Your verbal slip is showing

This article describes how William Russell, one of the early contributors to the elocutionary movement in this country, and at the time a prominent figure in the professional education movement, attempted to integrate his theories on education and elocution.     

Faculty Learning Matters: Organizational Conditions and Contexts that Shape Faculty Learning

This study explored the relationships between faculty scholarly learning, faculty teaching learning, institutional support, faculty demographics, disciplinary groups, working conditions, and career outcomes such as retention, productivity, satisfaction, and career agency. We found that the stronger the scholarly learning faculty members reported, the more institutional and unit support they perceived for learning, the more satisfied they were, the less likely they were to intend to leave their institution, and the more career agency they reported. Similarly, we found that faculty members who reported more learning related to teaching reported a decreased intent to leave the institution and increased career agency. We draw implications for the development of work environments that support scholarly and teaching learning.     

Developing Understanding: the use of teaching portfolios in preservice education

The premise that underlies the preservice‐teacher‐education programme at Monash University is the need to focus on the nature of learning (for example, Gunstone et al., 1993). One approach currently being used to enhance this process is the use of portfolios. The portfolio is an open‐ended task designed to explore teaching from many different vantage points. It is organised as a dynamic assessment task through which the student teachers work on developing their understanding of what it means to be a science teacher, and the teaching portfolio itself is a mixture of artefacts designed to help student teachers demonstrate this to others. This paper reports on the effectiveness and value of portfolios in helping preservice teachers learn about learning and teaching.     

Intelligence,Creative Thinking,and Sociometric Choice Among Fifth-Grade Children

In a sample of 970 female and 968 male freshmen taken over a 5-year period at the College of Wooster it was found that the Math and Verbal Scholastic Aptitude Tests (SAT) were more highly correlated with freshman grade point average (GPA) than were any of the eighteen scales of the California Psychological Inventory (CPI). Stepwise regression led the author to suggest a series of five variables for each sex which might be used to predict academic achievement using the SAT and the CPI. For women, a multiple R of .52 was reached using Math, Verbal, Socialization, Achievement via Conformity, and Flexibility. For men, Math, Verbal, Socialization, Flexibility, and Femininity provided a multiple R of . 57.     

Creating Persuasive Messages Advocating Organ Donation

Most people state that they would be willing to be organ donors, however only a small percentage of the population has actually signed an organ donor card. These studies focused on persuasive messages that encourage people to sign organ donor cards. In the first study, people reported their attitudes and knowledge involving organ donation. Results indicated that donor card signing was related to overall knowledge about donation. When only considering those people with positive attitudes toward organ donation, their overall knowledge about donation explained their willingness to sign organ donor cards. In the second study, people read a message involving organ donation before they were asked to sign an organ donor card. The content of the message (i.e., narrative vs. statistics) and the affect of the message (i.e., humorous vs. sad) were manipulated. Results indicated that narrative messages were more effective than statistical messages. Additionally, humorous messages were more effective than sad messages.     

Person centred planning ‘in action’: exploring the use of person centred planning in supporting young people's transition and re‐integration to mainstream education

This study, by Emma Corrigan of the Plymouth Excellence Cluster and Community Psychology Service, explores the use of person centred planning (PCP) in supporting young people who have experienced school exclusion, in their transition and re‐integration to mainstream settings. Young people of different ages participated in the PCP process and multiple stakeholder perspectives provided insight into the implementation and outcomes of PCP over time. Reported findings indicate a positive impact upon young people's social‐emotional well‐being, attendance in school, and educational achievement, and highlight a range of ‘supports’ and ‘barriers’ that can facilitate and/or obstruct the use of PCP in practice. This research contributes towards practice‐based evidence at a time when legislative reform advocates a broader use of PCP to support special educational needs in the UK. Potential gains, pitfalls and further actions are considered to support a wider application of PCP within the new statutory framework and to inform implications for future practice and further research.     

Effects of pre-service teachers�� receptive vocabulary knowledge on their interactive read-alouds with elementary school students

There are individual differences in the amount and type of vocabulary that adults produce to young children in the home environment before the children enter school. How many words a mother knows is a significant predictor of a child??s vocabulary. The current study addressed the question of whether there were individual differences in the amount and type of vocabulary that pre-service teachers produced in their first read-aloud lessons to first and second grade students. Specifically, would pre-service teachers with higher vocabulary scores differ from those with lower vocabulary scores in their choice of books to read and in the language they used to discuss the books? Results indicated that pre-service teachers with more advanced vocabulary scores chose books with more vocabulary diversity and sophistication. When they chose narrative texts, they also chose books that were more difficult in terms of their semantic cohesion. Both the receptive vocabulary of pre-service teachers and the language in the books that they chose had an effect on the ??teacher talk?? that they used in the lesson surrounding the book reading. Just as parents show individual differences in the richness of the language input provided to their children before they enter school, pre-service teachers own knowledge of language varies, and this influences the linguistic input that they provide to their students.     

Teaching portfolios: A strategy for developing learning and teaching in preservice education

Teaching portfolios have been used in the preservice teacher education program at Monash University to help student teachers to reflect on their learning about learning and teaching and to help them to convey this to others. The portfolio is an open-ended and un-graded task designed to explore teaching from many different vantage points. It is organised as a dynamic assessment task, not simply a static end product. This is done by considering teaching portfolios as comprising two important aspects, one is the process the other is the product. The process involves learning from the variety of experiences offered in the preservice education program and encouraging student teachers to reflect on these. The product is the development of the individual portfolio items that are used to demonstrate this learning to others. The portfolio comprises a number of individual items which act as a prompt to “tap” the creator's understanding of what it means to be a (science) teacher. This paper reports on the effectiveness and value of portfolios from the student-teachers' perspective by exploring how their understanding of the task evolved as they completed their preservice teacher education program.     

Dielectrophoretic manipulation of ribosomal RNA

The manipulation of ribosomal RNA (rRNA) extracted from E. coli cells by dielectrophoresis (DEP) has been demonstrated over the range of 3 kHz-50 MHz using interdigitated microelectrodes. Quantitative measurement using total internal reflection fluorescence microscopy of the time dependent collection indicated a positive DEP response characterized by a plateau between 3 kHz and 1 MHz followed by a decrease in response at higher frequencies. Negative DEP was observed above 9 MHz. The positive DEP response below 1 MHz is described by the Clausius-Mossotti model and corresponds to an induced dipole moment of 3300 D with a polarizability of 7.8×10(-32) F m(2). The negative DEP response above 9 MHz indicates that the rRNA molecules exhibit a net moment of -250 D, to give an effective permittivity value of 78.5 ε(0), close to that of the aqueous suspending medium, and a relatively small surface conductance value of ～0.1 nS. This suggests that our rRNA samples have a fairly open structure accessible to the surrounding water molecules, with counterions strongly bound to the charged phosphate groups in the rRNA backbone. These results are the first demonstration of DEP for fast capture and release of rRNA units, opening new opportunities for rRNA-based biosensing devices.