Encouraging and analyzing student questions in a large physics course: Meaningful patterns for instructors

In a large introductory physics course, structured weekly journals (weekly reports) regularly encouraged students to ask questions about the material. The resulting questions were collected for one quarter and coded based on difficulty and topic. Students also took several conceptual tests during the quarter. The reports contained more questions than typically observed in a college classroom, but the number of questions asked was not correlated to any measure of conceptual performance. Relationships among different types of questions and performance on these tests were explored. Deeper‐level questions that focus on concepts, coherence of knowledge, and limitations were related to the variance in student conceptual achievement. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 776–791, 2003     

School psychology graduate education retention research characteristics: Implications for diversity initiatives in the profession

Lack of racial and ethnic diversity in the school psychology workforce has been a concern since the profession's inception. One solution is to graduate more racially and ethnically diverse individuals from school psychology programs. This structured review explored the characteristics of studies published from 1994 to 2017 that investigated graduate student retention and school psychology. An electronic search that included specified databases, subject terms, and study inclusion criteria along with a manual search of 10 school psychology journals yielded two published, peer‐reviewed studies focused primarily on graduate student retention and school psychology over the 23‐year span. Two researchers coded the studies using a rigorous coding process with high inter‐rater reliability. Findings suggest that mostly Black and White individuals served as participants, undergraduate students represented the largest group sampled, and key school psychology stakeholders’ views were missing. Additionally, programs interested in retaining racially and ethnically diverse students should have a commitment to multicultural issues, expose students to diverse professional networks and mentorship, and cultivate an inclusive program environment. Implications point to a need for more studies focused on school psychology graduate student retention in general and in specific relation to retaining racial and ethnic minoritized students.     

Effects of transition from elementary school to junior high school on early adolescents' self-esteem and perceived competence

Early adolescents' self-esteem and perceived competence in the cognitive, social, and physical domains were examined across the transition from elementary school to junior high school. Self-esteem and perceived social and physical competence were either stable or increased for most children. Cognitive competence was unchanged. It was concluded that, in general, early adolescents' perceptions of self-esteem and competence are not adversely affected by the transition.     

Guidelines for early admission to elementary school

An early admission procedure is the first step in adjusting formal educational programming to meet the educational, social, and emotional needs of intellectually advanced children. In view of the benefits to the child and potential benefits to society of meeting the intellectually advanced child's needs, it is important that school systems establish early admission policies. This article presents 12 guidelines for processing an early admission applicant.     

Youth,family and education: exploring the Greek case of parentocracy

Based on a qualitative study conducted in austerity-stricken Greece, the paper provides a micro-level exploration of the mechanics of intergenerational transmission of (dis)advantage. Utilising the Bourdieusian toolbox, the paper enquires into familial practices through the lens of young people’s perceptions, focusing on the mobilisation of capitals, the inculcation and transformation of habitus taking place in the Greek educational field. In-depth interview material unpacks the pedagogic efforts young people and their families make, indicating that these are contingent on the varied volume and composition of capitals and the distinct distances from necessity that in turn constrain or afford the exercise of agency and the investments in the academic market. Further, the analysis sheds light on young people’s accounts of educational and occupational expectations illustrating how these are tightly interweaved with familial legacies and parental wishes, and underpinned by the projects of distinction, mobility and respectability through education.     

向俄勒冈出发!

正多年前,俄勒冈靠金矿吸引了全世界的眼球;如今,俄勒冈继续以它的美丽和真实闪耀在世人面前。本期,旅居中国的Jeff Gerdes将带领我们感受他眼中的俄勒冈:无论是这里秀丽的自然风光,还是深厚的文化底蕴,相信都能让你领略到这个位于美国西海岸小州的独特之美。     

Model Licenses and License Templates: Present and Future

This presentation reviewed the standard model licenses that are available, including models such as LicensingModels.org and LibLicense, plus institution-specific licenses available online. The licenses’ strengths and weaknesses as templates were discussed. Best practices for creating a license template at one’s own institution were modeled, with standard language that one can use in negotiation. Problems and gaps in model licenses were raised, including formats or kinds of purchases that require new language that has not yet been standardized (such as e-books and streaming media). Suggestions for developing a new model license through community action were discussed.     

Spatio-temporal analysis of tamoxifen-induced bystander effects in breast cancer cells using microfluidics

The bystander effect in cancer therapy is the inhibition or killing of tumor cells that are adjacent to those directly affected by the agent used for treatment. In the case of chemotherapy, little is known as to how much and by which mechanisms bystander effects contribute to the elimination of tumor cells. This is mainly due to the difficulty to distinguish between targeted and bystander cells since both are exposed to the pharmaceutical compound. We here studied the interaction of tamoxifen-treated human breast cancer MCF-7 cells with their neighboring counterparts by exploiting laminar flow patterning in a microfluidic chip to ensure selective drug delivery. The spatio-temporal evolution of the bystander response in non-targeted cells was analyzed by measuring the mitochondrial membrane potential under conditions of free diffusion. Our data show that the bystander response is detectable as early as 1 hour after drug treatment and reached effective distances of at least 2.8 mm. Furthermore, the bystander effect was merely dependent on diffusible factors rather than cell contact-dependent signaling. Taken together, our study illustrates that this microfluidic approach is a promising tool for screening and optimization of putative chemotherapeutic drugs to maximize the bystander response in cancer therapy.