bluuebunny/crossref_metadata_2025 huggingface dataset:
Commentary: Cultivating the Possible
Authors: Bruner Jerome
Published: November 2019

In this interview, eminent psychologist Jerome Bruner takes us back to the 1960s to trace the beginning of his interest in educational theory. He describes the circumstances that led to writing his seminal book, "The Process of Education," and his surprise at how well the book was received worldwide, both from the public and academics. Dr. Bruner believes that "the easiest and most natural way we organize things is in a story-telling mode." This interview is a good example of his belief as he relates stories of the launching of Sputnik, the famous meeting at Woods Hall, his childhood friends, and his academic career. Finally, he invites us to "go beyond" as he explains his view of the future of education.
Commentary: Fostering a New Approach to Understanding: Learning Through Intent Community Participation
Authors: Rogof Barbara
Published: November 2019

In this interview, author Barbara Rogoff describes an informal learning practice called "intent community participation." This type of learning occurs when children are included in a wide range of community activities and observe, contribute, and receive support and feedback from others. She describes the advantages and challenges of intent community participation and examples of how it might be integrated in schools. Finally, Dr. Rogoff gives us her thoughts on how to foster this kind of orientation to learning in teacher preparation.
Museum Art in Everyday Life
Authors: Glesne Corrine E.
Published: November 2019

Art museums engage diverse audiences in multiple forms of learning. Based on qualitative research at seven academic institutions, this article focuses on the role academic art museums play in the everyday life of students and faculty, on how people become interested in art and art museums, and on possible contributions of campus art museums beyond use in classes and research.
Lessons From the Field: Creating Sustainable Engagement in Organizational Learning
Authors: Lyle Ellyn
Published: November 2019

The philosophies of Join-Up with horses extend to inform theories of learner engagement. Drawing from these theories, and theories in adult education, I discuss paths to creating sustainable engagement of learners within industry-based education initiatives. Embracing a reflexive narrative approach, I consider the efforts of two large organizations to establish and grow learning cultures. Critically deconstructing these applied learning practices, and their successes and failures, reinforces my assumption that deep communication, trustful interaction, and choice are integral to the creation of meaningful and sustainable learning. This assumption leads me to consider the ways in which these philosophical commitments manifest themselves in physical learning spaces.
Shared Stories of Successful Graduates of Juvenile Residential Programs
Authors: Mincey Barrett , Maldonado Nancy , Lacey Candace
Published: November 2019

This phenomenological study explored stories of successful graduates of residential programs regarding their experiences while in treatment. Participants were purposefully selected. Data were collected through audio-taped interviews and analyzed for themes. Shared stories indicated the impact of counselors, negative and positive aspects of programs, and peer relationships.
How Disorienting Experiences in Informal Learning Contexts Promote Cross-Cultural Awareness in Preservice Teachers: Findings From a Study Abroad Program
Authors: Sharma Suniti , El-Atwani Kadriye , Rahatzad Jubin , Ware Jason , Phillion JoAnn , Malewski Erik
Published: November 2019

In this study we discuss how disorienting experiences in informal learning contexts promote cross-cultural awareness in preservice teachers during a study abroad program to Honduras. We used interpretive phenomenology via semi-structured interviews to examine how nine preservice teachers made sense of their experiences studying abroad. We found that immersing preservice teachers in informal learning contexts and diverse cultural settings other than their own fosters new socio-cultural insights in relation to their roles as future educators.
Commentary: A Portrait of the Creative Process in Children’s Learning
Authors: Dusaniwsky Zenia
Published: November 2019

In this filmed interview, Zenia Dusaniwsky describes her first teaching assignment in South America over 20 years ago and how she eventually became the art teacher at St. George’s Elementary School in Montreal. She believes that all children can learn, but not necessarily at the same pace or in the same way. She stresses it is important to "highlight mistakes and failures…not as an endpoint but as part of the process."Moreover, she feels that creativity is as critical as literacy in fostering the overall development of students and their ability to take on future life challenges. She concludes by presenting some of her students’ creative art projects.
Commentary: Getting at the Heart of the Creative Experience
Authors: Gardner Howard
Published: November 2019

In this interview, developmental psychologist, professor, and author Howard Gardner describes his early interest in creativity and explains why he wanted to study creativity from a different perspective than what had been done in the past. He shares why studying creativity through the biographies of creative people provides more insight than using creativity tests that may be as limited as IQ tests. The creative leaders he studied in his book Creating Minds proved to have an unusual blend of intelligences—not just those intelligences obviously related to their field. He explains that creativity is about one’s personality, the willingness to take risks, and being a certain kind of person rather than having a particular set of cognitive skills. Finally, he comments on creativity in today’s society.
Portraying Children’s Voices Through Creative Approaches to Enhance Their Transition Experience and Improve the Transition Practice
Authors: Jindal-Snape Divya
Published: November 2019

In this paper, I have made a case for using creative approaches to facilitate educational transitions. I have presented examples from research and practice which suggest that creative activities can be used in multiple ways to portray children and young people’s voices. I argue that these voices, as well as the process of being heard, can help modify existing transition practices, identify new transition practices, and enhance children and young people’s ability to manage change. Theories of self-esteem, resilience, and emotional intelligence have been used to explain the psycho-social processes that a child, or young person, goes through during transitions, as well as how creative approaches can be used to support these processes.
Debate, Deliberation, Design, and Delivery: Deciding (Whether or) Not to Go by the Book
Authors: Pinard Michele , Bilardi Gina Marie , Cappel Donna , Irwin Kathy
Published: November 2019

This article shares one junior faculty member’s account of how she and her students debated, deliberated about, decided to, and ultimately reshaped a traditional, foundational Principles of Education course in an undergraduate teacher education program. Three former childhood, art, and theater education students highlight their experiences, observing connections between their own and their instructor’s creativity and evolving philosophies of education. Together, they illustrate issues they confronted while reflecting individually and collectively on how and whether to creatively teach and learn, while also being constrained by practical, systemic realities.
Leading Beautifully: The Creative Economy and Beyond
Authors: Adler Nancy J.
Published: November 2019

"These times are riven with anxiety and uncertainty" asserts John O’Donohue.1 "In the hearts of people some natural ease has been broken. . . . Our trust in the future has lost its innocence. We know now that anything can happen. . . . The traditional structures of shelter are shaking, their foundations revealed to be no longer stone but sand. We are suddenly thrown back on ourselves. At first, it sounds completely naïve to suggest that now might be the time to invoke beauty. Yet this is exactly what . . . [we claim]. Why? Because there is nowhere else to turn and we are desperate; furthermore, it is because we have so disastrously neglected the Beautiful that we now find ourselves in such a terrible crisis."2
Transforming Teaching and Learning Through Critical Media Literacy Pedagogy
Authors: Garcia Antero , Seglem Robyn , Share Jeff
Published: November 2019

This article provides a framework and examples for critical media literacy pedagogy. More than simply guiding how students read and interpret the texts they encounter, critical media literacy pedagogy pushes to illuminate the underlying power structures that are a part of every media text. Throughout this article, examples from working with high school youth and preservice teachers are provided. In recognizing recent shifts in media production as a result of participatory culture, this article focuses on how youth-created media products are an integral part of a 21st century critical media literacy pedagogy.
The Benefits of Using Educational Videos in American Sign Language in Early Childhood Settings
Authors: Golos Debbie B. , Moses Annie M.
Published: November 2019

With the growing acceptance of American Sign Language (ASL) as a true language comes increasing possibility for incorporating it into the classroom, especially for visual learners. While children in general may benefit from ASL, early exposure to ASL is particularly important for Deaf and Hard of Hearing children (D/HH). In this article, we summarize research on the impact of an educational media series in ASL on early language and literacy development, provide research-based strategies for utilizing visual language and visual strategies during literacy activities, and offer recommendations for teachers about incorporating research-tested educational media in the classroom.
Participatory Video as a Catalyst for Informal Learning and Expression: A Review of a PV Training in Uganda, 2012
Authors: Walker Grady , Arrighi Julie
Published: November 2019

Previously, video production was a skill set practiced by trained individuals, but new technologies have opened the doors so that anyone can be a filmmaker. This paper explores the history and conceptual foundations of participatory video (PV), and offers a reflective perspective on its applicability as a teaching and learning tool. A review of a PV training in Uganda is featured to highlight the methodology used in practice and the challenges faced. The authors propose that an approach to PV which combines the best existing practices with a closer alignment to its foundational principles is worthy of further research.
Despite the Odds: Factors Related to the Academic Success of First Grade Students From At-Risk Backgrounds
Authors: Bode Rachel , Gallagher Ryan , Vang Elizabeth , Durgunoğlu Aydin Yücesan
Published: November 2019

Research indicates that family income and linguistic background are related to students’ academic achievement, as evidenced by the gaps in the academic achievement levels of children from families with high or low income, and children with English as their first or additional language. However, there are students who succeed despite these risk factors. In this qualitative study, we interviewed two cohorts of parents who had first-grade children doing well in school. Even with the limited sample size, there were some consistent patterns in the environments of these children, namely, warm parenting with boundaries; academic capital in the home; thoughtful guidance of activities at home; close-knit family; and positive experiences at school.
Bilingualism in the Early Years: What the Science Says
Authors: Byers-Heinlein Krista , Lew-Williams Casey
Published: November 2019

Many children in North America and around the world grow up exposed to two languages from an early age. Parents of bilingual infants and toddlers have important questions about the costs and benefits of early bilingualism, and how to best support language acquisition in their children. Here, we separate common myths from scientific findings to answer six of parents’ most common questions about early bilingual development.
How We Learn Together: Young Children (and Their Mums) Using Animal Metaphors and Imagery to Understand and Manage Learning
Authors: Jelfs Helen
Published: November 2019

In this paper I discuss the "Language for Learning" project which used animal metaphors and imagery in an early childhood education setting as a way of enabling children to understand and manage their own learning. The concept of "learning power" was communicated through metaphor and the use of image, movement, and music, which in turn led to the development of a rich and local language for learning. An unexpected outcome of this project was its capacity to generate positive learning experiences for young children and their parents, and to generate personal and social transformation within the wider community.
The Canadian Forest School Movement
Authors: MacEachren Zabe
Published: November 2019

This article documents the rationale and benefits of Forest Schools, while also describing why the organization Forest School Canada was formed. It is based on interviews with two people: Heather Andrachuk, a new teacher in a forest school, and Marlene Powers, a founder of two forest schools and the executive director of Forest School Canada. Narrations from these two women are used to describe the ethos and the pedagogy that results from working within Forest Schools and the origins of Forest School Canada (2013). It also briefly outlines the way Forest Schools serve as an approach to environmental education for early childhood through the development of a sense of attachment to nature.
Learning to Attend to Children’s Familial Curriculum-Making Worlds
Authors: Swanson Cindy
Published: November 2019

Using autobiographical narrative inquiry (Connelly & Clandinin, 1990), I inquire into my experiences as a teacher, beginning with an inquiry into my early experiences on home and school landscapes. I explore my teacher stories to live by (Connelly & Clandinin, 1999) and inquire into how my stories have shifted and changed, over time and place. As I explore the bumping places and tensions I experience as teacher, my purpose is to show the ways I learned to attend to children’s familial curriculum-making worlds (Huber, Murphy, & Clandinin, 2011). In doing so I offer a possible counter narrative of curriculum making in schools, which honors and validates children’s stories of experiences lived and told in homes and communities.
Teaching for Change: Teacher Candidates’ Anti-Oppression Elementary School Lesson Plans
Authors: Cho Christine L. , Tersigni Shannon
Published: November 2019

This paper explores pre-service elementary teacher candidates’ written reflections on an assignment for a mandatory Bachelor of Education course in Ontario, Canada. The assignment required the teacher candidates (TCs) to create and teach one 40-minute anti-oppression lesson (racism, sexism, homophobia, etc.) in a public elementary school with students in senior kindergarten to grade 6. Two key themes are discussed in the paper: first, the ways in which TCs found convenient excuses as to why they were unable to fully engage with a topic; and, second, the fears identified by the TCs in terms of teaching sensitive issues.
An Important Reminder: Structuring a Classroom Environment That Honours All Students
Authors: Millard Brenna
Published: November 2019

All children, regardless of ability, should feel valued and respected in their classroom. At times, the children who struggle miss out on purpose-driven, meaningful learning because they are classified by what they cannot do instead of honoured for what they can do. Through my narrative of Henry, I explore the importance of truly coming to know each student as a learner in the classroom. I begin by reflecting on my own experiences in school as a student and then as a beginning teacher. I then explore the use of the reader’s workshop model and discuss how I have used it as an approach to differentiated teaching and learning in a way that creates space for relationships to grow and students to be supported. Finally, I conclude by revisiting my story of Henry and reflect on how his story, and implementing the reader’s workshop model, will continue to affect my teaching as I grow both as a teacher and learner.
Using a Bio-Psycho-Social Approach for Students With Severe Challenging Behaviours
Authors: Reisinger Lisa
Published: November 2019

What teachers learn about classroom management in education classes often results in behaviour strategies that do not account for the individuality of each student. Teachers would benefit greatly from a common formula for effective problem solving and decision making with regard to choosing when to use the strategies in their "tool box." The solution proposed is the building of an individual biopsychosocial, multimodal profile for each student with chronic challenging behaviours.
Shaping Professional Identity With Saving Stories
Authors: Driedger-Enns Lynne , Murphy M. Shaun
Published: November 2019

Concern for teachers at the beginning of their careers has been focused on retaining teachers and inducting them into fixed professional roles. This inquiry shifts the conversation to a perspective of sustaining them on the professional knowledge landscape while attending to individual identity. The experiences of one young woman named Anna opens conversation about the ways stories from her personal life shaped who she was in her classroom. This inquiry explores the need for continuity of experience as a key to continuing identity formation and sustaining teachers at the beginning of their careers.
Myth, Metaphor, and Metacognition: Shaping Voice and Identity Through Poetry in Teacher Education
Authors: Gulla Amanda Nicole
Published: November 2019

This article discusses the importance of teacher candidates writing poetry in their education methods classes in order to reflect upon and examine their beliefs about teaching and learning. Writing poetry in a teacher education context is also important because it prepares teachers to use these techniques with their own students. By writing poetry in the context of academic study, learners can see metaphorical connections between events and ideas. This stands in contrast to the idea put forth in the Common Core Standards that college and career readiness is best developed through reading and writing informational and argumentative texts.
Commentary: Being Hospitable to Teacher Research: A Challenge for the Academy
Authors: Groundwater-Smith Susan
Published: November 2019

In my brief contribution to this edition of LEARNing Landscapes, focusing as it does upon teacher research, integrating action, reflection, and observation, I have chosen to discuss, in particular, the right of teacher research to be recognized and affirmed by the academy in the form of hospitality; a right that is being compromised more and more by the burgeoning neo-liberal culture that dominates so many of our institutions. I argue, in spite of the constraints that are put in its way, that teacher research makes a significant contribution to the development of professional knowledge and, like other aspects of professional practice, is also subject to those parameters that determine quality.
Commentary: Inquiry-Based Teacher Learning for Inclusivity: Professional Development for Action and Change
Authors: Schlessinger Sarah , Oyler Celia
Published: November 2019

University-school partnerships can offer teachers a space for inquiry into theory-based practice related to teaching for equity, inclusivity, and justice. The Teachers College Inclusive Classrooms Project (TCICP) invites city teachers to join an Inquiry to Action Team where they collectively interrogate students’ access to full participation in schools. Teachers are enthusiastic about this work and eagerly share their wisdom and carefully document their yearlong journeys into creating greater access and participation for students. The inquiry teams function as an alternate space for educators to share their work, ponder their pedagogical beliefs, and analyze power relationships in their classrooms and schools. As participants are validated in their work in this alternate space, they are able to build agency as intellectuals and act inclusively and for social justice within their own school spaces.
Responding to Uncertainty: Teacher Educator Professional Development Through Co-Teaching and Collaborative Reflection
Authors: Luke Nancy , Rogers Carrie
Published: November 2019

This exploratory paper describes the collaborative planning, reflection, and teaching for two teacher educators in the process of professional development and acclimation to new faculty positions in a College of Education. As a result of intense and reflective conversations, they discovered a mutual interest in the writings of Schön (1987) and found that his work on uncertainty, uniqueness, and value conflict served as a useful heuristic for understanding their shared experience of co-teaching a curriculum course. Their experiences of reflection in and on action, and their subsequent commitment to changes in their practice as teacher educators, are told in a narrative format to help other college educators see the personal as well as professional growth and development that occurred for both.
Burrowing Into Female Teachers’ Temporal Constraints Experienced in the Midst of the Research Process
Authors: Mitton-Kukner Jennifer
Published: November 2019

The focus of this qualitative study is on three female teachers’ experiences as teacher researchers in the midst of conducting first-time research studies about their own teaching/professional practices. Inquiring into participants’ accounts of their research experiences revealed complex personal and professional obligations shaping the amount of time that participants felt able to invest in the research process. The findings of this paper have implications for better understanding teacher research as a sustainable professional learning endeavour and for considering the complexities teacher researchers must navigate as part of their professional development.
Teacher Research and Evaluation: A Story From Two Perspectives
Authors: Roberts-Harris Deborah , Sandoval Kathy
Published: November 2019

We have been fortunate to work with teachers at a 6-12 charter school who have taken the time to challenge themselves, to take a hard look at what is going on in their classrooms in terms of teaching and learning, reflect on what is working, what could be better, question how effective they are, and then share their reflections, their successes, and their doubts with each other. This project started out as voluntary and was changed to being mandatory and a part of the yearly teacher evaluation. We share our individual perspectives on this situation, and how it is unfolding.
"Roots and Routes": Professional Educators’ Transformative Insights Into the Linguistic and Experiential Worlds of Generation 1.5 Language Minority Students
Authors: Schecter Sandra R. , Arthurs Barbara , Sengupta Sherri , Wong Alice
Published: November 2019

This article explores findings of a project that addressed the academic literacy development of children who are born and/or begin their formal schooling in Canada, but who are raised in homes where the societally dominant language is not the primary idiom. It focuses on collaborating educators’ professional learning through engagement in community-referenced action research that provided opportunities for eighth graders to explore themes related to their developing personal and socially situated identities. One key insight pertained to students’ access to information regarding their family histories and trajectories; a second, to linguistic dynamics internal to generation 1.5 linguistic minority youths’ households.
Commentary: If Education Is the Key to Reconciliation, How Will Professional Development Contribute to Unlocking the Process?
Authors: Aitken Avril
Published: November 2019

This text considers the urgency of teacher learning, given the recent culmination of Canada’s six-year Truth and Reconciliation Commission (TRC) and in light of the position taken by the TRC that, "Education holds the key to reconciliation." Beginning with a reflection on the author’s formative encounters as a practitioner, the text goes on to question how teachers will be prepared for the significant role they have been called on to play. The latter section takes into account that professional learning is emotional and cerebral, and points to the need for emotional readiness among teachers participating in reconciliation practices with students.
Commentary: A Professional Learning Odyssey
Authors: Fink Dean
Published: November 2019

Through the use of personal anecdotes drawn from a long career as a professional educator, the author contends that professional development for professional educators is not just an isolated "quick fix" program now and then, or a series of performance-focused activities, but rather, professional learning opportunities exist in multiple, diverse, and occasionally in unusual and unexpected situations and contexts throughout one’s career. He suggests that what all teachers and school leaders require for professional learning to flourish is both time and space, a clear sense of purpose based on student learning, learning opportunities that are appropriate to roles and career stage, and the support and trust from leadership both inside and outside of schools and districts. It is professional learning, not tests, targets, or performance training, that increases students’ learning.
Push, Pull and Nudge: The Future of Teaching and Educational Change
Authors: Hargreaves Andy
Published: November 2019

This paper draws on recent research on teacher collegiality and professional learning communities to unpack the nature, benefits and drawbacks of different forms of collegial relations, especially in circumstances of high stakes reform. In particular the paper examines the relative merits of pulling change by inspiring and enthusing teachers in their efforts by appeal to the moral principles of their work, or pushing change by placing teachers in situations requiring changes in practice in the hope that this will then lead to changes in their beliefs. The paper finds that teachers sometimes have to be drawn or pulled into professional learning communities, and sometimes they have to be driven or pushed by them. However, pulling should not be so weak that it permits no collaboration at all, and pushing should not be so excessive that it amounts to shoving or bullying. Instead, collaboration will often require the nudges of deliberate arrangements to enhance learning.
Professional Development That Positions Teachers as Inquirers and Possibilizers
Authors: Schnellert Leyton , Kozak Donna , Moore Shelley
Published: November 2019

What might braiding social justice orientations to teaching, learning, and educational change with collaborative inquiry-based professional development afford teachers, their students, and our communities? This article unpacks two professional development initiatives to articulate how inquiry co-constructed by and with teachers can take up diversity as generative. The Aboriginal Early Literacy and Curriculum for All projects involved iterative and critical examinations of practice and opportunities for educators to collaboratively consider and create practices that address contextual and social factors. Educators worked together to situate emerging knowledge and beliefs while also challenging the sources and consequences of assumptions.
New Practices for a New Day: Principal Professional Development to Support Performance Cultures in Schools
Authors: Zepeda Sally J. , Jimenez Albert M. , Lanoue Philip D.
Published: November 2019

This study focuses on principal professional development in one school system in the United States to support a performance culture. With the leadership of the superintendent and central office leaders, principal learning communities were established to foster shared learning and professional development that enhanced their roles as lead learners in their buildings. Three primary themes emerged from the research: Beliefs Matter Only if Growth Matters, Transformational Professional Development Builds a Performance Culture, and Effective Professional Development Provides Safe Landing Change. The themes support that leading is learning. The implications of the research lie primarily in the realm of practice.
Musical Leadership and Societal Transformation: Inspiration and Courage in Action
Authors: Adler Nancy J. , Ippolito Linda M.
Published: November 2019

Music is a form of leadership. Music-based interventions in organizations and society are being used throughout the world, including in situations of extreme con ict and consequence. Artists are going beyond the dehydrated language of economics, politics, and war to achieve goals that have eluded those using more traditional approaches. This article presents musical interventions in Bosnia-Herzegovina, Cyprus, Estonia, Northern Ireland, the Middle East, South Africa, the United States, and Venezuela, in which musicians have had the inspiration and courage to make a di erence.
Attuning to the Interstices of Arts-Based Research and the Expressive Arts: An Experiment in Expanding the Possibilities for Creative Approaches to Inquiry
Authors: Clark/Keefe Kelly , Gilway Jessica
Published: November 2019

In this article, the authors2 examine the generative, yet heretofore under-articulated convergences and divergences between the eld of expressive arts (EXA) and the sub-genre of arts-based research known as a/r/tography. Experimenting with the discursive and practical terrain between the two elds, the authors discuss what they see and sense as the potentiality for an EXA-informed variant of a/r/tographic research informed by new materialist theoretical perspectives. Overall, the work aims to contribute to the expanding dialogue among arts-based researchers who are reaching across diverse discursive and disciplinary boundaries, mining relevant conceptual and practical linkages for thinking the role of creative making practices in social and educational inquiry anew.
Artful Inquiry in the E-learning Journal
Authors: Grushka Kathryn , Bellette Aaron
Published: November 2019

E-learning is transforming the learning landscape. This paper focuses on photomedia participatory inquiry in an e-feed learning culture. It harnesses the bene ts of artful inquiry and elaborates on interactive re ective opportunities when using participatory research methods. Student e-learning journal examples and the teacher re ective voice demonstrate how artful inquiry accommodates critical and re ective actions for new creative outcomes. The methods described and analyzed may have relevance to educators considering applying multi-semiotic learning approaches within e-learning journals as digital platforms become central to digital learning and communication of ideas.
It Is All Part of the Process: Becoming Pedagogical Through Artful Inquiry
Authors: Kim Eun-Ji Amy
Published: November 2019

The experiences and challenges that teacher-educators go through tend to be private and go unnoticed (Berry & Loughran, 2005). Through self-study, teacher-educators can re ect on their practices and learn from each other’s practices. As a novice teacher- educator who was teaching an inquiry-based teaching science methods class with a collaborative teaching team, I explore my experience of being a teacher-educator through arts-based self-study. In this paper, I discuss how the process of artful inquiry informed my own research and teaching practices. Based on the idea of a/r/tography, I link my artistic, research, and teaching practices together to explore what it means to be becoming pedagogical (Gouzouasis, Irwin, Miles, & Gordon, 2013).
A Poem Can: Poetic Encounters
Authors: Leggo Carl
Published: November 2019

All my adult life I have been a language and literacy educator in school and university classrooms. And for most of my adult life I have also been a poet. I read and write poetry; I teach poetry; I write about teaching poetry and about why poetry is important for living creatively in the world. In my poems I seek to remain open to possibilities for living poetically. I seek to see with the eyes of the heart and to hear with the ears of the heart. In a sequence of poems, citations, and ruminations, I ponder the signi cance of poetry.
Valuing Creative Engagement: Transforming Assessment Practices for the Arts
Authors: Lim Shannon , Sanford Kathy
Published: November 2019

Two educators explore issues related to arts-based education and assessment. Our students are being short-changed, we believe, when they are not given opportunities to appreciate the arts, to value the richness they bring to our lives and an understanding of the world. We believe that education needs to rebalance the ways in which children spend their time, how they are assessed, and what is valued. We also believe that deepening our understanding and awareness of how we value and assess the arts will deepen and strengthen the way we understand and value all types of knowledge and interactions in the world.
The Art & Science Project: Constructing Knowledge Through Creative Assessments
Authors: Lima Jailson
Published: November 2019

In the last few years, the use of creative assessments has been shown to be e ective in addressing students’ di erent learning styles and nurturing their personal and academic growth. This article presents the framework for the activities and assessments of the Art & Science Project,1 which is designed to engage learners by using visual arts to portray scienti c concepts. The project’s goal is to promote cross-disciplinary integration and a deeper understanding of the crucial role of models in science. The history of the project and the technologies used to support a creative environment are described.
Arts-Informed Narrative Inquiry: Crossing Boundaries of Research and Teaching-Learning
Authors: Schwind Jasna Krmpotić , Lindsay Gail M.
Published: November 2019

Creative engagement accesses profound knowing and understanding that is not reachable by words alone. Situated in Connelly and Clandinin’s Narrative Inquiry, we use creative self-expression in teaching-learning, research, and practice. We examine artful approaches used in research with students and nurses in mental health, and in our classrooms. Through such artful inquiry we push the boundaries of what it means to co-create knowledge. Our students, future caregivers, learn how knowing has both epistemological and ontological dimensions. In our experience, it is embodied knowing that has the greatest potential for making connections with those in our care.
Pengaruh Pendidikan Kesehatan Tentang Safe Sex Terhadap Perilaku Sex Sehat Pada Laki-Laki Homoseksual (Gay) Di Kota Sorong
Authors: Norma Norma , Rumangun Daud
Published: November 2019

Abstrak: Pengaruh Pendidikan Kesehatan Tentang Safe Sex Terhadap Perilaku Sex Sehat Pada Laki-Laki Homoseksual (Gay) Di Kota Sorong. Isu safe sex mulai marak pada tahun 1980-an saat wabah AIDS mulai menyebar diberbagai belahan dunia. HIV/AIDS adalah salah satu penyakit paling berbahaya, sangat mudah ditularkan melalui transfusi darah atau hubungan badan. Tujuan penelitian ini adalah untuk mengetahui pengaruh pendidikan kesehatan tentang safe sex terhadap perilaku sex sehat dalam kaitannya dengan HIV/AIDS pada laki-laki homoseksual (gay) di Kota Sorong. Jenis penelitian ini adalah penelitian eksperimen semu (quasi experimental). Desain penelitian yang digunakan adalah one group pre test-post test design, dengan jumlah sampel sebanyak 30 responden. Hasil penelitian menunjukkan ada pengaruh pendidikan kesehatan terhadap perilaku berganti-ganti pasangan pada laki-laki homoseksual (Gay) di Kota Sorong, dengan signifikan 0,001 < 0,05. Tidak ada pengaruh pendidikan kesehatan terhadap perilaku oral sex pada laki-laki homoseksual (Gay) di Kota Sorong, dengan nilai signifikan 0,326 > 0,05., dan ada pengaruh pendidikan kesehatan terhadap perilaku penggunaan kondom pada laki-laki homoseksual (Gay) di Kota Sorong, dengan nilai signifikan 0 < 0,05. Penelitian ini menyarankan perlunya media atau sarana yang positif untuk meningkatkan kesadaran gay tentang perilaku sex sehat.
ANALISIS FAKTOR RISIKO TERHADAP KEJADIAN STROKE
Authors: Jahra Alhamid Ipa , Norma Norma , Lopulalan O
Published: November 2019

Stroke merupakan masalah kesehatan yang utama bagi masyarakat modern saat ini. Di samping masalah-masalah kesehatan lainnya, stroke semakin menjadi masalah serius yang dihadapi hampir diseluruh dunia. Hal tersebut dikarenakan serangan stroke yang mendadak dapat mengakibatkan kematian, kecacatan fisik dan mental baik pada usia produktif maupun usia lanjut (Junaidi, 2011) dalam (Mada, 2010). Metode penelitian ini adalah observasi analitik dengan menggunakan rancangan case control study. Jumlah sampel dalam penelitian ini 75 responden dengan tekhnik total sampling. Hasil uji statistik menggunakan odd ratio diperoleh nilai OR = 4,333 (95% CI 1,521 - 12,344) pada hipertensi, nilai OR = 1,833 ( 95 % 0,500 - 6,722) pada diabetes militus, nilai OR = 0,668 (95 % CI 0,255-1,754) pada merokok dan nilai OR = 1,994 (95% CI 0,255-1,754) pada alkoholisme. Kesimpulan penelitian ini adalah hipertensi, diabetes militus dan alkoholisme merupakan faktor risiko terhadap kejadian stroke sedangkan merokok bukan merupakan faktor risiko kejadian stroke.
Analisis Faktor Yang Memengaruhi Kualitas Pelayanan Kesehatan Dengan Metode Servqual Di Puskesmas Wilayah Kerja Dinas Kesehatan Aceh Timur Tahun 2018
Authors: Hermansyah Hermansyah , Darmana Ayi , Nur'aini Nur'aini
Published: November 2019

ABSTRAK

Pendahuluan, pelayanan kesehatan yang bermutu adalah pelayanan kesehatan yang harus memperhatikan empat unsur pokok. Berdasarkan survei yang dilakukan tentang pelayanan Puskesmas kepada pasien sebanyak 10 orang, 6 pasien diantaranya merasa kualitas pelayanan di Puskesmas belum maksimal, sedangkan 4 orang lainnya menyatakan pelayanan sudah maksimal. Tujuan penelitian ini adalah untuk mengetahui faktor yang memengaruhi kualitas pelayanan kesehatan dengan Metode Servqual. Metode, desain penelitian yang digunakan dalam penelitian ini adalah Cross Sectional. Populasi dalam penelitian ini sebanyak 7.635 orang dan sampel yang diambil dengan cara accidental sampling yaitu sebanyak 99 orang. Metode pengumpulan data yaitu data primer dan data sekunder. Analisa data yang digunakan yaitu uji regresi binary logistic. Hasil, hasil penelitian menunjukkan bahwa keadaan fisik memiliki nilai sig-p 0,007 < 0,05, kehandalan sig-p 0,008 < 0,05, ketanggapan sig-p 0,011 < 0,05 dan jaminan sig-p 0,034 < 0,05 yang artinya keadaan fisik, kehandalan, ketanggapan dan jaminan memiliki pengaruh terhadap kualitas pelayanan kesehatan, sedangkan kepedulian tidak memiliki pengaruh terhadap kualitas pelayanan kesehatan karena memiliki nilai sig-p 0,325 > 0,05. Saran, diharapkan dapat menjadi acuan bagi masyarakat dan bagi kader-kader di Puskesmas agar lebih memahami pentingnya kualitas pelayanan yang sesuai dengan peraturan kementerian kesehatan guna meningkatkan pelayanan kesehatan yang diberikan kepada pasien secara maksimal.

Kata Kunci : Faktor Kualitas Pelayanan Kesehatan, Metode Servqual
Relationship Of Patient's Motivation Concerning Prevention Of Transmission With Compliance With The Use Of Mask On Lung Tuberculosis Patients
Authors: Ella Nur Rizky Oktaviyanti Ade
Published: November 2019

One of the factors that influence compliance is individual motivation. There are still many pulmonary tuberculosis patients who do not wear masks, this can have an impact on disease transmission. Poor individual motivation can affect someone's compliance. The purpose of this research is to determine the relationship of patient motivation regarding prevention of transmission with adherence to the use of masks in patients with pulmonary tuberculosis in Rambipuji Health Center, Jember Regency. This research uses descriptive correlative type of research. In this study using a cross-sectional approach. The sample of this study was taken using simple random sampling, namely pulmonary tuberculosis patients at the Rambipuji Health Center in Jember Regency, totaling 105 patients but only 50 patients were used as samples. This research was conducted by giving a questionnaire to pulmonary tuberculosis patients to find out the patient's motivation about preventing transmission by adhering to the use of masks. The results of the study were analyzed using the Lambda Correlation Test, the results of the analysis found that the motivation of patients was good motivation (22%), patient motivation was sufficient (56%), and patient motivation was less motivation (22%). Whereas adherence to the use of masks in pulmonary tuberculosis patients is compliant (36%), and non-compliant (64%). The Lambda Correlation Test results obtained from the variable compliance with ρ = 0.389 positive direction with a value of ρ count of 0.027 <0.05 which means there is a relationship between patient motivation about prevention of transmission with compliance with the use of masks in patients with pulmonary tuberculosis in Rambipuji Health Center, Jember District. It is recommended that further studies be able to conduct more in-depth research related to the relationship of patient motivation regarding the prevention of transmission with adherence to the use of masks in pulmonary tuberculosis patients
A photochemical determination of luminescence efficiency of upconverting nanoparticles
Authors: Amouroux Baptiste , Roux Clément , Micheau Jean-Claude , Gauffre Fabienne , Coudret Christophe
Published: November 2019

Upconverting nanoparticles are a rising class of non-linear luminescent probes burgeoning since the beginning of the 2000’s, especially for their attractiveness in theranostics. However, the precise quantification of the light delivered remains a hot problem in order to estimate their impact on the biological medium. Sophisticated photophysical measurements under near infrared excitation have been developed only by few teams. Here, we present the first attempt towards a simple and cheap photochemical approach consisting of an actinometric characterization of the green emission of NaYF4:Yb,Er nanoparticles. Using the recently calibrated actinometer 1,2-bis(2,4-dimethyl-5-phenyl-3-thienyl)-3,3,4,4,5,5-hexafluoro-1-cyclopentene operating in the green region of the visible spectra, we propose a simple photochemical experiment to get an accurate estimation of the efficiency of these green-emitting “nanolamps”. The agreement of the collected data with the previous published results validates this approach.
ANALYSIS OF EXTERNAL COSTS OF CO2 EMISSIONS FOR CNG BUSES IN INTERCITY BUS SERVICE
Authors: Ivković Ivan , Kaplanović Snežana , Sekulić Dragan
Published: November 2019

Within the transport sector, road transport is the largest source of Carbon Dioxide (CO2) emissions. Greater use of vehicles that run on clean alternative fuels can contribute to reduce CO2 emissions. This paper gives special attention to the Compressed Natural Gas (CNG) buses and their comparison with conventional diesel buses, which in countries such as Serbia have a dominant share. Justification of using CNG buses in order to mitigate climate changes is measured by realised annual and average external costs of CO2 emissions. These external costs provide a basis for future use of economic instruments by which negative impacts of transport on the environment can be limited. Research of CO2 emissions and external costs of CO2 emissions in intercity bus service was conducted for three technical-technological concepts of CNG buses in comparison to the two types of conventional diesel buses. Analysis was carried out according to four various scenarios that define different operating conditions on the road network of the Serbia. Obtained results show that CNG buses reduce annual external costs of CO2 emissions by 2…24% compared to conventional diesel buses. Obtained average external costs of CO2 emissions per 100 bus-kms show to what extent their changes are a result of changes of external costs of CO2 emissions and to what extent they are due to changes of operating conditions on the road network.
Spatially Resolved Stellar Kinematics of the Ultra-diffuse Galaxy Dragonfly 44. II. Constraints on Fuzzy Dark Matter
Authors: Wasserman Asher , van Dokkum Pieter , Romanowsky Aaron J. , Brodie Jean , Danieli Shany , Forbes Duncan A. , Abraham Roberto , Martin Christopher , Matuszewski Matt , Villaume Alexa , Tamanas John , Profumo Stefano
Published: November 2019

Given the absence of directly detected dark matter (DM) as weakly interacting massive particles, there is strong interest in the possibility that DM is an ultralight scalar field, here denoted as “fuzzy” DM. Ultra-diffuse galaxies, with the sizes of giant galaxies and the luminosities of dwarf galaxies, have a wide range of DM halo masses, thus providing new opportunities for exploring the connections between galaxies and their DM halos. Following up on new integral field unit spectroscopic observations and dynamics modeling of the DM-dominated ultra-diffuse galaxy Dragonfly 44 in the outskirts of the Coma Cluster, we present models of fuzzy DM constrained by the stellar dynamics of this galaxy. We infer a scalar field mass of

, consistent with other constraints from galaxy dynamics but in tension with constraints from Lyα forest power spectrum modeling. While we are unable to statistically distinguish between fuzzy DM and “normal” cold DM models, we find that the inferred properties of the fuzzy DM halo satisfy a number of predictions for halos in a fuzzy DM cosmology. In particular, we find good agreement with the predicted core size–halo mass relation and the predicted transition radius between the quantum pressure-dominated inner region and the outer halo region.
The M101 Satellite Luminosity Function and the Halo–Halo Scatter among Local Volume Hosts
Authors: Bennet P. , Sand D. J. , Crnojević D. , Spekkens K. , Karunakaran A. , Zaritsky D. , Mutlu-Pakdil B.
Published: November 2019

We have obtained deep Hubble Space Telescope (HST) imaging of 19 dwarf galaxy candidates in the vicinity of M101. Advanced Camera for Surveys HST photometry for two of these objects showed resolved stellar populations and tip of the red giant branch derived distances (D ∼ 7 Mpc) consistent with M101 group membership. The remaining 17 were found to have no resolved stellar populations, meaning they are either part of the background NGC 5485 group or are distant low surface brightness (LSB) galaxies. It is noteworthy that many LSB objects that had previously been assumed to be M101 group members based on projection have been shown to be background objects, indicating the need for future diffuse dwarf surveys to be very careful in drawing conclusions about group membership without robust distance estimates. In this work we update the satellite luminosity function of M101 based on the presence of these new objects down to M

V
 = −8.2. M101 is a sparsely populated system with only nine satellites down to M

V
≈ −8, as compared with 26 for M31 and 24.5 ± 7.7 for the median host in the Local Volume. This makes M101 by far the sparsest group probed to this depth, although M94 is even sparser to the depth at which it has been examined (M

V
 = −9.1). M101 and M94 share several properties that mark them as unusual compared with the other Local Volume galaxies examined: they have a very sparse satellite population but also have high star-forming fractions among these satellites; such properties are also found in the galaxies examined as part of the Satellites around Galactic Analogs survey. We suggest that these properties appear to be tied to the wider galactic environment, with more isolated galaxies showing sparse satellite populations that are more likely to have had recent star formation, while those in dense environments have more satellites that tend to have no ongoing star formation. Overall, our results show a level of halo-to-halo scatter between galaxies of similar mass that is larger than is predicted in the lambda cold dark matter model.