bluuebunny/crossref_metadata_2025 huggingface dataset:
Analysis of the Auditory Feedback and Phonation in Normal Voices
Authors: Arbeiter Mareike , Petermann Simon , Hoppe Ulrich , Bohr Christopher , Doellinger Michael , Ziethe Anke
Published: December 2017

Purpose:

The aim of this study was to investigate the auditory feedback mechanisms and voice quality during phonation in response to a spontaneous pitch change in the auditory feedback. Does the pitch shift reflex (PSR) change voice pitch and voice quality? Quantitative and qualitative voice characteristics were analyzed during the PSR.

Method:

Twenty-eight healthy subjects underwent transnasal high-speed video endoscopy (HSV) at 8000 fps during sustained phonation [a]. While phonating, the subjects heard their sound pitched up for 700 cents (interval of a fifth), lasting 300 milliseconds in their auditory feedback. The electroencephalography (EEG), acoustic voice signal, electroglottography (EGG), and high-speed-videoendoscopy (HSV) were analyzed to compare feedback mechanisms for the pitched and unpitched condition of the phonation paradigm statistically. Furthermore, quantitative and qualitative voice characteristics were analyzed.

Results:

The PSR was successfully detected within all signals of the experimental tools (EEG, EGG, acoustic voice signal, HSV). A significant increase of the perturbation measures and an increase of the values of the acoustic parameters during the PSR were observed, especially for the audio signal.

Conclusions:

The auditory feedback mechanism seems not only to control for voice pitch but also for voice quality aspects.
Steering Sheath for 2-Nostril Transnasal Office Laryngoscopy
Authors: Hoffman Henry T. , Stegall Helen , Wingler Troy , Blitzer Andrew
Published: December 2017

Objective:

The aim was to study the feasibility of performing office-based laryngeal procedures employing a flexible hollow steerable sheath placed contralateral to the nostril through which a standard flexible video endoscope is placed.

Methods:

The study design included simulation of transnasal endoscopic laryngeal procedures evaluating the use of a flexible steering sheath in laboratory and clinic settings. Transnasal laryngeal procedures were performed in an otolaryngology office setting employing an airway-management-trainer mannequin and then repeated in a human cadaver lab with standard transnasal flexible video laryngoscopy. Video documentation assessed use of a lever-manipulated deflecting ureteral access sheath with an inner diameter of 2.97 mm, an outer diameter of 4.95 mm, and a length of 45 cm. Simulated transnasal laryngoscopy procedures deployed devices through the deflecting sheath to mimic vocal fold needle injection, biopsy with forceps, balloon dilation, and laser treatment to identify strengths and shortcomings to the technology and technique.

Results:

Simulation was successful in appropriately directing instrumentation for all procedures tested. Shortcomings included limitations in steering capacity, greater length to the sheath than desirable for laryngeal procedures, and the need for additional assistants to perform procedures.

Conclusion:

Steering sheath technology is applicable to enhance in-office transnasal laryngoscopy procedures.
Characterizing the Intrinsic Fluorescence Properties of Historical Painting Materials: The Case Study of a Sixteenth-Century Mesoamerican Manuscript
Authors: Pottier Fabien , Michelin Anne , Andraud Christine , Goubard Fabrice , Lavédrine Bertrand
Published: December 2017

Ultraviolet visible (UV–Vis) fluorescence spectroscopy is widely used to study polychrome objects and can help to identify the nature of certain materials when they present specific fluorescent properties. However, given the complexity of the stratified and heterogeneous materials under study, the characterization of an intrinsic fluorescence related to a given constituent (a pigment or a binder composing a paint layer for example) is not straightforward, and the recorded raw data need to be corrected for a number of effects that can influence the detected spectral distribution. The application of standard correction procedures to experimental fluorescence data gathered on the polychromatic surface of the Codex Borbonicus, a 16th-century Aztec manuscript, is described. The results are confronted to an alternate new methodology that is based on the hypothesis of transparent non-scattering paint layers. This second approach allows to establish more clearly the material origin of the detected emission and to discriminate apparent fluorescence (emitted by the substrate and transmitted through the paint layers) from actual intrinsic emission generated by the coloring materials under study. The results show that most of the various emission profiles detected in the paint layers of the manuscript actually originate from a unique fluorophore (composing the substrate) and should not be used to characterize the coloring materials.
Performing accountability in health research: A socio-spatial framework
Authors: Komporozos-Athanasiou Aris , Thompson Mark , Fotaki Marianna
Published: December 2017

The article explores how spaces aimed at improving accountability in health systems are socially produced. It addresses the implications of an initiative to promote patient involvement in government-funded research in the context of a large cancer research network in England. We employ a socio-spatial theoretical framework inspired by insights from Henri Lefebvre and Judith Butler to examine how professional researchers, doctors and patients understand and perform accountability in an empirical context. Our data reveal fundamental tensions between formally required and routinely enacted dimensions of accountability as these are experienced by patients. Consequently, our analysis argues for a need to challenge abstract, professionalized discourse about accountability in health services by acknowledging embodied spaces of representation, in which patients themselves can contribute to making participatory accountability a reality. We suggest that such a shift will provide a more rounded appraisal of patient experiences within health research, and health systems more widely.
Polar Investigation of Phasor Loci
Authors: Jonsson J. J.
Published: December 2017

A number of examples have been presented in this paper which illustrate the polar loci approach to circuit analysis. These represent special cases of the bilinear or Möbius transformation which is used in conjunction with Complex Variables. The use of polar loci not only gives meaning to the bilinear transformation but also may aid in constructing the circular loci associated with phase shift networks, circle diagrams, automatic control system compensating networks, etc. In certain cases the polar approach is of marked advantage compared to using a rectangular co-ordinate system.
The Technologist – the Study of Technology and Society
Authors: Hartley M. G.
Published: December 2017

A quarterly journal published by Sir Isaac Pitman & Sons Ltd. Editor Gerald Walters, Bristol College of Science & Technology. 30s. per year.
Phase-plane Representation of Controlled Processes
Authors: Roots WILLIAM K.
Published: December 2017

In teaching process control to post-graduate electrical engineering students at Vanderbilt University emphasis is laid upon phase-plane portrayal of controlled-process behaviour. An outline is given of the phase-plane topics contained in the lectures, and sample phase-plane examination problems are included.
Low-Risk Multi-Project Semi-Custom Microelectronics for Undergraduate Teaching Purposes
Authors: Hurst S. L.
Published: December 2017

Low risk multi-project semi-custom microelectronics for undergraduate teaching purposes

This paper discusses the need for integrated-circuit fabrication resources to support design activities at undergraduate level, and continues with a discussion of a particular form of masterslice array, which has been fabricated in CMOS technology. It is suggested that this form of circuit provides a viable means for multiproject undergraduate circuits.
Integrated Circuit Design in An Industrially-Oriented M. Eng. Course
Authors: Morant M. J.
Published: December 2017

Integrated circuit design in an industrially oriented M.Eng. course

The paper describes experience of teaching full-custom integrated circuit design in a postgraduate sandwich course. The course uses SERC facilities for CAD and the fabrication of student chip designs, making it particularly valuable to industry. An extension to first-degree courses including semi-custom design is highly desirable.
Microprocessor Control of a Self-Excited Induction Generator
Authors: Watso D. B. , Watson R. M.
Published: December 2017

Microprocessor control of a self-excited induction generator

The paper describes an experimental self-excited induction generator for a microhydro system with electronically switched active and reactive power regulators under microprocessor control, to maintain a constant-frequency constant-voltage output. Steady state operation and transients are recorded, and the inherent flexibility of the microprocessor is demonstrated.
Short Courses on the Industrial Applications of Electricity
Authors: Hobson L.
Published: December 2017

Short courses on the industrial applications of electricity

Details are given of a series of short courses on electrical utilisation which have been developed by the Electroheat Group at Loughborough University over the last decade. Information is also given on typical projects carried out during the courses which illustrate the inter-relationship between industrial electric heating processes and the design of the projects.
An Undergraduate Investigation into the Development of an Integrated Cad System Kernel
Authors: Ainscough J. , Medland A. J. , Heaton N. A. , Smith K.
Published: December 2017

An undergraduate investigation into the development of an integrated CAD system kernel

The paper describes an integrated C.A.D. system kernal designed to provide optimum performance during 3.D. interactive sessions. The hardware is based on proprietary L.S.I. devices. The resident software provides an elementary C.A.D. Language, which is based on threaded interpreted code. Analysis of the performance of the system is presented.
A Consultancy Assignment Used to Teach Tolerance Analysis and Computer Simulation of Analogue Circuits
Authors: Lee M. R.
Published: December 2017

A consultancy assignment used to teach tolerance analysis and computer simulation of analogue circuits

A consultancy assignment is presented in which students are placed in the position of Junior Engineers in a fictitious consultancy company. They are required to investigate and report on deficiencies in a circuit designed by a client company. The reactions of the students to this form of tuition are discussed.
A New Technique for Measurement of B/H Characteristics of Annular Permanent Magnets
Authors: Bhargava S. C.
Published: December 2017

A new technique for measurement of B/H characteristics of annular permanent magnets

A simple technique of B/H measurements on hard magnetic annuli is described. The flux density is still measured using a search coil wound on the specimen, but the corresponding magnetising field is extrapolated from the field about the adjacent surfaces. Results of test on a thin Vicalloy-I annulus are given.
Composite Insulation for a Power Cable
Authors: Salama M. M. A. , Hackam R.
Published: December 2017

Composite insulation for a power cable

A relationship is derived for the voltage of a power cable containing three different insulating materials, allowing for a safety factor in the withstand voltage of each insulator layer and assuming that the electric fields in the dielectrics do not exceed a prescribed maximum. This relationship has been used in a design project for power cable using multilayer insulation.
A Transconductance Model in Amplifier Stages — Part 1
Authors: Martinez Pedro A. , Pollan Tomas
Published: December 2017

A transconductance model in amplifier stages — part 1

This paper presents a midfrequency linear incremental model for transistors in their typical amplifying region, valid for BJTs as well as for FETs. A generical single-stage amplifier configuration has also been developed which can be thoroughly modelled by three a.c. equivalent resistances. The advantage of this model lies in its three resistive parameters which remain valid for the different types of transistor.
The Effect that the Project Selection Preference Has on the Mark of a Final Year Student Project
Authors: James C.
Published: December 2017

The effect that the project selection preference has on the mark of a final-year student project

An investigation is reported on the project allocation for two years with 51 and 53 students. It is found that if a student is allocated his first preference (or his first or second preference), then his performance does not differ significantly from that of all other students who were allocated projects of lower preference.
Analysis of the Entrance Qualifications to a CNAA Honours Degree Course, Final Results and Subsequent Career Achievement
Authors: Briggs B. F. N.
Published: December 2017

Analysis of the entrance qualifications to a CNAA Honours Degree Course, final results and subsequent career achievement

The paper correlates student entry qualifications, with degree classifications obtained on the CNAA Honours Degree Course in Electrical and Electronic Engineering at Huddersfield Polytechnic, U.K. The paper also relates examination results midway through this 4–year course with final degrees and examines relevance of classifications to subsequent career achievement.
What Do We Mean by Virtue?
Authors: Thornburg Robert Watts
Published: December 2017

This university chaplain takes a pragmatic approach to the question, “Can virtue be taught in the university?”, which may seem cynical at first glance. There are significant difficulties in answering the question, including the lack of an adequate definition of terms, the overwhelming influence of Christian and western approaches to the question, the “unvirtue” experienced by many learners and the innate resistance of students to hearing the word “virtue.” Constructive solutions include avoiding theoretical propositional approaches, fostering moral seriousness, making discussion immediate and relevant to learners and, finally, creating communities in which to pursue the search. Not “Virtue” but “virtues” are possible to teach and are already evident in student populations.
He who Hesitates: Hesitation Phenomena as Quality Control in Speech Production, Obstacles in Non-Native Speech Perception
Authors: Reed Marnie
Published: December 2017

This study was designed to determine the nature and occurrence of hesitation phenomena in spontaneous speech of native and non-native speakers, and to determine whether and to what extent the hesitation phenomena normal in spontaneous speech pose perception problems for non-native speakers. A quantitative analysis reveals that hesitation phenomena are ubiquitous in both native and non-native speech production. A qualitative analysis based on a content-processing classification framework reveals the function of hesitations. Hesitations act as overt traces of prospective and retrospective speech-processing tasks which function to forestall errors, and to permit detection and repair of errors once they are committed. Hesitations are quality control devices; native and non-native speakers are highly successful utilizing them to forestall errors. However, hesitation phenomena clearly pose perception problems for non-native speakers who show little evidence of recognizing them as such. Like native speakers, non-native speakers produce hesitation phenomena. Unlike native speakers, who edit and filter out the hesitations they hear, non-native speakers attempt to assign meaning to speakers' faulty output or to parenthetical remarks. Hesitations are unpredictable in their frequency or occurrence; failure to provide training in these oral discourse features of connected speech may result in non-native speakers whose speech production vastly outstrips their perception.
The Eighth Sea
Authors: Cottle Thomas J.
Published: December 2017

His talent for math led Jon Friedman to a lucrative career in accounting. Four decades later, his love of math led him to teaching.
Closing the Gap: Addressing the Vocabulary Needs of English-Language Learners in Bilingual and Mainstream Classrooms
Authors: Carlo María S. , August Diane , McLaughlin Barry , Snow Catherine , Dressler Cheryl , Lippman David , Lively Teresa J. , White Claire E.
Published: December 2017

Gaps in reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders' academic vocabulary. The meanings of academically useful words were taught together with strategies for using information from context, from morphology, from knowledge about multiple meanings, and from cognates to infer word meaning. Among the principles underlying the intervention were that new words should be encountered in meaningful text, that native Spanish speakers should have access to the text's meaning through Spanish, that words should be encountered in varying contexts, and that word knowledge involves spelling, pronunciation, morphology, and syntax as well as depth of meaning. Fifth graders in the intervention group showed greater growth than the comparison group on knowledge of the words taught, on depth of vocabulary knowledge, on understanding multiple meanings, and on reading comprehension. The intervention effects were as large for the English-language learners (ELLs) as for the English-only speakers (EOs), though the ELLs scored lower on all pre- and posttest measures. The results show the feasibility of improving comprehension outcomes for students in mixed ELL-EO classes, by teaching word analysis and vocabulary learning strategies.
Ensuring Content-Area Learning by Secondary Students with Learning Disabilities
Authors: Deshler Donald D. , Schumaker Jean B. , Lenz B. Keith , Bulgren Janis A. , Hock Michael F. , Knight Jim , Ehren Barbara J.
Published: December 2017

Difficult challenges face secondary students with LD and their teachers with regard to these students' participation and success in required general education classes. Recently, instructional methods and materials have been developed and validated for promoting these students' success. Some of them focus on how general education teachers plan and teach their content-area courses; others focus on giving students the strategies they need to respond independently to the demands of their courses. This article describes these instructional methods, a service-delivery model for implementing these interventions in secondary schools, and professional-development mechanisms and administrative support that must be in place for the model to be maintained effectively.
Creativity and Innovation in Child Language
Authors: Chomsky Carol
Published: December 2017

This paper, which was an address to the NCTE Elementary Language Arts Conference in Boston in 1975, discusses two kinds of linguistic innovation in children. Language acquisition is an innovative process, in which children create their own sentences and their own rules for making sentences. Evidence of the creative nature of language learning is presented for both preschoolers and children of elementary school age. The role of reading (and listening to books read aloud) in language development is cited, and it is suggested that exposure to the relatively complex language of written materials provides an effective stimulus to language learning. Invented spelling systems, created by children who write before they know how to read, are another form of linguistic innovation. Four- and five-year-olds who do not yet read can use letters of the alphabet to write words exactly the way they sound. This interesting ability is discussed, with a consideration of its relation to learning how to read later on.
Narrowing the Achievement Gap: Motivation, Engagement, and Self-Efficacy Matter
Authors: Kennedy Eithne
Published: December 2017

This paper reports some of the findings of a two-year mixed methods longitudinal study in a high-poverty junior school in Dublin, Ireland, which was successful in significantly raising children's literacy achievement in reading, writing, and spelling and in enhancing their motivation, engagement, ability to self-regulate learning, and sense of self-efficacy. Critical factors in the success of the intervention were the dual emphasis on both the cognitive and affective dimensions of literacy developed through a meaning-oriented approach to instruction and the multifaceted professional development programme provided to teachers. Changes made to the instructional programme are described with reference to the research on motivation, engagement, and self-efficacy in literacy.
“Books Can Hurt and Help You”: A Case Study of a Reader's Relationships with Books and the World
Authors: Graff Jennifer M.
Published: December 2017

This case study highlights ways in which one girl, school-identified as a “struggling reader,” attempted to construct particular social identities and develop peer relationships through her selection of culturally relevant literature. Situated in a rural community in the South, this case study stems from a larger eight-month qualitative study investigating struggling readers' conceptions of reading and the sociocultural contexts surrounding their selection of books for personal use. Findings address the significant influences of school culture, social capital, and critical consciousness upon this girl's selection of books as she develops particular reading personas in response to perceived social norms, attempts to thwart episodic bullying, and ultimately gain acceptance in her community.
“I Felt Untraditional”: High School Leavers Negotiating Dominant Discourses on “Dropout”
Authors: Bickerstaff Susan
Published: December 2017

The term “high school dropout” has long been problematized for the way it obscures the role of schools in “pushing out” students and for its connotation of personal failure. This article explores the ways in which adolescents who left high school and have subsequently reenrolled understand their own experience as “dropouts” and the broader phenomenon of high school attrition. Data from this qualitative study reveal that participants hold complex and contradictory understandings of what it means to leave high school. The study has implications for researchers, policymakers, and educators in high schools and in programs serving youth who are returning to school.
Alone and in between Cultural and Academic Worlds: Voices of Samoan Students
Authors: Borrero Noah E. , Yeh Christine J. , Tito Patsy , Luavasa Meryllia
Published: December 2017

In a collaborative research study with a Samoan community leader and a high school student, the authors explored the academic and cultural identities of 10 Samoan high school students. In-depth qualitative interviews revealed the students' struggles with negotiating cultural and academic identities in the ecological contexts of home, peer, teacher, school, and community. Using grounded theory, the authors described the reciprocal, contradicting, and alienating nature of Samoan and academic identities in the face of negative stereotypes, competing relational obligations, and low expectations. Findings and implications also focused on cultural strengths and values such as unity, giving back to the community, and respect.
Toward Validation of the Genius Discipline-Specific Literacy Model
Authors: Ellis Edwin S. , Wills Stephen , Deshler Donald D.
Published: December 2017

This paper provides an analysis of the rationale and theoretical underpinnings of the Genius Discipline-specific Literacy Model and its use of SMARTvisuals, interactive visual devices that employ embedded semantic prompts to cue the use of information-processing skills and strategies and focus attention on essential informational elements of high-frequency topics associated with learning history and the English language arts. Quantitative data validating the impact on high-, typical-, and low-achieving students' breadth, depth, and accuracy of history knowledge acquisition and the impact on high-stakes writing assessments, as well as social validity concerning teacher and student perceptions of the SMART visuals, are reviewed.
Casi Nomás Me Dicen Qué Escribir/They Almost Just Tell Me What to Write: A Longitudinal Analysis of Teacher-Student Interactions in a Linguistically Diverse Mainstream Secondary Classroom
Authors: Kibler Amanda
Published: December 2017

To explore the challenges that can arise in teacher-student interactions in linguistically diverse mainstream classrooms, this case study analyzes the ways in which a native Spanish speaker of high-beginning English proficiency and his teacher negotiated an extended writing task in a tenth-grade mainstream humanities course. An “interactional histories” analysis, which offers a contiguous (Maxwell & Miller, 2008) and multimodal analysis of classroom discourse and texts at multiple steps throughout the writing process, is used to demonstrate the pedagogical and conversational moves through which the teacher adapts the academic task and the teacher and student co-construct this assistance. This study illustrates the ways in which opportunities for language minority students' literacy development are locally created through teacher-student interaction but are reflective of linguistic, cultural, and institutional concerns related to the academic performance and achievement of language minority students in schools.
EmPOWERing Children with Learning Disabilities: A Practitioner-Based Reflection
Authors: Cass Richard J.
Published: December 2017

It is important that best practices in writing instruction be implemented in special education and inclusion-based general education classrooms. Recent reports published by the Alliance for Excellent Education (Graham & Hebert, 2010; Graham & Perin, 2007), data from the National Assessment of Educational Progress (NAEP) (Salahu-Din, Persky, & Miller, 2008) and others (National Commission on Writing [NCW], 2003, 2004, 2006) indicate that the expressive writing needs of students have become a critical and life- influencing problem. Unfortunately, many teachers are at a loss as to how to instruct children, particularly those with identified learning disabilities (LD), in a manner that can assist them to produce higher quality writing. This article provides an overview of current research on the writing needs of students with LD and a practitioner-based reflection on the EmPOWER writing program (Singer & Bashir, 2004a, 2004b, 2004c, 2006), a resource that can help teachers meet the needs of struggling writer.
Professional Development to Support TPACK Technology Integration: The Initial Learning Trajectories of Thirteen Fifth- and Sixth-Grade Educators
Authors: Morsink Paul M. , Hagerman Michelle Schira , Heintz Anne , Boyer D. Matthew , Harris Robin , Kereluik Kristen , Hartman Douglas K. , Wood Anne , White Amber , Woodruff Carmen , Anderson Tracey , Goldstein Shelly , Hamm Beth , Lewis Cindy , Lewis Paul , Mitchell Cindy , Murphy Jill , Rogers Lyn , Sherrieb Anne , Siegler Tammy , Withey Kevin
Published: December 2017

This study examined the initial learning trajectories of 13 upper elementary teachers as they developed technological, pedagogical, and content knowledge (TPACK) while participating in a 7-month professional development program focused on integrating technology into their classroom practice. The program was collaborative and non-prescriptive: teachers worked on self-chosen summer projects with flexible support from a university-based partner. A descriptive multicase study design was employed to track teachers' learning progressions. Data included interviews, surveys, digital artifacts, and researchers' notes and memos. During the program, teachers developed varying degrees of TPACK. Analyses distilled six initial TPACK learning trajectories.
Beyond Single Readability Measures: Using Multiple Sources of Information in Establishing Text Complexity
Authors: Hiebert Elfrieda H.
Published: December 2017

A focus of the Common Core State Standards/English Language Arts (CCSS/ELA) is that students become increasingly more capable with complex text over their school careers. This focus has redirected attention to the measurement of text complexity. While suggesting multiple criteria for this task, the CCSS/ELA offers a single measure of text complexity—Lexiles. Additional quantitative data are available—including the two components of a Lexile rating—that can provide more comprehensive views of text complexity. The two “intra-lexile” measures and two others (referential cohesion and an index of words in a text that are predicted to be “hard.”) are applied to sets of exemplars for grade bands 2–3 and 4–5 within the CCSS/ELA. These analyses suggest that conclusions about text complexity vary considerably when multiple quantitative measures, rather than a single, omnibus index, are used.
Response to Intervention: Educators' Perceptions of a Three-Year RTI Collaborative Reform Effort in an Urban Elementary School
Authors: Rinaldi Claudia , Averill Orla Higgins , Stuart Shannon
Published: December 2017

What are educators' perceptions of the adoption and effectiveness of the Response to Intervention (RTI) model in their own schools? Over a three-year time span, the authors interviewed educators at an urban elementary school about their perceptions of an RTI model, tracking the model's development and the effectiveness of the implementation. The study was conducted through a university-school partnership that involved these elementary school educators from the initial planning through the implementation of the model while providing the professional development that was required to support the model. While the educators initially viewed the model as an administrative directive, they began to assume responsibility for the model's implementation during the second year as they considered themselves change agents and problem solvers for their school. During the third year, with continued administrative support and evidence of the model's effectiveness, participants engaged in the additional development and growth of the model and assumed responsibility for the model's sustainability as part of the school change process. Results suggest that RTI's collaborative structures, related professional development, and co-shared leadership supported the implementation process and contributed to the effectiveness of the model. Implications for practice are discussed.
Reading First, Libraries Last: An Historical Perspective on the Absence of Libraries in Reading Education Policy
Authors: Sensenig Victor
Published: December 2017

Reading education has been high on the public policy agenda in the United States. This article addresses the question of why public and school libraries have not been actively involved in legislative efforts to promote children's reading development. An historical perspective on the place of libraries in current reading education policy in the United States is provided, and two possibilities are assessed—1) that libraries have changed, shifting in their institutional identity, and 2) that conceptions of the reading process and the best instructional practices have undergone a dramatic transformation in the wake of the cognitive revolution. The author concludes that newer models of reading focus on cognition and the sociocultural contexts in which literacy occurs, and justify greater attention to the role of libraries in children's print literacy development.
The High School Literacy Coach: Searching for an Identity
Authors: Stevens Nancy L.
Published: December 2017

This case study examined the role of one high school literacy coach as she engaged in her daily work in a large high school in the Midwest. Over a period of six weeks, interviews and observations were conducted, and artifacts were collected to develop an indepth understanding of the evolving role of the secondary literacy coach. The findings revealed the challenges of the role as carried out within the complex setting of a large school system. Major themes identified include a lack of clarity in the definition and responsibilities of a literacy coach, the importance of features that distinguish high school literacy coaching from elementary models, the role of the administrator in high school coaching initiatives, and the instructional role of the literacy coach.
Student Success Skills: An Evidence-based Cognitive and Social Change Theory for Student Achievement
Authors: Lemberger Matthew E. , Brigman Greg , Webb Linda , Moore Molly M.
Published: December 2017

An overview of the Student Success Skills (SSS) program is offered, including descriptions of the curricular structure, extant research support related to SSS effectiveness for academic achievement and improved school behaviors, and a theory of change for student development. Recent research has demonstrated the value of the SSS program as it connects to student academic achievement and related learning outcomes. To demonstrate how these findings can be generalized as a theory of change in myriad educational circumstances, specific SSS curricular skills and strategies are explicated, including those that are cognitive, attitudinal, self-regulatory, behavioral, and social.
Fostering Social and Cultural Capital in Urban Youth: A Programmatic Approach to Promoting College Success
Authors: Sommerfeld Amanda K. , Bowen Paul
Published: December 2017

Bachelor's degree attainment has become essential for U.S. labor market participation. However, degree attainment is differentially accessible across racial and economic lines. One explanation of degree disparities is that urban students often lack the social and cultural capital needed to succeed in higher education institutions. This article focuses on the Trinity Education for Excellence Program (TEEP) that has been successful in developing capital and promoting college enrollment and completion for urban youth through values-based instruction. Recommendations describe how TEEP's approach can be applied in homes, schools, and community youth organizations.
Math Coaching in a Rural School: Gaining Entry: A Vital First Step
Authors: Hartman Sara
Published: December 2017

A growing trend across the nation, academic coaching is a popular way for schools to embed professional development within the regular school day. This article presents the findings of a yearlong qualitative case study of a rural school academic coach and her attempts to gain entry to teachers' classrooms to observe and guide their instructional practices. Gaining entry, a vital first step, influences a coach's ability to positively affect student achievement. The findings with regard to insider status, coach identity, trust, staff connections, and teacher resistance provide implications for practitioners and researchers.
Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-based and Online Learning Environments
Authors: Greer Dinana L. , Crutchfield Stephen A. , Woods Kari L.
Published: December 2017

Struggling learners and students with Learning Disabilities (LD) often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper begins with an explanation of the Cognitive Theory of Multimedia Learning and underlying Cognitive Load Theory and Baddeley's Theory of Working Memory. A review of five empirically supported design principles based on these theories (redundancy effect, modality effect, split attention principle, worked samples, and expert reversal effect) and of cognitive and memory characteristics of students with LD prompts questions for further research. Implications for computer-based and online learning environments are discussed.
Using Genre Pedagogy to Teach Adolescent English Learners to Write Academic Persuasive Essays
Authors: Ramos Kathleen Ann
Published: December 2017

The new Common Core State Standards (CCSS) (NGACBP & CCSSO, 2010) require teachers to prepare all learners, including adolescent English learners (ELs), to develop academic literacy practices. Genre pedagogy may be one way to meet this goal. This article describes an instructional intervention in an urban public high school using the genre-based Reading to Learn (Rose & Martin, 2012) approach to teach 20 adolescent ELs to write academic persuasive essays. Results indicated a significant increase from pretest to posttest in participants' effective use of key academic linguistic resources that function to create persuasion. The findings suggest that the Reading to Learn approach may support adolescent ELs' development of academic literacy practices.
International Perspectives on Literacy Learning with iPads
Authors: Gallagher Tiffany L. , Fsher Douglas , Lapp Diane , Rowsell Jennifer , Simpson Alyson , Scott Ruth Mcquirter , Walsh Maureen , Ciampa Katia , Saudelli Mary Gene
Published: December 2017

This article profiles the use of the iPad (a tablet) in classroom literacy activities in three different instructional environments in different parts of the world: Toronto, Canada; San Diego, United States; and Sydney, Australia. This two-year, qualitative study included observational fieldwork filming students' interactions with tablets in the midst of literacy events. Students in each context used the iPads to make meaning, with the participating classroom teachers affording their students some degree of self-determination with respect to technology use. We describe these three instructional environments and illustrate how these diverse landscapes reflected a variety of ecologies or models that contributed inherently to the nature of learning on the iPads. We describe our findings that show how context and environment allow for different kinds of learning and that may elucidate the array of learning potential afforded with this device.
Making the Political Personal: Problems of Privilege and Power in Post-Secondary Teaching
Authors: Dippo Don , Gelb Steven A. , Turner Ian , Turner Terri
Published: December 2017

“Advising people is terribly easy … it's much more difficult to live your own life.”

John Mortimer
Case Studies in Dropping Out and Dropping Back In
Authors: Epstein Kitty Kelly
Published: December 2017

I was invisible, man. I knew it. I sat in those schools for two years. I sat in the back of the room and I did nothing. I didn't speak to anyone and no one spoke to me. Nobody said, “Do your work” or nothing. Then one day I said it, “Man I'm invisible here.” I got up and walked out the door and I never went back. — an Oakland “dropout” who later graduated from the Oakland Street Academy

I have to be honest and tell you, “I wish some of my students would drop out.” I'm so happy on the days they don't come to class. — a 1991 California credential candidate
Aging Students: Implications for Intergenerational Development in the Classroom
Authors: Youngman Deborah
Published: December 2017

Demographic shifts and changing socioeconomic and cultural expectations predict a significant 21st century increase in older adults seeking postsecondary education. How will college faculty prepare for this influx of over-24-ycar-olds, effectual peers and parents? What will these inter-generational students, half of them women, require for full participation in an increasingly pluralistic society? After presenting a sketch of what we currently know about integrating older students, a case study of an established natural learning environment is discussed as to its implications for classroom reform. The following anthology of sensible models of education and development is incorporated by way of extending the discussion of their interaction: Bassnches' (1984) postdialectical metaformal schemata: Fay's (1987) elaboration of a critical social science; Bruner's (1990) comparative procedure for understanding human development; Belenky, Clinchy, Goldberger, and Tarule's (1986) learning style typology; Gardner's (1991) comments on contextual changes which precipitate regression to prescholastic means; and Donald Davidson's (1994) tripartite conceptualization of possible knowledge. A system involving the transposition of dialectical and discourse methods (that seeks to avoid the habits of mind which typically compromise our theories and our efforts to ope rationalize them) is proposed for moving faculty and students beyond the current “culture wars.”
Convergence and Conflict in the Development of Moral Judgment and Religious Judgment
Authors: Day James M. , Naedts Myriam H. L.
Published: December 2017

In this article the authors present results from research that tested well-established assumptions and explored longstanding dissatisfactions concerning questions about the relationship between moral development and religious development. Relying upon classical constructs derived from the work of Lawrence Kohlberg, Fritz Oser, and certain of their colleagues, the authors translated, revalidated, and employed a measure developed by John Gibbs for the measurement of moral judgment, and developed, validated, and employed a new measure of religious judgment for the purpose of comparing moral judgment and religious judgment levels in a population of French-speaking Belgian adolescents and young adults. Their findings introduce the beginning of a large-scale empirical effort in the testing of claims central to the literature of developmental psychology and the practice of developmental education where moral and religious judgment are concerned. The results of their research also raise a series of interesting questions about conflict and convergence in moral and religious development. Readers are invited to regard these findings both as a source of reinvigoration for the constructivist case about the relatedness of moral and religious development, and as an opportunity to enquire collaboratively into a series of perplexing questions which arise therein.
Physical, Motor, and Fitness Development in Children and Adolescents
Authors: Zaichkowsky Leonard D. , Larson Gerald A.
Published: December 2017

The purpose of this paper is to help fill the void that exists in the teacher preparation literature on the topic of physical, motor, and fitness development of children and adolescents. The first section describes important physical and motor development characteristics of children from early childhood to adolescence. Theories of motor skill development are then discussed, followed by practical applications for parents and teachers. The final section treats the problem of declining fitness levels in children and concludes with recommendations for improving physical fitness in school-age children.
Kindergarten in Kansas: A View from the Beginning
Authors: McConnell Judith L.
Published: December 2017

In June 1995, Dr. Judith McConnell and students from Washburn University in Topeka, Kansas, interviewed Charles Sheldon Sudduth about his kindergarten experiences. Sudduth was one of the few remaining alumni of the Tennessee Town Kindergarten, the first kindergarten for black children west of the Mississippi, founded in 1893. This article, which includes the interview, is based on a paper presented by Dr. McConnell at the conference of the National Association for the Education of Young Children, December, 1995, entitled “Kindergarten in Kansas: A View from the Beginning. ” *
Proof in Mathematics Education
Authors: Fitzgerald J. Franklin
Published: December 2017

The development of reasoning ability is one of the major goals of education, and mathematics as reasoning is one of the objectives of the standards created by the National Council of Teachers of Mathematics. As students develop reasoning power, they progress toward the highest levels of Bloom's taxonomy and encounter the need to synthesize or prove that what they reasoned will always be true. Proofs may take many forms; an argument using prose, a logic argument, an indirect proof which assumes a statement is false and reaches a contradiction, or a proof by mathematical induction. Proof is an important part of the reasoning process; thus curriculum materials should include simple proofs starting in the intermediate grades.
A New Way of Teaching
Authors: Prevost Fernand J.
Published: December 2017

A new view of teaching is emerging from the work of the constructivists and mathematics education reform leaders. In particular, we examine here four aspects of teaching that must change: task selection, guidance of classroom discourse, setting the learning environment, and the analysis of teaching and learning. Several national curriculum projects are working to effect these changes and examples of their work are provided. This work has motivated individual teachers to similarly design investigations that engage students in the study of significant mathematics, and two examples are included. Assessment must also change and students must learn to become less dependent on “authority” for the correctness of answers. Finally, our present understanding of constructivism and its implications for teaching/learning must not be static; though that view now may be at the center, we must listen to those who are on the edges and expect to be changed again and again in the years ahead.
Mathematics Education Then and Now: The Need for Reform
Authors: Findell Carol
Published: December 2017

International test results indicate that United States students are not measuring up to world standards in mathematics education. What does this mean? A look at the past fifty years of mathematics education provides a record of past and present reforms and the lessons learned from these efforts. The mathematics and mathematics education communities are working together to present a vision of mathematics that will take us into the next century. Current curriculum materials present students with relevant problems to solve, and require exploration and data analysis. We need to produce citizens who are able to understand the power of mathematics and work together with others to use mathematics to solve problems encountered in their personal and professional lives.
A Role for Technology in Mathematics Education
Authors: Cuoco Albert A. , Goldenberg E. Paul
Published: December 2017

New technology poses challenges to mathematics educators. How should the mathematics curriculum change to best make use of this new technology? Often computers are used badly, as a sort of electronic flash card, which does not make good use of the capabilities of either the computer or the learner. However, computers can be used to help students develop mathematical habits of mind and construct mathematical ides.

The mathematics curriculum must be restructured to include activities that allow students to experiment and build models to help explain mathematical ideas and concepts. Technology can be used most effectively to help students gather data, and test, modify, and reject or accept conjectures as they think about these mathematical concepts and experience mathematical research.