlying curriculum 2 years past exposure. Different profiles of variables predicted separate aspects of sustainability.     

Everybody Counts,but Usually Just to 10! A Systematic Analysis of Number Representations in Children’s Books

Research Findings: Teachers and parents often use trade books to introduce or reinforce mathematics concepts. To date, an analysis of the early numeracy content of trade books has not been conducted. Consequently, this study evaluated the properties of numbers and counting within trade books. We coded 160 trade books targeted at establishing early numeracy skill in children to determine the numbers included; the representations of number presented; and how books used representations of number to inform children about numbers, including counting. The main findings included limited opportunity to learn the number 0 and numbers beyond 10 as well as limited exposure to multiple representations of number deemed necessary to build strong number understanding and counting skills. Practice or Policy: We discuss practical implications for the selection and use of trade books about number with young children.     

The SENCO role in post-primary schools in Ireland: victims or agents of change?

This paper considers the role of Special Educational Needs Coordinators (SENCOs) in mainstream post-primary schools (12–18 years) in Ireland. Little is known of the role in the Irish context and it is hoped that this research will inform policy. The Irish educational landscape has witnessed seismic change recently with further transformation imminent. The SENCO role is a recent phenomenon in Irish schools and while much is known of the role internationally, Irish SENCOs tend to operate in a policy vacuum. This paper draws on research with a purposive sample of twenty-seven SENCOs. A lengthy postal questionnaire served as the method of data collection, where both quantitative and qualitative data were collected. Findings reveal the complexity of the role in an evolving education system. SENCOs continue to fulfil largely operational roles and are limited in their capacity to effect change in inclusive practice from a whole-school perspective. Lack of formal recognition of the SENCO role has led to its ad-hoc development. This research makes the case for the formalisation of the role at policy level and recognition of the need to develop the SENCO as strategic leader, firmly situated within school management. Otherwise, Irish SENCOs risk being victims rather than agents of change.