Collaborating Across the Pond: Cognitively Guided Instruction Project

2019 ◽  
pp. 401-405
Author(s):  
Lio Moscardini
Keyword(s):  
Teaching And Learning ◽  
Developmental Stages ◽  
The United States ◽  
Initial Study ◽  
Cognitively Guided Instruction ◽  
Diverse Group ◽  
Pedagogical Content ◽  
Class Level ◽  
Scottish Government ◽  
Guided Instruction

This paper describes a primary-school (ages 5-11) project implemented in Scotland, based on the United States research from Cognitively Guided Instruction (CGI), and as envisioned by Dr. Lio Moscardini. Three schools, two public and one private, participated in this two-year long initial study that focused on helping teachers to understand the developmental stages pupils naturally progress through in order to understand the mathematics for their class level as defined by the Scottish government. This project provides evidence that a rise in attainment can occur by focusing on teachers’ knowledge, pedagogy, and pedagogical content knowledge in relation to mathematics rather than by focusing on attainment itself. Additionally, this project addresses the teaching and learning of a diverse group of students, i.e. inclusion, low socio-economics.

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

scholarly journals Development of a Surgical Video Atlas for Resident Education: 3-Year Experience

OTO Open ◽  
2020 ◽  
Vol 4 (3) ◽  
pp. 2473974X2093906
Author(s):  
C. Scott Brown ◽  
Calhoun D. Cunningham ◽  
Walter T. Lee ◽  
Liana Puscas
Keyword(s):  
Operating Room ◽  
Teaching And Learning ◽  
Resident Education ◽  
Surgical Simulation ◽  
Clinical Care ◽  
Effective Means ◽  
The United States ◽  
Surgical Video ◽  
Key Indicator ◽  
Work Hour

Objective To create a high-quality annotated online surgical video atlas of key indicator otolaryngology cases and assess its use and overall journal trends over time. Methods Videos are recorded from multiple viewpoints within the operating room and compiled into a single stream. Postediting includes chaptering videos and overlaying relevant text annotations. Videos are published online and viewership trends analyzed. Results Over 3 years, 29 otolaryngology videos were published out of 161 journal publications (18%). Eight of the 14 key indicator procedures are included (57%). From the beginning of 2017 to the end of 2019, viewership of otolaryngology pages increased from 548 to 11,139 views per month, totaling >150,000 views. These now represent 10% of the total journal monthly views and 10% of the overall views. Users originate from the United States and from >10 other countries. Discussion Residents and faculty face challenges of providing the highest standard of clinical care, teaching, and learning in and out of the operating room. Inherent difficulties of surgical training, high-fidelity surgical simulation, and imposed work hour restrictions necessitate additional, more efficient and effective means of teaching and learning. Surgical videos demonstrating key anatomy, procedural steps, and surgical dexterity with hand positioning are increasing in their popularity among learners. Implications for Practice Surgical video atlases provide a unique adjunct for resident education. They are enduring and easily accessible. In a climate of work hour restrictions or elective case reduction, they may supplement how residents learn to operate outside the operating theater.

scholarly journals Teen Culture, Technology and Literacy Instruction: Urban Adolescent Students’ Perspectives

2015 ◽  
Vol 41 (3) ◽  
Author(s):  
Jia Li ◽  
Catherine Snow ◽  
Claire White
Keyword(s):  
Academic Success ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
New Technologies ◽  
Linguistically Diverse ◽  
The United States ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Adolescent Students ◽  
Use Of Technology

Modern teens have pervasively integrated new technologies into their lives, and technology has become an important component of teen popular culture. Educators have pointed out the promise of exploiting technology to enhance students’ language and literacy skills and general academic success. However, there is no consensus on the effect of technology on teens, and scant literature is available that incorporates the perspective of urban and linguistically diverse students on the feasibility of applying new technologies in teaching and learning literacy in intact classrooms. This paper reports urban adolescents’ perspectives on the use of technology within teen culture, for learning in general and for literacy instruction in particular. Focus group interviews were conducted among linguistically diverse urban students in grades 6, 7 and 8 in a lower income neighborhood in the Northeastern region of the United States. The major findings of the study were that 1) urban teens primarily and almost exclusively used social media and technology devices for peer socializing, 2) they were interested in using technology to improve their literacy skills, but did not appear to voluntarily or independently integrate technology into learning, and 3) 8th graders were considerably more sophisticated in their use of technology and their suggestions for application of technology to literacy learning than 6th and 7th graders. These findings lead to suggestions for developing effective literacy instruction using new technologies.

scholarly journals A Comprehensive Analysis of High School Genetics Standards: Are States Keeping Pace with Modern Genetics?

2011 ◽  
Vol 10 (3) ◽  
pp. 318-327 ◽  
Author(s):  
M.J. Dougherty ◽  
C. Pleasants ◽  
L. Solow ◽  
A. Wong ◽  
H. Zhang
Keyword(s):  
No Child Left Behind ◽  
Teaching And Learning ◽  
Human Genetics ◽  
The United States ◽  
Genetic Literacy ◽  
Left Behind ◽  
Genetic Complexity ◽  
Core Concepts ◽  
Instruction And Learning ◽  
American Society

Science education in the United States will increasingly be driven by testing and accountability requirements, such as those mandated by the No Child Left Behind Act, which rely heavily on learning outcomes, or “standards,” that are currently developed on a state-by-state basis. Those standards, in turn, drive curriculum and instruction. Given the importance of standards to teaching and learning, we investigated the quality of life sciences/biology standards with respect to genetics for all 50 states and the District of Columbia, using core concepts developed by the American Society of Human Genetics as normative benchmarks. Our results indicate that the states’ genetics standards, in general, are poor, with more than 85% of the states receiving overall scores of Inadequate. In particular, the standards in virtually every state have failed to keep pace with changes in the discipline as it has become genomic in scope, omitting concepts related to genetic complexity, the importance of environment to phenotypic variation, differential gene expression, and the differences between inherited and somatic genetic disease. Clearer, more comprehensive genetics standards are likely to benefit genetics instruction and learning, help prepare future genetics researchers, and contribute to the genetic literacy of the U.S. citizenry.

Sometimes Leaving Means Staying: Race and White Teachers’ Emotional Investments

2019 ◽  
Vol 121 (13) ◽  
pp. 1-22
Author(s):  
Zeus Leonardo ◽  
Blanca Gamez-Djokic
Keyword(s):  
Teaching And Learning ◽  
White Women ◽  
The United States ◽  
Race And Gender ◽  
Modern Education ◽  
Critical Knowledge ◽  
Educational Spaces ◽  
Critical Understanding ◽  
And Gender ◽  
The Relationship

Emotional praxis is not a phrase usually associated with teaching and teacher education. Yet when race enters educational spaces, emotions frequently run high. In particular, Whites are often ill-equipped to handle emotions about race, either becoming debilitated by them or consistently evading them. Without critically understanding the relationship between race and emotions—or, simply, racialized emotions—teachers are unprepared to teach one of the most important topics in modern education. This chapter addresses this gap in education and teacher training by surveying the philosophical, sociological, and burgeoning literature on emotion in education to arrive at critical knowledge about the function and constitutive role it plays in discourses on race. Specifically, the argument delves into white racial emotions in light of the known fact that most teachers in the United States are White women. This means that our critical understanding of emotion during the teaching and learning interaction entails appreciation of both its racialized and gendered dimensions, and attention to both race and gender becomes part of emotional praxis. Finally, the essay ends with a proposal for an intersubjective race theory of emotion in education.

Genesis of Alcohol-Induced Craniofacial Dysmorphism

2005 ◽  
Vol 230 (6) ◽  
pp. 366-375 ◽  
Author(s):  
Kathleen K. Sulik
Keyword(s):  
Mouse Model ◽  
Developmental Stages ◽  
Expression Patterns ◽  
Alcohol Exposure ◽  
The United States ◽  
Maternal Blood ◽  
Resistant Cell ◽  
Embryonic Cell ◽  
Cell Populations ◽  
Craniofacial Dysmorphism

The initial diagnosis of fetal alcohol syndrome (FAS) in the United States was made because of the facial features common to the first cohort of patients. This article reviews the development of an FAS mouse model whose craniofacial features are remarkably similar to those of affected humans. The model is based on short-term maternal treatment with a high dosage of ethanol at stages of pregnancy that are equivalent to Weeks 3 and 4 of human gestation. At these early stages of development, alcohol’s insult to the developing face is concurrent with that to the brain, eyes, and inner ear. That facial and central nervous system defects consistent with FAS can be induced by more “realistic” alcohol dosages as illustrated with data from an oral alcohol intake mouse model in which maternal blood alcohol levels do not exceed 200 mg/dl. The ethanol-induced pathogenesis involves apoptosis that occurs within 12 hrs of alcohol exposure in selected cell populations of Day 7, 8, and 9 mouse embryos. Experimental evidence from other species also shows that apoptosis underlies ethanol-induced malformations. With knowledge of sensitive and resistant cell populations at specific developmental stages, studies designed to identify the basis for these differing cellular responses and, therefore, to determine the primary mechanisms of ethanol’s teratogenesis are possible. For example, microarray comparisons of sensitive and resistant embryonic cell populations have been made, as have in situ studies of gene expression patterns in the populations of interest. Studies that illustrate agents that are effective in diminishing or exacerbating ethanol’s teratogenesis have also been helpful in determining mechanisms. Among these agents are antioxidants, sonic hedgehog protein, retinoids, and the peptides SAL and NAP.

Challenging Popularized Narratives of Immigrant Youth From West Africa: Examining Social Processes of Navigating Identities and Engaging Civically

2017 ◽  
Vol 41 (1) ◽  
pp. 279-310 ◽  
Author(s):  
Vaughn W. M. Watson ◽  
Michelle G. Knight-Manuel
Keyword(s):  
West Africa ◽  
Teaching And Learning ◽  
Immigrant Youth ◽  
The United States ◽  
Social Processes ◽  
Research Literature ◽  
West African ◽  
Learning Needs ◽  
African Countries ◽  
Media Narratives

Given polarizing popular-media narratives of immigrant youth from West African countries, we construct an interdisciplinary framework engaging a Sankofan approach to analyze education research literature on social processes of navigating identities and engaging civically across immigrant youth’s heritage practices and Indigenous knowledges. In examining social processes, we disrupt three areas of inequalities affecting educational experiences of immigrant youth: (a) homogenizing notions of a monolithic West Africa and immigrant youth’s West African countries, (b) deficit understandings of identities and the heterogeneity of Black immigrant youth from West African countries living in the United States, and (c) singular views of youth’s civic engagement. We provide implications for researchers, policymakers, and educators to better meet youth’s teaching and learning needs.

scholarly journals Treatment patterns and sequences of pharmacotherapy for patients diagnosed with depression in the United States: 2014 through 2019

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
David M. Kern ◽  
M. Soledad Cepeda ◽  
Frank Defalco ◽  
Mila Etropolski
Keyword(s):  
Selective Serotonin Reuptake Inhibitors ◽  
Antidepressant Medication ◽  
The United States ◽  
Treatment Patterns ◽  
First Line ◽  
Inpatient Hospitalization ◽  
Class Level ◽  
Treatment Of Depression ◽  
Antidepressive Treatment

Abstract Background Understanding how patients are treated in the real-world is vital to identifying potential gaps in care. We describe the current pharmacologic treatment patterns for the treatment of depression. Methods Patients with depression were identified from four large national claims databases during 1/1/2014–1/31/2019. Patients had ≥2 diagnoses for depression or an inpatient hospitalization with a diagnosis of depression. Patients were required to have enrollment in the database ≥1 year prior to and 3 years following their first depression diagnosis. Treatment patterns were captured at the class level and included selective serotonin reuptake inhibitors (SSRIs), serotonin and norepinephrine reuptake inhibitors, tricyclic antidepressants, other antidepressants, anxiolytics, hypnotics/sedatives, and antipsychotics. Treatment patterns were captured during all available follow-up. Results We identified 269,668 patients diagnosed with depression. The proportion not receiving any pharmacological treatment during follow-up ranged from 29 to 52%. Of the treated, approximately half received ≥2 different classes of therapy, a quarter received ≥3 classes and more than 10% received 4 or more. SSRIs were the most common first-line treatment; however, many patients received an anxiolytic, hypnotic/sedative, or antipsychotic prior to any antidepressive treatment. Treatment with a combination of classes ranged from approximately 20% of first-line therapies to 40% of fourth-line. Conclusions Many patients diagnosed with depression go untreated and many others receive a non-antidepressant medication class as their first treatment. More than half of patients received more than one type of treatment class during the study follow up, suggesting that the first treatment received may not be optimal for most patients.

scholarly journals ATTITUDE AND LEARNING MOTIVATION ON ARABIC LEARNING IN MUSLIM MINORITY OF NORTH SULAWESI

2017 ◽  
Author(s):  
Ismail Suardi Wekke ◽  
Suhendar Suhendar
Keyword(s):  
Teaching And Learning ◽  
Arabic Language ◽  
Initial Study ◽  
Target Language ◽  
North Sulawesi ◽  
Motivation For Learning ◽  
Muslim Minority ◽  
Two Factors ◽  
Compulsory Subject ◽  
Attitude And Motivation

Arabic is compulsory subject listed on Islamic studies issue. Over the years, students learn Arabic as the main subject. In addition, Arabic subject integrates through many subject. Therefore, it is a need to discover the standing of attitude and motivation on Arabic learning. The two factors among the pillar in maintaining teaching and learning of Arabic. On the other hand, Muslim minority environment is a unique condition to maintain the Arabic teaching and learning training. The research was conducted in North Sulawesi, Indonesia. The picture of muslim minority indicates a dynamic situation. Different existence from other muslim part of Indonesia shows the opportunity to rely on co-exist to multicultural. This research is initial study to explore the relationship between attitudes in learning language. The age of learner influences their struggle and spirit in learning the resources language. Motivation provides the main driving for student during the process of learning. Even-tough they are part from family and stay in the boarding school for over the academic term. Moreover, this article discuses that attitude and motivation are among the main factor learning Arabic language. High motivation deliver considerable environment during school time. Student attitude and motivation is not a single form. There are many factors and conditions represent to the complexity of the situation. The findings implicate many aspect of teaching and learning. Indeed, motivation for learning target language is the source to sustain the process on the different aspects of teaching. Finally, there are many suggestions and recommendations for further study on the end part of article.

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