Teachers' learning to facilitate high‐level student thinking: Impact of a video‐based professional development

Attaining the vision for science teaching and learning emphasized in the Framework for K‐12 Science Education and the next generation science standards (NGSS) will require major shifts in teaching practices in many science classrooms. As NGSS‐inspired cognitively demanding tasks begin to appear in more and more science classrooms, facilitating students' engagement in high‐level thinking as they work on these tasks will become an increasingly important instructional challenge to address. This study reports findings from a video‐based professional development effort (i.e., professional development [PD] that use video‐clips of instruction as the main artifact of practice to support teacher learning) to support teachers' learning to select cognitively demanding tasks and to support students' learning during the enactment of these tasks in ways that are aligned with the NGSS vision. Particularly, we focused on the NGSS's charge to get students to make sense of and deeply think about scientific ideas as students try to explain phenomena. Analyses of teachers' pre‐ and post‐PD instruction indicate that PD‐participants began to adopt instructional practices associated with facilitating these kinds of student thinking in their own classrooms. The study has implications for the design of video‐based professional development for science teachers who are learning to facilitate the NGSS vision in science classrooms.     

Topological and non-topological solitons of nonlinear Klein-Gordon equations by He's semi-inverse variational principle

This paper studies the topological as well as the non-topological solitons due to the nonlinear Klein-Gordon equations, in presence of perturbation terms. There are five forms of nonlinearity that will be considered. The He's semi-inverse variational principle will be used to carry out the integration.     

Disruptive silence: deepening experiential learning in the absence of technology

Technology plays an integral role in the lives of the majority of the US population. As technology becomes integrated into young people’s lives, questions arise regarding its effects on learning. This exploratory study draws on interviews with students who attend university in the United States to determine how separating students from technology deepens experiential learning. Participants were interviewed following a study abroad course to New Zealand, during which they were disconnected from technologies such as cell phones, the Internet and social media. In the interviews, students discussed their feelings of being disconnected and describe how disconnecting impacted their overall experience. Participants agreed that disconnecting from technology had positive effects on experiential learning and the global experience. Major themes that emerged include students’ enhanced immersion and engagement, the value of disconnection in providing opportunities for personal growth and the difficulty of initial separation from technology as a result of conditioning.     

The Urgent Need for Teacher Preparation in Religious and Secular Worldview Education

In a world that is becoming increasingly globalized, it is ironic—as well as unfortunate and sometimes tragic—that secular and religious worldview education is decreasing, in the United States, Canada, and elsewhere. This article argues for the immediate need for programs that intentionally prepare teachers for all aspects of the educational workforce to reverse this trend. Teachers who are well prepared to help students understand, respect, appreciate, and learn from others with differing worldviews will help produce a generation of citizens who will promote greater respect, tolerance, harmony, and peace on school campuses (at all levels), in the workplace, in neighborhoods, within nations domestically, and in the global community.     

The Success of Urban Schools in Oxnard,California: An In-Depth Look at Developmental and Relational Assets

Abstract

The study is a mixed-methods investigation of how urban schools are succeeding. The study surveyed 28 former students from urban schools in Oxnard, California. The qualitative responses represent themes that align to a high level of school connectedness and social–emotional learning (SEL) as key indicators of a successful urban school district. The responses also aligned with the thematic structures of the assets and relationships frameworks and to SEL standards.     

体育运动中的内部动机——认知评价理论的解释

认知评价理论认为,内部动机以人的能力需要和自我决策需要为基础,任何影响能力感和自我决策感的事件都可影响人的内部动机。象奖金、奖品一类的外部奖励由于其携带的控制性功能很强,往往会对内部动机产生破坏性影响。如果一项活动可提高人的能力感并满足人的自我决策需要,这一活动就因其携带的信息性功能十分突出而加强内部动机。     

The wounded man: Foxcatcher and the incoherence of white masculine victimhood

American cinema has recently favored representations of white men as victims of socioeconomic and political change. Recent scholarship on white masculinity suggests that representations of male victimhood enable white men to disavow that hegemonic white masculinity still fundamentally structures society. This essay argues that Hollywood’s wounded man similarly provides white masculinity with stable footing. I illustrate how the unintelligibility of screen masculinity evades criticism and, further, how melancholic male dramas nurture a traumatic attachment to victimhood. Examining the film Foxcatcher (2014), I show how unmasked portraits of white male victimhood function as counterparts to the hard-bodied action hero. The filmmaker’s effort to parse the distinction between material and superficial wounds reifies the experience of noble suffering as a superlative expression of aggrieved white manhood. Foxcatcher’s fragmented portrayal of white masculinity illustrates the elasticity of victimhood even where “crisis” suggests that white masculinity is open to revision.     

An Investigation of Title Ambiguity in the Health Sciences Literature

This research investigates what most catalogers already know—titles alone do not identify works sufficiently. Repetitive titles like “Annual Report” are just the tip of the iceberg. To explore the extent of ambiguity occurring in large sets of health science bibliographic data, the entire National Library of Medicine and Lane Medical Library catalogs and a sample from the PubMed database were analyzed. After measuring the uniqueness of titles, results were recalculated to determine the effect of appending date and/or edition. This initial evidence supports further exploration of whether such structured titles might serve as singular bibliographic identities.     

Access to Online Historical Aerial Photography Collections: Past Practice,Present State,and Future Opportunities

The authors review how access to historical aerial photograph collections has evolved in response to technological developments and addresses areas for further advancement, with a particular emphasis on developing, preserving, and sustaining online collections. The authors focus specifically on the areas of metadata, the Semantic Web and linked data, and sustainability through collaboration. The article includes brief case studies, highlighting various projects involving the aerial photography collections at the University of Minnesota. The conclusion asserts the critical role played by geographic information librarians in effectively carrying out the strategies described in the article as they relate to the long-term sustainability of digital geospatial collections.