Development of multiple regression analysis instruments to predict success in advanced placement chemistry

NASA Astrophysics Data System (ADS)

Wagner, Kurt Collins

2001-10-01

This research asks the fundamental question: "What is the profile of the successful AP chemistry student?" Two populations of students are studied. The first population is comprised of students who attend or attended the South Carolina Governor's School for Science and Mathematics, a specialized high school for high ability students, and who have taken the Advanced Placement (AP) chemistry examination in the past five years. The second population is comprised of the 581 South Carolina public school students at 46 high schools who took the AP chemistry examination in 2000. The first part of the study is intended to be useful in recruitment and placement decisions for schools in the National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology. The second part of the study is intended to facilitate AP chemistry recruitment in South Carolina public schools. The first part of the study was conducted by ex post facto searches of teacher and school records at the South Carolina Governor's School for Science and Mathematics. The second part of the study was conducted by obtaining school participation information from the SC Department of Education and soliciting data from the public schools. Data were collected from 440 of 581 (75.7%) of students in 35 of 46 (76.1%) of schools. Intercorrelational and Multiple Regression Analyses (MRA) have yielded different results for these two populations. For the specialized school population, the significant predictors for success in AP chemistry are PSAT Math, placement test, and PSAT Writing. For the population of SC students, significant predictors for success are PSAT Math, count of prior science courses, and PSAT Writing. Multiple Regressions have been successfully developed for the two populations studied. Recommendations for their application are made.

The Effects of Math Anxiety

ERIC Educational Resources Information Center

Andrews, Amanda; Brown, Jennifer

2015-01-01

Math anxiety is a reoccurring problem for many students, and the effects of this anxiety on college students are increasing. The purpose of this study was to examine the association between pre-enrollment math anxiety, standardized test scores, math placement scores, and academic success during freshman math coursework (i.e., pre-algebra, college…

The Community College Student: Preparation for the Math Placement Test

ERIC Educational Resources Information Center

Dudley, Jennifer

2010-01-01

The purpose of this action research case study was to explore attitudes and beliefs regarding strategies to improve math placement scores for low-socioeconomic community college students at an urban campus. Using a pragmatic worldview, qualitative techniques were used to gather data to explore this problem at a single community college located in…

Videoconferencing in Math and Science Preservice Elementary Teachers' Field Placements

NASA Astrophysics Data System (ADS)

Plonczak, Irene

2010-03-01

This study was designed to examine benefits and challenges of teaching through videoconferencing in the context of students’ field placement experiences, particularly as it relates to an inquiry-based approach to teaching and learning math and science. In the context of mathematics and science methods courses, preservice teachers, with the supervision of professors, field placement supervisors and cooperating teachers, taught a series of math and science lessons via video conferencing to 5th grade classes in a major urban public school. Two major results of this study indicate that: (1) teaching through videoconferencing highlights strengths and weaknesses in questioning skill techniques that are at the heart of an inquiry-based approach; (2) teaching through videoconferencing raises the intellectual challenge of teaching and allows preservice teachers to look face to face into their limited understanding of the content matter in math and science.

Advanced placement math and science courses: Influential factors and predictors for success in college STEM majors

NASA Astrophysics Data System (ADS)

Hoepner, Cynthia Colon

President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country. Although research studies offer several contributing factors that point to a higher attrition rate of women in STEM than their male counterparts, no study has investigated the role that high school advanced placement (AP) math and science courses play in preparing students for the challenges of college STEM courses. The purpose of this study was to discover which AP math and science courses and/or influential factors could encourage more students, particularly females, to consider pursuing STEM fields in college. Further, this study examined which, if any, AP math or science courses positively contribute to a student's overall preparation for college STEM courses. This retrospective study combined quantitative and qualitative research methods. The survey sample consisted of 881 UCLA female and male students pursuing STEM majors. Qualitative data was gathered from four single-gender student focus groups, two female groups (15 females) and two male groups (16 males). This study examined which AP math and science courses students took in high school, who or what influenced them to take those courses, and which particular courses influenced student's choice of STEM major and/or best prepared her/him for the challenges of STEM courses. Findings reveal that while AP math and science course-taking patterns are similar of female and male STEM students, a significant gender-gap remains in five of the eleven AP courses. Students report four main influences on their choice of AP courses; self, desire for math/science major, higher grade point average or class rank, and college admissions. Further, three AP math and science courses were highlighted throughout the study. First, AP Chemistry was described as a foundational course necessary for the challenges of STEM courses. AP Calculus was considered a course with practical benefits across STEM majors. Finally, AP Biology was found to be a gateway course, which inspired students to continue to pursue STEM majors in college. All three courses were strongly recommended to high school students considering a STEM major. The findings will help grow a larger and equally prepared pool of females and males and help sustain a more even distribution of women across STEM fields.

Evaluating the Effects of Basic Skills Mathematics Placement on Academic Outcomes of Community College Students

ERIC Educational Resources Information Center

Melguizo, Tatiana; Bo, Hans; Prather, George; Kim, Bo

2011-01-01

The main objective of the authors' proposed study is to evaluate the effectiveness of math placement policies for entering community college students on these students' academic success in math, and their transfer and graduation rates. The main research question that guides the proposed study is: What are the effects of various basic skills…

Using Assessment Data to Guide Math Course Placement of California Middle School Students

ERIC Educational Resources Information Center

Huang, Chun-Wei; Snipes, Jason; Finkelstein, Neal

2016-01-01

Middle school math placement and progression are topics that are part of an active policy and practice discussion in California and elsewhere. Beginning in the 2008/09 school year, California's State Board of Education recommended that students complete algebra I by the end of grade 8. Between 2003 and 2009 the proportion of grade 8 students…

A Call to Action to Improve Math Placement Policies and Processes: Six Policy Recommendations to Increase STEM Student Aspirations and Success While Decreasing Racial and Income Gaps

ERIC Educational Resources Information Center

Couturier, Lara K.; Cullinane, Jenna

2015-01-01

This call to action is based on a simple but important premise: The nation cannot allow college placement policies, processes, and instruments to undermine promising efforts to increase student success in mathematics and increase attainment of STEM credentials. Efforts to redesign math pathways hold great promise for improving the teaching and…

Assessment of factors impacting success for incoming college engineering students in a summer bridge program

NASA Astrophysics Data System (ADS)

Reisel, John R.; Jablonski, Marissa; Hosseini, Hossein; Munson, Ethan

2012-06-01

A summer bridge program for incoming engineering and computer science freshmen has been used at the University of Wisconsin-Milwaukee from 2007 to 2010. The primary purpose of this program has been to improve the mathematics course placement for incoming students who initially place into a course below Calculus I on the math placement examination. The students retake the university's math placement examination after completing the bridge program to determine if they then place into a higher-level mathematics course. If the students improve their math placement, the program is considered successful for that student. The math portion of the bridge program is designed around using the ALEKS software package for targeted, self-guided learning. In the 2007 and 2008 versions of the program, both an on-line version and an on-campus version with additional instruction were offered. In 2009 and 2010, the program was exclusively in an on-campus format, and also featured a required residential component and additional engineering activities for the students. From the results of these four programs, we are able to evaluate the success of the program in its different formats. In addition, data has been collected and analysed regarding the impact of other factors on the program's success. The factors include student preparation before the beginning of the program (as measured by math ACT scores) and the amount of time the student spent working on the material during the program. Better math preparation and the amount of time spent on the program were found to be good indicators of success. Furthermore, the on-campus version of the program is more effective than the on-line version.

How Are Community College Students Assessed and Placed in Developmental Math? Grounding Our Understanding in Reality

ERIC Educational Resources Information Center

Melguizo, Tatiana; Kosiewicz, Holly; Prather, George; Bos, Johannes

2014-01-01

The study's main objective was to provide a detailed description of math Assessment and Placement (A&P) policies in the Los Angeles Community College District (LACCD). The study was focused on math because a larger proportion of students place into remedial math than remedial reading or English (Bailey, Jeong, & Cho, 2010; Parsad, Lewis,…

Reading and Math.

ERIC Educational Resources Information Center

Baldwin, Anna; And Others

This publication contains materials used in the three phases of the reading and mathematics components of work-specific classes. Each section begins with an overview of developments in that phase. Section 1 focuses on Phase 1 during which math and reading were taught as separate components. It contains a math placement appraisal, worksheets and…

A Correlation of Community College Math Readiness and Student Success

NASA Astrophysics Data System (ADS)

Brown, Jayna Nicole

Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p < .001), performance (p = .008), and progress ( p = .001), indicating students who tested into Introduction to Algebra were more successful and persisted more often to degree completion. In order to improve instructional methods for Basic Math courses, a 3-day professional development workshop was developed for math faculty focusing on current, best practices in remedial math instruction. Implications for social change include providing math faculty with the knowledge and skills to develop new instructional methods for remedial math courses. A change in instructional methods may improve community college students' math competencies and degree achievement.

Importance of Grades and Placement for Math Attainment

ERIC Educational Resources Information Center

Tyson, Will; Roksa, Josipa

2017-01-01

Research on high school math course taking documents the advantages of starting high school at or beyond Algebra 1. Fewer studies examine differentiation into remedial, general, and honors Algebra 1 course types by course rigor. This study examines how course grades and course rigor are associated with math attainment among students with similar…

Student Transcript-Enhanced Placement Study (STEPS). Technical Report

ERIC Educational Resources Information Center

Willett, Terrence

2013-01-01

Prior research suggests that using high school transcripts may improve English and math placement accuracy at colleges. Between 2012 and 2013, the Research and Planning Group for California Community Colleges (RP Group) conducted the Student Transcript Enhanced Placement Study (STEPS) in partnership with the California Community Colleges…

The relationship between selected standardized test scores and performance in advanced placement math and science exams: Analyzing the differential effectiveness of scores for course identification and placement

NASA Astrophysics Data System (ADS)

Urbina, Josue N.

There is a national need to increase the STEM-related workforce. Among factors leading towards STEM careers include the number of advanced high school mathematics and science courses students complete. Florida's enrollment patterns in STEM-related Advanced Placement (AP) courses, however, reveal that only a small percentage of students enroll into these classes. Therefore, screening tools are needed to find more students for these courses, who are academically ready, yet have not been identified. The purpose of this study was to investigate the extent to which scores from a national standardized test, Preliminary Scholastic Assessment Test/ National Merit Qualifying Test (PSAT/NMSQT), in conjunction with and compared to a state-mandated standardized test, Florida Comprehensive Assessment Test (FCAT), are related to selected AP exam performance in Seminole County Public Schools. An ex post facto correlational study was conducted using 6,189 student records from the 2010 - 2012 academic years. Multiple regression analyses using simultaneous Full Model testing showed differential moderate to strong relationships between scores in eight of the nine AP courses (i.e., Biology, Environmental Science, Chemistry, Physics B, Physics C Electrical, Physics C Mechanical, Statistics, Calculus AB and BC) examined. For example, the significant unique contribution to overall variance in AP scores was a linear combination of PSAT Math (M), Critical Reading (CR) and FCAT Reading (R) for Biology and Environmental Science. Moderate relationships for Chemistry included a linear combination of PSAT M, W (Writing) and FCAT M; a combination of FCAT M and PSAT M was most significantly associated with Calculus AB performance. These findings have implications for both research and practice. FCAT scores, in conjunction with PSAT scores, can potentially be used for specific STEM-related AP courses, as part of a systematic approach towards AP course identification and placement. For courses with moderate to strong relationships, validation studies and development of expectancy tables, which estimate the probability of successful performance on these AP exams, are recommended. Also, findings established a need to examine other related research issues including, but not limited to, extensive longitudinal studies and analyses of other available or prospective standardized test scores.

Mathematics Placement at Cottey College.

ERIC Educational Resources Information Center

Callahan, Susan

In response to the large numbers of students who were failing or dropping out of basic algebra and calculus classes, Cottey College, in Missouri, developed a math placement program in 1982 using Basic Algebra (BA) and Calculus Readiness (CR) tests from the Mathematical Association of America's Placement Testing Program. Cut off scores for the…

All Students Need Advanced Mathematics. Math Works

ERIC Educational Resources Information Center

Achieve, Inc., 2013

2013-01-01

This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math…

Degrees of Freedom: Probing Math Placement Policies at California Colleges and Universities (Report 3 of a 3-Part Series)

ERIC Educational Resources Information Center

Burdman, Pamela

2015-01-01

There is growing concern that the remedial math courses taken by most community college students unnecessarily divert some students from earning a degree. Anecdotes of students who thought they had completed their math requirements in high school only to have remedial courses delay their progress through college are common. In addition, research…

Do Increased Levels of Parental Involvement Account for Social Class Differences in Track Placement?

ERIC Educational Resources Information Center

Kelly, Sean

This paper attempts to determine whether increased levels of involvement among socially advantaged parents accounts for children's track placements. Research has shown that students of higher social classes have a greater advantage in attaining placement in elite math sequences. Data from the National Educational Longitudinal Survey (1988) was…

Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

ERIC Educational Resources Information Center

Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

2015-01-01

Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…

Course Placement Series: Spotlight on High School Math Course Enrollment. Policy Brief

ERIC Educational Resources Information Center

Tennessee Department of Education, 2015

2015-01-01

The Tennessee Department of Education explored course enrollment patterns in an effort to better understand in which courses students are enrolling and whether course enrollment policies and procedures are promoting students' interests. This report focuses on math course enrollment patterns throughout high school by following the 2013-14 twelfth…

Track Placement and the Motivational Predictors of Math Course Enrollment

ERIC Educational Resources Information Center

Reyes, Marcela; Domina, Thurston

2017-01-01

Background: Virtually all high schools offer a range of courses to allow students to enroll in four years of high school mathematics. However, only two thirds of U.S. high school graduates took mathematics courses each school year. Purpose/Research Question: This study addresses three research questions: First, how do students' math course…

Social Capital, Information, and Socioeconomic Disparities in Math Coursework

PubMed Central

Crosnoe, Robert; Schneider, Barbara

2011-01-01

Analysis of the National Education Longitudinal Study revealed that socioeconomically advantaged students persist in high school math at higher rates than their disadvantaged peers, even when they have the same initial placements and skill levels. These disparities are larger among students with prior records of low academic status because students from more privileged backgrounds persist in math coursework even when their prior performance predicts they will not. Among students with low middle school math performance, those from socioeconomically disadvantaged families appear to benefit from having consultants for coursework decisions, so that they make up ground with their socioeconomically advantaged peers. PMID:21743762

High School Mathematics Curricula, University Mathematics Placement Recommendations, and Student University Mathematics Performance

ERIC Educational Resources Information Center

Norman, Ke Wu; Medhanie, Amanuel G.; Harwell, Michael R.; Anderson, Edwin; Post, Thomas R.

2011-01-01

Recent "math wars" have drawn attention to how well various high school mathematics curricula prepare students for college-level mathematics. The purpose of this study was to investigate the relationship between the high school mathematics curricula and students' post-secondary mathematics placement recommendation, specifically how…

Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

PubMed Central

Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

2014-01-01

Using data from the Educational Longitudinal Study of 2002–2006 (ELS:02/06), this study investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status (SES) and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low SES students than for high SES students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed. PMID:26508803

Utilizing Additional Measures of High School Academic Preparation to Support Students in Their Math Self-Assessment

ERIC Educational Resources Information Center

Fong, Kristen E.; Melguizo, Tatiana

2017-01-01

This study describes student behavior through the actual assessment and placement (A&P) process. It then uses an alternative A&P policy that utilizes an additional measure that assesses prior math preparedness alongside subtest choice. Utilizing data from a community college that allows its' students to choose the assessment subtest used…

Assessment Test Scores of Incoming Students, Fall 2001.

ERIC Educational Resources Information Center

Negron, Maggie; Breindel, Matthew

This assessment of placement test scores in reading, math, and sentence skills from incoming students at College of the Desert (California) shows that students are overwhelmingly underprepared for study at the college. Only 15% of students were prepared in sentence skills, 27% in reading skills, 7% in math skills; only 3% were prepared in all 3…

Gender, Academics and Interscholastic Sports Participation at the School Level: A Gender-specific Analysis of the Relationship between Interscholastic Sports Participation and AP Enrollment

PubMed Central

Veliz, Philip; Shakib, Sohaila

2014-01-01

While literature demonstrates that interscholastic sports participation is associated with positive academic outcomes, this relationship is rarely analyzed at a macro-level (the school-level). To date, there is no research examining whether increases in schools’ female and male interscholastic sports participation rates is associated with increases in female and male AP enrollment rates. Using a national sample of 4,644 public high schools during the 2009-2010 school year, we test several gender-specific hypotheses linked with the association between schools’ sport participation rates and advanced placement enrollment rates (AP math, AP science, AP foreign language, and overall AP enrollment). The findings reveal that schools’ female and male sports participation rates have a positive association with schools’ female and male AP math, AP science, AP foreign language, and overall AP enrollment rates. Moreover, the findings suggest that females benefit more than males in regard to the positive relationship between interscholastic sports and AP enrollment. PMID:24910475

Measurement Characteristics of the MAA Math Placement Tests.

ERIC Educational Resources Information Center

Melancon, Janet G.; Thompson, Bruce

This paper presents analyses of score reliability for a mathematics placement test developed by the Mathematical Association of America in 1984 for use with undergraduate college students. Subjects included all 589 students seeking admission to the college mathematics curricula at a private university in the South during the course of the study.…

Standard and modified administrations of the Iowa Tests of Basic Skills with learning disabled students.

PubMed

Estes, R E; Baum, D L; Bray, N M

1986-04-01

The purpose of this study was to investigate the performance of junior high school learning disabled students on standard and modified administrations of selected subtests from the Iowa Tests of Basic Skills. No significant differences were noted for correlations between types of administration and teachers' ratings on any of the subtest comparisons. Grade placements for Vocabulary and Reading Comprehension using the modified administration were significantly higher than those using the standard administration and more closely aligned with teachers' ratings. Math Concept and Math Problem-solving grade-placement scores did not differ by type of administration; teachers' ratings were higher than those produced by either testing format.

Relation of Opportunity to Learn Advanced Math to the Educational Attainment of Rural Youth

ERIC Educational Resources Information Center

Irvin, Matthew; Byun, Soo-yong; Smiley, Whitney S.; Hutchins, Bryan C.

2017-01-01

Our study examined the relation of advanced math course taking to the educational attainment of rural youth. We used data from the Educational Longitudinal Study of 2002. Regression analyses demonstrated that when previous math achievement is accounted for, rural students take advanced math at a significantly lower rate than urban students.…

Assessment of Factors Impacting Success for Incoming College Engineering Students in a Summer Bridge Program

ERIC Educational Resources Information Center

Reisel, John R.; Jablonski, Marissa; Hosseini, Hossein; Munson, Ethan

2012-01-01

A summer bridge program for incoming engineering and computer science freshmen has been used at the University of Wisconsin-Milwaukee from 2007 to 2010. The primary purpose of this program has been to improve the mathematics course placement for incoming students who initially place into a course below Calculus I on the math placement examination.…

Stepping Up: Improving Progression in English and Math from High School to College. Student Transcript-Enhanced Placement Study. Research Brief

ERIC Educational Resources Information Center

Willett, Terrence; Karandjeff, Kelley

2014-01-01

How do we determine if incoming students are ready for college-level work? California's community college system is currently working to address this complex question in a more nuanced, comprehensive, and equitable way. This research brief offers insights that can inform these efforts resulting from the Student Transcript-Enhanced Placement Study…

Is There a Causal Effect of High School Math on Labor Market Outcomes?

ERIC Educational Resources Information Center

Joensen, Juanna Schroter; Nielsen, Helena Skyt

2009-01-01

In this paper, we exploit a high school pilot scheme to identify the causal effect of advanced high school math on labor market outcomes. The pilot scheme reduced the costs of choosing advanced math because it allowed for a more flexible combination of math with other courses. We find clear evidence of a causal relationship between math and…

Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM

ERIC Educational Resources Information Center

Hübner, Nicolas; Wille, Eike; Cambria, Jenna; Oschatz, Kerstin; Nagengast, Benjamin; Trautwein, Ulrich

2017-01-01

Math achievement, math self-concept, and vocational interests are critical predictors of STEM careers and are closely linked to high school coursework. Young women are less likely to choose advanced math courses in high school, and encouraging young women to enroll in advanced math courses may therefore bring more women into STEM careers. We…

On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies.

PubMed

Ramirez, Gerardo; Chang, Hyesang; Maloney, Erin A; Levine, Susan C; Beilock, Sian L

2016-01-01

Even at young ages, children self-report experiencing math anxiety, which negatively relates to their math achievement. Leveraging a large dataset of first and second grade students' math achievement scores, math problem solving strategies, and math attitudes, we explored the possibility that children's math anxiety (i.e., a fear or apprehension about math) negatively relates to their use of more advanced problem solving strategies, which in turn relates to their math achievement. Our results confirm our hypothesis and, moreover, demonstrate that the relation between math anxiety and math problem solving strategies is strongest in children with the highest working memory capacity. Ironically, children who have the highest cognitive capacity avoid using advanced problem solving strategies when they are high in math anxiety and, as a result, underperform in math compared with their lower working memory peers. Copyright © 2015 Elsevier Inc. All rights reserved.

Advanced Math Equals Career Readiness. Math Works

ERIC Educational Resources Information Center

Achieve, Inc., 2013

2013-01-01

The equation is simple: No matter their background, students who take challenging math courses in high school get better jobs and earn more money throughout their entire lives. This paper stresses that: (1) Higher-level math opens doors for any and all postsecondary programs and keeps it open for advancement beyond entry-level jobs; and (2)…

Math Placement Validation Study: A Summary of the Criterion-Related Validity Evidence and Multiple Measures Data for the San Diego Community College District.

ERIC Educational Resources Information Center

Armstrong, William B.

In Fall 1994, the San Diego Community College District (SDCCD), in California, conducted a study to determine the validity of the Mathematics Diagnostic Testing Project (MDTP) placement test. The MDTP provides tests at four levels (i.e., algebra readiness, elementary algebra, intermediate algebra, and pre-calculus) and is used in the District for…

An Investigation into the Impact of Grade Retention and Grade Placement as Interventions in a Large Suburban School District in Texas

ERIC Educational Resources Information Center

Medrano, Imelda

2012-01-01

The purpose of this study was to examine the impact of grade retention and grade placement on student achievement in both reading and math over the course of five years. A comparison was drawn amongst two cohorts of students in 3rd through 5th grade: (a) students in each grade who were retained in the year 2006-2007 due to failing report card…

Do specialty courts achieve better outcomes for children in foster care than general courts?

PubMed

Sloan, Frank A; Gifford, Elizabeth J; Eldred, Lindsey M; Acquah, Kofi F; Blevins, Claire E

2013-02-01

This study assessed the effects of unified family and drug treatment courts (DTCs) on the resolution of cases involving foster care children and the resulting effects on school performance. The first analytic step was to assess the impacts of presence of unified and DTCs in North Carolina counties on time children spent in foster care and the type of placement at exit from foster care. In the second step, the same data on foster care placements were merged with school records for youth in Grades 3-8 in public schools. The effect of children's time in foster care and placement outcomes on school performance as measured by math and reading tests, grade retention, and attendance was assessed using child fixed-effects regression. Children in counties with unified family courts experienced shorter foster care spells and higher rates of reunification with parents or primary caregivers. Shorter foster care spells translated into improved school performance measured by end-of-grade reading and math test scores. Adult DTCs were associated with lower probability of reunification with parents/primary caregivers. The shortened time in foster care implies an efficiency gain attributable to unified family courts, which translate into savings for the court system through the use of fewer resources. Children also benefit through shortened stays in temporary placements, which are related to some improved educational outcomes.

Payment of Advanced Placement Exam Fees by Virginia Public School Divisions and Its Impact on Advanced Placement Enrollment and Scores

ERIC Educational Resources Information Center

Cirillo, Mary Grupe

2010-01-01

The purpose of this study was to determine the impact of Virginia school divisions' policy of paying the fee for students to take Advanced Placement exams on Advanced Placement course enrollment, the number of Advanced Placement exams taken by students, the average scores earned and the percent of students earning qualifying scores of 3, 4, or 5…

Selecting Students for Pre-Algebra: Examination of the Relative Utility of the Anchorage Pre-Algebra Screening Tests and the State of Alaska Standards Based Benchmark 2 Mathematics Study. An Examination of Consequential Validity and Recommendation.

ERIC Educational Resources Information Center

Fenton, Ray

This study examined the relative efficacy of the Anchorage (Alaska) Pre-Algebra Test and the State of Alaska Benchmark in 2 Math examination as tools used in the process of recommending grade 6 students for grade 7 Pre-Algebra placement. The consequential validity of the tests is explored in the context of class placements and grades earned. The…

Variation in Content Coverage by Classroom Composition: An Analysis of Advanced Math Course Content

ERIC Educational Resources Information Center

Covay, Elizabeth

2011-01-01

Everyone knows that there is racial inequality in achievement returns from advanced math; however, they do not know why black students and white students taking the same level of math courses are not leaving with the same or comparable skill levels. To find out, the author examines variation in course coverage by the racial composition of the…

Five Centers Model: Integrated Labs for Instructional Technology and Student Assessment.

ERIC Educational Resources Information Center

Burnett, Henry J.

1989-01-01

Describes the College of the Desert (California's) integrated facility that links the following three functions: (1) student assessment and computerized placement testing; (2) remedial instruction in study skills, writing, and math; and (3) research to assess learning gains. (DMM)

Materials and Area of Study for Advanced Placement Program in American History.

ERIC Educational Resources Information Center

Santos, Peter A.

This paper describes and evaluates benefits of advanced placement programs and identifies materials which can help high school history classroom teachers develop effective advanced placement programs. An advanced placement program is defined as a program which requires a student to do extensive research and writing throughout the school year.…

Kinship and nonrelative foster care: the effect of placement type on child well-being.

PubMed

Font, Sarah A

2014-01-01

This study uses a national sample of 1,215 children, ages 6-17, who spent some time in formal kinship or nonrelative foster care to identify the effect of placement type on academic achievement, behavior, and health. Several identification strategies are used to reduce selection bias, including ordinary least squares, change score models, propensity score weighting, and instrumental variables regression. The results consistently estimate a negative effect of kin placements on reading scores, but kin placements appear to have no effect on child health, and findings on children's math and cognitive skills test scores and behavioral problems are mixed. Estimated declines in both academic achievement and behavioral problems are concentrated among children who are lower functioning at baseline. © 2014 The Author. Child Development © 2014 Society for Research in Child Development, Inc.

Does High School Performance Predict College Math Placement?

ERIC Educational Resources Information Center

Kowski, Lynne E.

2013-01-01

Predicting student success has long been a question of interest for postsecondary admission counselors throughout the United States. Past research has examined the validity of several methods designed for predicting undergraduate success. High school record, standardized test scores, extracurricular activities, and combinations of all three have…

Advanced Placement Environmental Science and the Curriculum and Community Enterprise for Restoration Science (CCERS) Project in the New York City High School

ERIC Educational Resources Information Center

Birney, Lauren; McNamara, Denise

2018-01-01

This paper explores the issue of social justice through the lens of equitable access to Advanced Placement courses in the City of New York High Schools, with focus on Advanced Placement Environmental Science. A critical component of the Advanced Placement Environmental Science course is the incorporation of environmental fieldwork. The National…

The Under-Utilization and Problems Associated with the Advanced Placement Program of Adult High School Students

ERIC Educational Resources Information Center

Barham, Mary Ann

2009-01-01

The purpose of this study was to investigate the low participation rate among high school students 18 years of age or older in Advanced Placement courses. The subjects in this study were 129 Advanced Placement Students and 129 non-Advanced Placement high school students 18 years of age or older in five high schools in two Louisiana parishes.…

Preparing for Local Labor: Curricular Stratification across Local Economies in the United States

PubMed Central

Sutton, April

2017-01-01

I investigate how the educational demands of local labor markets shape high school course offerings and student course taking. Using the Education Longitudinal Study of 2002 linked to the U.S. Census 2000, I focus on local economic variation in the share of jobs that do not demand a bachelor’s degree. I find that schools in local labor markets with higher concentrations of subbaccalaureate jobs devote a larger share of their course offerings to career and technical education (CTE) courses and a smaller share to advanced college-preparatory courses compared to schools in labor markets with lower concentrations of subbaccalaureate jobs, even net of school resources. Students in labor markets with higher concentrations of subbaccalaureate jobs take greater numbers of CTE courses, and higher-achieving students in these labor markets are less likely to take advanced math and Advanced Placement/International Baccalaureate courses. These course-taking disparities are largely due to school course offerings. This study shows how local economic inequalities shape high school curricular stratification, and suggests that school curricula linked to the educational demands of local jobs delimits the college preparation opportunities of high-achieving students. PMID:29531407

Preparing for Local Labor: Curricular Stratification across Local Economies in the United States.

PubMed

Sutton, April

2017-04-01

I investigate how the educational demands of local labor markets shape high school course offerings and student course taking. Using the Education Longitudinal Study of 2002 linked to the U.S. Census 2000, I focus on local economic variation in the share of jobs that do not demand a bachelor's degree. I find that schools in local labor markets with higher concentrations of subbaccalaureate jobs devote a larger share of their course offerings to career and technical education (CTE) courses and a smaller share to advanced college-preparatory courses compared to schools in labor markets with lower concentrations of subbaccalaureate jobs, even net of school resources. Students in labor markets with higher concentrations of subbaccalaureate jobs take greater numbers of CTE courses, and higher-achieving students in these labor markets are less likely to take advanced math and Advanced Placement/International Baccalaureate courses. These course-taking disparities are largely due to school course offerings. This study shows how local economic inequalities shape high school curricular stratification, and suggests that school curricula linked to the educational demands of local jobs delimits the college preparation opportunities of high-achieving students.

Four Decades of the Advanced Placement Program.

ERIC Educational Resources Information Center

Rothschild, Eric

1999-01-01

Reports on the history of the Advanced Placement (AP) program, considering such issues as the program's initiation, changes within the program, its various problems, growth in Advanced Placement, and the program's reach overseas. (CMK)

Online Options for Math-Advanced Students

ERIC Educational Resources Information Center

Wessling, Suki

2012-01-01

Once upon a time, a student well advanced past grade level in math would have had few choices. Advanced students would invariably outpace the skills of their elementary teachers, and due to age wouldn't have options such as going to the middle school or community college for classes. Soon thereafter, students would enter middle school only to find…

Do We Need Remedial College Math Courses?

NASA Astrophysics Data System (ADS)

Hughes, Anne O.; Khatri, D.

2006-12-01

Entering college freshmen, in increasing numbers, in practically every public institution of higher learning are in need of one or two remedial math courses. This is particularly a big problem at the Historically Black Colleges and Universities where a large number of remedial math course sections are offered to meet the growing demand for such courses. For most of these students, graduation is delayed by at least a year. In addition, these students continue to be taught by teaching methodologies that did not work for them even in high schools resulting in disgust and hatred for math. This situation makes entry for these students into STEM areas difficult and is the perfect recipe for failure in STEM disciplines if they enroll in college level courses. The University of the District of Columbia (UDC) is no exception. A first attempt was made in summer 2006 to remedy this situation. The problem for this exploratory research study was to ascertain if a short, intensive six-week project in basic math and introductory algebra would produce a recognizable improvement in the math performance of entering UDC freshmen students as measured by the UDC math placement test. The results are eye opening. On the pre-test for basic math (005), the mean score for the group (N=10) was 35.6, with the passing score being 70. On the post-test, the mean increased to 63.4 showing an improvement of 78 percent. The authors will present the results of this research study at the conference

An Examination of Perceptions Associated with Enrollment Procedures and Students Placement in Advanced Placement Courses in Northeast Louisiana

ERIC Educational Resources Information Center

Vidrine, Brent

2013-01-01

The purpose of the study was to investigate participation rates of minorities and economically disadvantaged students in Advanced Placement programs in selected high schools in Northeast Louisiana. Advanced Placement programs in high schools generally promote higher level education courses. The focus of the investigation was perceptions held by…

Calculation Software

NASA Technical Reports Server (NTRS)

1994-01-01

MathSoft Plus 5.0 is a calculation software package for electrical engineers and computer scientists who need advanced math functionality. It incorporates SmartMath, an expert system that determines a strategy for solving difficult mathematical problems. SmartMath was the result of the integration into Mathcad of CLIPS, a NASA-developed shell for creating expert systems. By using CLIPS, MathSoft, Inc. was able to save the time and money involved in writing the original program.

Advanced Math: Closing the Equity Gap. Math Works

ERIC Educational Resources Information Center

Achieve, Inc., 2013

2013-01-01

Minority and low-income students are less likely to have access to, enroll in and succeed in higher-level math courses in high school than their more advantaged peers. Under these circumstances, higher-level math courses function not as the intellectual and practical boost they should be, but as a filter that screens students out of the pathway to…

Measuring Student Success from a Developmental Mathematics Course at an Elite Public Institution

ERIC Educational Resources Information Center

Hsu, Julian; Gehring, William J.

2016-01-01

This paper asks whether placement recommendations for a developmental math course at an elite public institution impact students' future academic performance, course-taking, and college outcomes. Researchers use these specific outcomes to measure whether developmental courses help students develop the skills necessary to succeed in college,…

Placement and Achievement of Urban Hispanic Middle Schoolers with Specific Learning Disabilities

ERIC Educational Resources Information Center

Barrocas, Lisa; Cramer, Elizabeth D.

2014-01-01

This study examined achievement gains in reading and math for Hispanic middle school students with specific learning disabilities in inclusive versus segregated settings in a large urban school district. The authors report learning gains for students with and without disabilities in inclusive versus segregated settings. Results indicate no…

75 FR 15728 - Office of Apprenticeship and the Women's Bureau; Notice of Availability of Funds and Solicitation...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-30

... levels. B. Purpose: The WANTO Act's purpose is to provide technical assistance to employers and labor... occupation, core industry skills training such as tool identification, industry math/science, and industry... participants to a more achievable level of placement of at least 50 participants annually into apprenticeships...

The Risks and Opportunities Associated with Weak Arithmatic Skills of Accounting Students

ERIC Educational Resources Information Center

Kerr, Stephen; Krull, George

2017-01-01

This paper explored the authors' concerns about students enrolled in their introductory accounting course. Anecdotal evidence suggested that students struggle with basic arithmetic concepts that underlie basic business transactions even though their math placement and ACT scores are high. A survey of 125 students in a first accounting course was…

Predicting Success for Actuarial Students in Undergraduate Mathematics Courses

ERIC Educational Resources Information Center

Smith, Richard Manning; Schumacher, Phyllis A.

2005-01-01

A study of undergraduate actuarial graduates found that math SAT scores, verbal SAT scores, percentile rank in high school graduating class, and percentage score on a college mathematics placement exam had some relevance to forecasting the students' grade point averages in their major. For both males and females, percentile rank in high school…

Application of Algebra Curriculum-Based Measurements for Decision Making in Middle and High School

ERIC Educational Resources Information Center

Johnson, Evelyn S.; Galow, Patricia A.; Allenger, Robert

2013-01-01

This article reports the results of a study examining the utility of curriculum-based measurement (CBM) in algebra for predicting performance on a state math assessment and informing instructional placement decisions for students in seventh, eighth, and tenth grades. Students completed six Basic Skills algebra probes across different time…

Accuracy and Safety of External Ventricular Drain Placement by Physician Assistants and Nurse Practitioners in Aneurysmal Acute Subarachnoid Hemorrhage.

PubMed

Enriquez-Marulanda, Alejandro; Ascanio, Luis C; Salem, Mohamed M; Maragkos, Georgios A; Jhun, Ray; Alturki, Abdulrahman Y; Moore, Justin M; Ogilvy, Christopher S; Thomas, Ajith J

2018-06-11

In the current dynamic health environment, increasing number of procedures are being completed by advanced practitioners (nurse practitioners and physician assistants). This is the first study to assess the clinical outcomes and safety of external ventricular drain (EVD) placements by specially trained advanced practitioners. Compare the safety and outcomes of EVD placement by advanced practitioners in patients with subarachnoid hemorrhage (SAH). A cohort comparison study was performed from an aneurysmal SAH database selecting patients treated with EVD from a single major academic institution in the USA between June 2007 and June 2017. Safety, accuracy, and complications of EVD placement were compared between advanced practitioners and neurosurgical physicians (attending neurosurgeon and subspecialty clinical fellow). Statistical analysis was performed using the Mann-Whitney test for continuous variables and χ 2 test for categorical variables, with p values set at < 0.05 for significance. We identified 203 patients for this cohort with 238 EVD placements; eighty-seven (36.6%) placements were performed by advanced practitioners and 151 (63.4%) by neurosurgeons. Most of the ventriculostomies were placed in the emergency room (n = 114; 47.9%). Additional procedures performed concurrently with the EVD placements were significantly higher among the physicians' group (21.8 vs. 4.6%; p < 0.001). Bedside placement and usage of Ghajar guide were significantly higher among advanced practitioner's (58.3 vs. 98.9 and 9.9 vs. 64.4%, respectively, with a p < 0.001 for both). There were, however, no significant differences in terms of the number of attempts for insertion, intraprocedural complications, tract hemorrhages, accuracy, infection rates, catheter dislodgments, and need for repositioning/replacement of EVD. After appropriate training, EVD placement can be safely performed by advanced practitioners with an adequate accuracy of placement.

Math at home adds up to achievement in school.

PubMed

Berkowitz, Talia; Schaeffer, Marjorie W; Maloney, Erin A; Peterson, Lori; Gregor, Courtney; Levine, Susan C; Beilock, Sian L

2015-10-09

With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement. Copyright © 2015, American Association for the Advancement of Science.

78 FR 19691 - Applications for New Awards; Advanced Placement (AP) Test Fee Program

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-02

... DEPARTMENT OF EDUCATION Applications for New Awards; Advanced Placement (AP) Test Fee Program... Information Advanced Placement Test Fee Program. Notice inviting applications for new awards for fiscal year... Program: The AP Test Fee program awards grants to eligible State educational agencies (SEAs) to enable...

77 FR 8848 - Application for New Awards; Advanced Placement (AP) Test Fee Program

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-15

... DEPARTMENT OF EDUCATION Application for New Awards; Advanced Placement (AP) Test Fee Program... Information: Advanced Placement Test Fee Program. Notice inviting applications for new awards for fiscal year... Description Purpose of Program: The AP Test Fee program awards grants to eligible State educational agencies...

AP: A Critical Examination of the Advanced Placement Program

ERIC Educational Resources Information Center

Sadler, Philip M.; Sonnert, Gerhard; Tai, Robert; Klopfenstein, Kirstin

2016-01-01

The Advanced Placement (AP) program was created to enhance the experience of gifted students as they transition from high school to college. "AP: A Critical Examination of the Advanced Placement Program," edited by Philip M. Sadler, Gerhard Sonnert, Robert Tai, and Kirstin Klopfenstein (2010, Harvard Education Press), questions the…

Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation.

PubMed

Wang, Zhe; Lukowski, Sarah L; Hart, Sara A; Lyons, Ian M; Thompson, Lee A; Kovas, Yulia; Mazzocco, Michèle M M; Plomin, Robert; Petrill, Stephen A

2015-12-01

The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples-young adolescent twins and adult college students-results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants' nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills. © The Author(s) 2015.

Fueling Interest in Science: An After-School Program Model that Works

ERIC Educational Resources Information Center

Koenig, Kathleen; Hanson, Margaret

2008-01-01

As our society becomes more technologically advanced and jobs require additional related skills, it is important that all girls, not just those interested in science, technology, engineering, and math (commonly referred to as the STEM disciplines), take advanced levels of science and math in high school. Evidence suggests that intervention…

Advanced Placement Academy: Case Study of a Program within a School

ERIC Educational Resources Information Center

Swanson, Julie Dingle; Nagy, Steven

2014-01-01

The focus of this study was the first year of implementation of the Advanced Placement Academy (APA), a program within a high school providing honors and Advanced Placement coursework for high-ability African American students with previously limited access to rigorous courses. The qualitative investigation explores practical solutions from…

Advanced Placement Course Description: Government and Politics, American Comparative: May 1987-May 1988.

ERIC Educational Resources Information Center

College Entrance Examination Board, Princeton, NJ.

The Advanced Placement Program is based on the premise that young people can complete college-level studies while in secondary schools. It is an instrument of cooperation that extends the educational opportunities available to students by giving secondary school college-level courses appropriate college credit and placement. Advanced Placement…

Advanced Placement U.S. History: What Happens after the Examination?

ERIC Educational Resources Information Center

Henry, Michael

1991-01-01

Discusses a survey of 56 advanced placement (AP) U.S. history teachers. Explores the scope of AP history and types of posttest activities used after Advanced Placement examinations. Concludes that public school courses developed more deeply into post-1960 events than the private schools did. Describes movies, debates, simulations, and local…

Using Distance Learning to Impact Access of Diverse Learners to Advanced Placement Programs

ERIC Educational Resources Information Center

Fenty, Nicole S.; Allio, Andrea

2017-01-01

Distance learning has been used as one method to increase access for students who have otherwise been underrepresented in college preparatory courses like Advanced Placement (AP). This study evaluated the impact of a statewide Virtual Advanced Placement (VAP) program on access to AP courses for students from underrepresented populations. Survey…

Progress in Advanced Placement and International Baccalaureate in SREB States. Challenge to Lead

ERIC Educational Resources Information Center

Kaye, Rebecca Daugherty

2006-01-01

Southern Regional Education Board (SREB) states lead the nation in student participation in Advanced Placement and International Baccalaureate Programs. SREB states know that getting students engaged in a challenging high school curriculum is the most important step they can take to promote college readiness. Advanced Placement (AP) courses and…

Exploring Latino(a) High School Students' Experience in a Technology-Integrated Math College Placement Exam Class

ERIC Educational Resources Information Center

Orozco, Socorro

2017-01-01

Although the struggles of Latino students across the educational pipeline have been well studied, sociohistorical changes brought about by the introduction of digital technology and policy changes have created new layers of inquiry that demand further investigation of this phenomenon. This case study examined Latino(a) high school students'…

A Quantitative and Qualitative Analysis. 1972 August Developmental Project.

ERIC Educational Resources Information Center

Solomon, Barton; And Others

The College Discovery program at Staten Island Community College implemented a summer program in 1972 for entering freshmen diagnosed, by means of a placement test battery, those needing remedial work in English and math. The goal of the project was to bring these students up to college-level proficiency. Participants re-took the test battery at…

Inquiring into Pre-Service Content Area Teachers' Development of Literacy Practices and Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Mitton Kukner, Jennifer; Murray Orr, Anne

2015-01-01

The focus of this qualitative multi-year case study is on preservice teachers' experiences related to the development of their literacy practices in teaching high school science, math, social studies and other content area courses during their final field placement in a teacher education program. Results indicate tangible indicators of overall…

Assessment of the Florida College and Career Readiness Initiative: Year 2 Report

ERIC Educational Resources Information Center

Mokher, Christine; Jacobson, Lou

2014-01-01

The Florida College and Career Readiness Initiative is a statewide policy that mandates college placement testing of 11th-graders who meet high school graduation criteria but are unlikely to meet college readiness criteria. Students who score below college-ready on the Postsecondary Education Readiness Test (PERT) are required to take math and…

Determining College Readiness in California's Community Colleges: A Survey of Assessment and Placement Policies

ERIC Educational Resources Information Center

Rodriguez, Olga; Mejia, Marisol Cuellar; Johnson, Hans

2016-01-01

Every year, California's community colleges identify hundreds of thousands of students as not ready for transfer-level courses in math and English. Since these courses are required to transfer to a four-year college, students deemed underprepared are placed in developmental (also known as remedial or basic-skills) courses to prepare for college…

Academic Attributes of College Freshmen that Lead to Success in Actuarial Studies in a Business College

ERIC Educational Resources Information Center

Smith, Richard Manning; Schumacher, Phyllis

2006-01-01

The authors studied beginning undergraduate actuarial concentrators in a business college. They identified four variables (math Scholastic Aptitude Test [SAT] score, verbal SAT score, percentile rank in high school graduating class, and percentage score on a college mathematics placement exam) that were available for entering college students that…

Armed Service Vocational Aptitude Battery Scores and Aviation Electrician's Mate Class "A" School Attrition Rate.

ERIC Educational Resources Information Center

Miller, Hershel M.

A study investigated the use of the Armed Services Vocational Aptitude Battery (ASVAB) subtests and combinations of subtest composites as placement qualifiers for the Aviation Electrician's Mate AEA(A1) school. It examined the relationship of the independent variables Arithmetic Reasoning; Math Knowledge; General Science; and Composite ASVAB score…

The School Counselor's Role in Addressing the Advanced Placement Equity and Excellence Gap for African-American Students

ERIC Educational Resources Information Center

Davis, Pamela; Davis, Michael P.; Mobley, Jerry A.

2014-01-01

This study describes the collaboration among a school counselor, a school counselor intern, an Advanced Placement Psychology teacher, and a counselor educator to improve African-American access to Advanced Placement (AP) coursework and increase success on the AP Psychology national examination. The team initiated a process that recruited African…

Hispanic Student Performance on Advanced Placement Exams: A Multiyear, National Investigation

ERIC Educational Resources Information Center

Jara, Teresa Dianne

2013-01-01

Purpose: The purpose of this study was to analyze the Advanced Placement exams that Hispanic students complete and to compare their overall performance with the performance of White students from 2000 to 2012. A second purpose was to determine which Advanced Placement exams were the most difficult exams for Hispanic students and which Advanced…

A Critical Investigation of Advanced Placement U.S. History Textbooks

ERIC Educational Resources Information Center

Cramer, Gregory J.

2012-01-01

This dissertation critically investigates how Advanced Placement (AP) U.S. History textbooks portray key events in Latino/a history. The investigation is made in light of claims made by the College Board, the ACLU, scholars, and federal and state governments that the Advanced Placement program is the path to educational equity for Latino/a…

The Disappearing Continent: A Critique of the Revised Advanced Placement European History Examination

ERIC Educational Resources Information Center

Randall, David

2016-01-01

This document extends the National Association of Scholars' (NAS's) critique of the College Board from Advanced Placement U.S. History (APUSH) to Advanced Placement European History (APEH). The College Board distorts APEH in the same way that it distorted the first version of APUSH. The traditional history of Europe tells how Europeans, uniquely,…

Why Aren't More Minorities Taking Advanced Math?

ERIC Educational Resources Information Center

Walker, Erica N.

2007-01-01

Black and Latino students are still underepresented in upper-level math classes in the United States, a fact which has serious implications for their academic achievement and futures. Walker provides six suggestions for how educators can encourage more black and Latino students to successfully take higher level math courses: (1) Expand our…

Pathways Post-Participation Outcomes: Preliminary Findings. Carnegie Math Pathways Research Brief

ERIC Educational Resources Information Center

Norman, Jon

2017-01-01

The Carnegie Foundation for the Advancement of Teaching's Math Pathways seek to improve outcomes for community college students who take remedial math courses. The Pathways include two comprehensive instructional systems--Statway® and Quantaway® and are described in this report. They are designed to support students to achieve the necessary math…

Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation

PubMed Central

Wang, Zhe; Lukowski, Sarah L.; Hart, Sara Ann; Lyons, Ian M.; Thompson, Lee A.; Kovas, Yulia; Mazzocco, Michèle M.; Plomin, Robert; Petrill, Stephen A.

2015-01-01

The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. Given the lack of attention to the possibility of such complex interplay between emotion and cognition in the math learning literature, the current study aimed to address this gap via exploring the relations between math anxiety, math motivation, and math cognition. The current study consisted of two samples. One sample included 262 pairs of young adolescent twins and the other included 237 adult college students. Participants self-reported their math anxiety and math motivation. Math cognition was assessed using a comprehensive battery of mathematics tasks. In both samples, results showed inverted-U relations between math anxiety and math performance in students with high intrinsic math motivation, and modest negative associations between math anxiety and math performance in students with low intrinsic math motivation. However, this pattern was not observed in tasks assessing student’s nonsymbolic and symbolic number estimation. These findings may help advance our understanding of mathematics learning processes and may provide important insights for treatment programs that target improving mathematics learning experiences and mathematical skills. PMID:26518438

More academics in regular schools? The effect of regular versus special school placement on academic skills in Dutch primary school students with Down syndrome.

PubMed

de Graaf, G; van Hove, G; Haveman, M

2013-01-01

Studies from the UK have shown that children with Down syndrome acquire more academic skills in regular education. Does this likewise hold true for the Dutch situation, even after the effect of selective placement has been taken into account? In 2006, an extensive questionnaire was sent to 160 parents of (specially and regularly placed) children with Down syndrome (born 1993-2000) in primary education in the Netherlands with a response rate of 76%. Questions were related to the child's school history, academic and non-academic skills, intelligence quotient, parental educational level, the extent to which parents worked on academics with their child at home, and the amount of academic instructional time at school. Academic skills were predicted with the other variables as independents. For the children in regular schools much more time proved to be spent on academics. Academic performance appeared to be predicted reasonably well on the basis of age, non-academic skills, parental educational level and the extent to which parents worked at home on academics. However, more variance could be predicted when the total amount of years that the child spent in regular education was added, especially regarding reading and to a lesser extent regarding writing and math. In addition, we could prove that this finding could not be accounted for by endogenity. Regularly placed children with Down syndrome learn more academics. However, this is not a straight consequence of inclusive placement and age alone, but is also determined by factors such as cognitive functioning, non-academic skills, parental educational level and the extent to which parents worked at home on academics. Nevertheless, it could be proven that the more advanced academic skills of the regularly placed children are not only due to selective placement. The positive effect of regular school on academics appeared to be most pronounced for reading skills. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.

Placement Model for First-Time Freshmen in Calculus I (Math 131): University of Northern Colorado

ERIC Educational Resources Information Center

Heiny, Robert L.; Heiny, Erik L.; Raymond, Karen

2017-01-01

Two approaches, Linear Discriminant Analysis, and Logistic Regression are used and compared to predict success or failure for first-time freshmen in the first calculus course at a medium-sized public, 4-year institution prior to Fall registration. The predictor variables are high school GPA, the number, and GPA's of college prep mathematics…

Technical Characteristics of the Peabody Individual Achievement Test as a Function of Item Arrangement and Basal and Ceiling Rules.

ERIC Educational Resources Information Center

Browning, Robert; And Others

1979-01-01

Effects that item order and basal and ceiling rules have on test means, variances, and internal consistency estimates for the Peabody Individual Achievement Test mathematics and reading recognition subtests were examined. Items on the math and reading recognition subtests were significantly easier or harder than test placements indicated. (Author)

An Investigation into EVAAS Use and Math Placement in Middle Schools in North Carolina

ERIC Educational Resources Information Center

Gillespie, Ronald Eugene, Jr.

2014-01-01

In 2007, every district in North Carolina received access to EVAAS (Education Valued-Added Assessment System), a statistical tool designed to give principals a resource to make strong instructional decisions for their schools. The use of EVAAS has now worked its way into state law and its use is mandated in teacher evaluation. However, EVAAS is…

Return on Investment: Strategies for Improving Remedial Education. Complete to Compete Briefing Paper

ERIC Educational Resources Information Center

Vandal, Bruce

2011-01-01

Every year millions of students enroll in colleges with the goal of completing a college degree or certificate so they can find a well-paying job. Unfortunately, many arrive on college campuses, take a college placement exam and discover they will need to complete remedial education courses in math, reading, or writing that won't count toward a…

U.S. Poised to Sit Out TIMSS Test: Physics, Advanced Math Gauged in Global Study

ERIC Educational Resources Information Center

Viadero, Debra

2007-01-01

This article reports on reactions to the U.S. Department of Education's first time decision to sit out an international study designed to show how advanced high school students around the world measure up in math and science. Mark S. Schneider, the commissioner of the department's National Center for Education Statistics, which normally takes the…

Friends and Family: A Literature Review on How High School Social Groups Influence Advanced Math and Science Coursetaking

ERIC Educational Resources Information Center

Gottfried, Michael; Owens, Ann; Williams, Darryl; Kim, Hui Yon; Musto, Michela

2017-01-01

In this study, we synthesized the literature on how informal contexts, namely friends and family social groups, shape high school students' likelihood of pursuing advanced math and science coursework. Extending scholarly understandings of STEM education, we turned to the body of literature with three guiding questions: (1) What influence do…

Mathematics Boot Camps: A Strategy for Helping Students to Bypass Remedial Courses

NASA Astrophysics Data System (ADS)

Hamilton, Marilyn A. L.

Many community colleges struggle to find the best strategy to help incoming at-risk students prepare for the placement test. The purpose of this quantitative quasi-experimental study, was to answer the question as to which of 2 programs, a 2-week, face-to-face mathematics refresher program, Math Boost-Up, or an online-only program, might increase the ACCUPLACER posttest scores of incoming community college students. The study used archival data for 136 students who self-selected to either participate in the Math Boost-Up program (the experiment group), or in the online-only program (the comparison group). Knowles's theory of adult learning, andragogy, served as the theoretical framework. Spearman, Kruskal-Wallis, Mann-Whitney, and chi-square tests were used to measure the effect of 4 moderator variables (age, high school GPA, number of minutes spent in MyFoundationsLab, and number of days spent in face-to-face sessions) on the pre- and posttest scores of students in each group. The results indicated that students in the Math Boost-Up program experienced statistically significant gains in arithmetic and elementary algebra than did those students in the online-only program. The results also indicated that the 4 moderator variables affected gains in posttest scores. Additionally, the results disproved the andragogical premise that students would be self-directed and would self-select to participate in the intervention. A recommendation was that participation in the face-to-face refresher program should be mandatory. The study contributes to social change by providing evidence that short-term refresher programs could increase the scores of students on placement tests.

Americans Need Advanced Math to Stay Globally Competitive. Math Works

ERIC Educational Resources Information Center

Achieve, Inc., 2013

2013-01-01

No student who hopes to compete in today's rapidly evolving global economy and job market can afford to graduate from high school with weak mathematical skills, which include the ability to use logic, reason, and solve problems. The benefits associated with improving the math performance of American students also extend to the larger U.S. economy.…

Preparing Students for Advanced Placement: An Evaluation of the Academic Contributions of Enrollment in Pre-AP Middle School Programs

ERIC Educational Resources Information Center

Benvenuto, Charles M.

2017-01-01

Over the past 20 years, the College Board has expanded its Advanced Placement program to consist of over 30 courses offered to millions of students throughout the United States. While more students are enrolling in AP courses, the percentage of students passing the exams has declined. With students enrolling in the Advanced Placement courses as…

Long-term Stable Conservative Multiscale Methods for Vortex Flows

DTIC Science & Technology

2017-10-31

Computational and Applied Mathematics and Engeneering, Eccomas 2016 (Crete, June, 2016) - M. A. Olshanskii, Scientific computing seminar of Math ...UMass Dartmouth (October 2015) - L. Rebholz, Applied Math Seminar Talk, University of Alberta (October 2015) - L. Rebholz, Colloquium Talk, Scientific...Colloquium, (November 2016) - L. Rebholz, Joint Math Meetings 2017, Special session on recent advances in numerical analysis of PDEs, Atlanta GA

Communication Problems in Children with Autism Spectrum Disorder

MedlinePlus

... or an advanced ability to count and do math calculations. Approximately 10 percent of children with ASD ... areas, such as memorization, calendar calculation, music, or math. Uneven language development. Many children with ASD develop ...

The Misplaced Math Student: Lost in Eighth-Grade Algebra. The 2008 Brown Center Report on American Education. Special Release

ERIC Educational Resources Information Center

Loveless, Tom

2008-01-01

This new study is being released as an advance excerpt of the 2008 Brown Center Report on American Education. This new report finds that the nation's push to challenge more students by placing them in advanced math classes in eighth grade has had unintended and damaging consequences, as some 120,000 middle-schoolers are now struggling in advanced…

Who Will Do Science? Trends, and Their Causes in Minority and Female Representation among Holders of Advanced Degrees in Science and Mathematics. A Special Report.

ERIC Educational Resources Information Center

Berryman, Sue E.

This paper describes trends in and causes of minority and female representation among holders of advanced science and math degrees. The minority groups studied are Blacks, Hispanic Americans, American Indians, and Asian Americans, all of whom are compared with Whites. The degrees looked at include those in math, the computer sciences, physical…

Exposing the Myth: Advanced Math Does Not Increase Drop out Rates. Math Works

ERIC Educational Resources Information Center

Achieve, Inc., 2013

2013-01-01

A common argument against raising math course-taking requirements for all students is that it will cause more students to drop out of high school. But most students who drop out for academic reasons do so not because they are being "too challenged," but rather because they are not being challenged enough. It is important to raise the rigor and…

COURSE OUTLINE AND TEACHING GUIDE FOR ADVANCED STANDING ENGLISH II.

ERIC Educational Resources Information Center

THOMPSON, PHILLIP

THE ADVANCED STANDING PROGRAM IN ENGLISH IS DESIGNED TO PREPARE SELECTED STUDENTS FOR THE ADVANCED PLACEMENT CLASSES, WHICH ARE EQUIVALENT OF COLLEGE FRESHMAN ENGLISH, IN HIGH SCHOOL. WHILE KEEPING ADVANCED PLACEMENT NEEDS IN MIND, EMPHASIS IN CURRICULUM IS PLACED ON THE MORE IMPORTANT GOAL OF BETTER COLLEGE PREPARATION IN ENGLISH. THE ADVANCED…

Using a Math Pre-Test in a Large General Education Geoscience Course: How Effective?

NASA Astrophysics Data System (ADS)

Richardson, R. M.

2006-12-01

Teaching large (150 or more students) General Education Geoscience courses presents many challenges, but one of the most important is how to effectively incorporate quantitative literacy. Many students are math phobic, and will run to General Education courses that minimize quantitative aspects. I will present results from one approach that we have used successfully for at least two years: a math pre-test. Our General Education Geoscience course has no prerequisites other than admission to the University, and is designed for first and second year non-science students. Fortunately, with limited exceptions, all entering students at the University of Arizona take a Math Readiness Test (MRT) for math placement. With the cooperation of the Mathematics Department, we have used old MRT exams to selectively use questions that are of the highest utility for the course material `understanding graphs, linear equations and extrapolations, scientific notation and large numbers, word problems, and scaling/unit conversions. We administer the exam in the first discussion section. Students receive full credit for a `serious effort', and we score the exam. In recent semesters the percentage of correct answers has varied from just under 50% to nearly 90% on individual questions. The pre-test has several important benefits. First, it lets students know clearly up front that there will be mathematics in the class. Second, it lets students know the range of skills expected to be successful. Third, because the average score is between 70-80% it gives students confidence that they can do the math in the course. Fourth, we contact all students who score less than 50%, and offer help, including referral to tutoring service in Mathematics. Feedback from students has been positive. Unfortunately, when we compared scores on the math pre-test to final grades in the course, we found essentially no correlation. We are exploring a number of possible explanations. We are also seeing if our math pre-test scores correlate with the initial MRT score, and overall student success.

A Quantitative Study of the Use of "DreamBox Learning" and Its Effectiveness in Improving Math Achievement of Elementary Students with Math Difficulties

ERIC Educational Resources Information Center

Grams, Devonee

2018-01-01

Math underachievement is of grave concern with 42% of 4th grade and 36% of 8th grade students achieving at a proficient or advanced level in mathematics, and schools are continually searching for interventions to implement with struggling students. The problem addressed in this study is recently an elementary school purchased access to…

Advanced Placement and International Baccalaureate: Do They Deserve Gold Star Status?

ERIC Educational Resources Information Center

Byrd, Sheila

2007-01-01

For many people committed to strong academic standards, the "advanced" high school courses offered through the College Board's Advanced Placement program and, increasingly, the Diploma Programme of the International Baccalaureate Organisation (IBO) represent the curricular gold standard for secondary education. Admissions directors and…

Where Should We Go With Advanced Placement?

NASA Astrophysics Data System (ADS)

Lichten, William

2001-04-01

This is a review of the Advanced Placement (AP)Program. In disagreement with claims of the College Board, there is firm evidence that the average test performance level has dropped. The College Board's scale and claims for AP qualification disagree seriously with college standards. A majority of tests taken do not qualify. It appears that "advanced placement" is coming closer to "placement." This paper recommends that the College Board's policy, which previously has concentrated on the numbers of participants, should include an emphasis on student performance and program quality. AP could accomplish its goal of reaching a wider range of students by changing along the lines followed in college introductory physics courses: multiple tracks.

Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective.

PubMed

Guo, Jiesi; Parker, Philip D; Marsh, Herbert W; Morin, Alexandre J S

2015-08-01

Drawing on the expectancy-value model, the present study explored individual and gender differences in university entry and selection of educational pathway (e.g., science, technology, engineering, and mathematics [STEM] course selection). In particular, we examined the multiplicative effects of expectancy and task values on educational outcomes during the transition into early adulthood. Participants were from a nationally representative longitudinal sample of 15-year-old Australian youths (N = 10,370). The results suggest that (a) both math self-concept and intrinsic value interact in predicting advanced math course selection, matriculation results, entrance into university, and STEM fields of study; (b) prior reading achievement has negative effects on advanced math course selection and STEM fields through math motivational beliefs; and (c) gender differences in educational outcomes are mediated by gender differences in motivational beliefs and prior academic achievement, while the processes underlying choice of educational pathway were similar for males and females. (c) 2015 APA, all rights reserved).

Teaching Math to the Talented

ERIC Educational Resources Information Center

Hanushek, Eric A.; Peterson, Paul E.; Woessmann, Ludger

2011-01-01

Maintaining America's productivity as a nation depends importantly on developing a highly qualified cadre of scientists, engineers, entrepreneurs, and other professionals. To realize that objective requires a system of schooling that produces students with advanced math and science skills. To see how well schools in the United States do at…

Math anxiety and exposure to statistics in messages about genetically modified foods: effects of numeracy, math self-efficacy, and form of presentation.

PubMed

Silk, Kami J; Parrott, Roxanne L

2014-01-01

Health risks are often communicated to the lay public in statistical formats even though low math skills, or innumeracy, have been found to be prevalent among lay individuals. Although numeracy has been a topic of much research investigation, the role of math self-efficacy and math anxiety on health and risk communication processing has received scant attention from health communication researchers. To advance theoretical and applied understanding regarding health message processing, the authors consider the role of math anxiety, including the effects of math self-efficacy, numeracy, and form of presenting statistics on math anxiety, and the potential effects for comprehension, yielding, and behavioral intentions. The authors also examine math anxiety in a health risk context through an evaluation of the effects of exposure to a message about genetically modified foods on levels of math anxiety. Participants (N = 323) were randomly assigned to read a message that varied the presentation of statistical evidence about potential risks associated with genetically modified foods. Findings reveal that exposure increased levels of math anxiety, with increases in math anxiety limiting yielding. Moreover, math anxiety impaired comprehension but was mediated by perceivers' math confidence and skills. Last, math anxiety facilitated behavioral intentions. Participants who received a text-based message with percentages were more likely to yield than participants who received either a bar graph with percentages or a combined form. Implications are discussed as they relate to math competence and its role in processing health and risk messages.

BIBLIOGRAPHIC GUIDE FOR ADVANCED PLACEMENT, CHEMISTRY.

ERIC Educational Resources Information Center

WILLIAMS, HARRY; KING, CLYDE

REFERENCES AND AUDIOVISUAL MATERIALS ARE LISTED IN THIS GUIDE FOR SECONDARY SCHOOL ADVANCED PLACEMENT CHEMISTRY TEACHERS AND LIBRARIANS. BOOKS, PERIODICALS, WALL CHARTS, FILMS, AND FILMSTRIPS ARE INCLUDED. CITATIONS ARE COMPLETE AND INCLUDE INFORMATION PERTINENT TO THE ACQUISITION OF THE MATERIALS. (AG)

A Salute to Advanced Placement Art

ERIC Educational Resources Information Center

Nelson, Kathryn McDonald

1978-01-01

Ten years have passed since the original proposal was written to establish Advanced Placement Studio Art and History of Art as one of the 13 College Board AP disciplines. This review includes examples of AP high school students' work. (Author/LBH)

Physics First: Impact on SAT Math Scores

NASA Astrophysics Data System (ADS)

Bouma, Craig E.

Improving science, technology, engineering, and mathematics (STEM) education has become a national priority and the call to modernize secondary science has been heard. A Physics First (PF) program with the curriculum sequence of physics, chemistry, and biology (PCB) driven by inquiry- and project-based learning offers a viable alternative to the traditional curricular sequence (BCP) and methods of teaching, but requires more empirical evidence. This study determined impact of a PF program (PF-PCB) on math achievement (SAT math scores) after the first two cohorts of students completed the PF-PCB program at Matteo Ricci High School (MRHS) and provided more quantitative data to inform the PF debate and advance secondary science education. Statistical analysis (ANCOVA) determined the influence of covariates and revealed that PF-PCB program had a significant (p < .05) impact on SAT math scores in the second cohort at MRHS. Statistically adjusted, the SAT math means for PF students were 21.4 points higher than their non-PF counterparts when controlling for prior math achievement (HSTP math), socioeconomic status (SES), and ethnicity/race.

Effects of a Math Intervention Program on Math Academic Performance among African American Students

ERIC Educational Resources Information Center

Johnson, Willie F., Jr.

2013-01-01

In the United States, an academic achievement gap has prevented many African American students from advancement and educational empowerment. Guided by Bandura's theoretical belief, which posits a relationship between social factors and an individual's perception, this non-experimental, causal comparative, control treatment group design study…

Math Problem

ERIC Educational Resources Information Center

Oguntoyinbo, Lekan

2012-01-01

Many experts give the nation's schools a poor grade for their approach to teaching mathematics and for their preparation of mathematics teachers. While many policymakers make much of data that suggest children in the United States lag behind many other advanced countries in math, many experts call for a change in mathematics education,…

Math Interventions for Students with Autism Spectrum Disorder: A Best-Evidence Synthesis

ERIC Educational Resources Information Center

King, Seth A.; Lemons, Christopher J.; Davidson, Kimberly A.

2016-01-01

Educators need evidence-based practices to assist students with disabilities in meeting increasingly rigorous standards in mathematics. Students with autism spectrum disorder (ASD) are increasingly expected to demonstrate learning of basic and advanced mathematical concepts. This review identifies math intervention studies involving children and…

A Mohawk Vision of Education.

ERIC Educational Resources Information Center

Henderson, Mary

1996-01-01

Discusses the Ahkwesahsne Science and Math Project, a holistic bioregional curriculum designed to help students of the Mohawk culture in Canada. The program aimed to stress the local ecosystem and develop a curriculum based in Mohawk culture while encouraging the students to also pursue the advanced levels of math and science. (AIM)

Physics gains attraction?

NASA Astrophysics Data System (ADS)

2000-01-01

A recent report from the American Institute of Physics has indicated that high school enrolments in physics in the USA have reached their highest level since World War II. Figures for the last decade show an increase in the proportion of high school students taking physics from 20 to 28% (800Â 000 students now), according to Physics Today (October 1999, p 68). The report, Maintaining Momentum: High School Physics for a New Millennium , was based on a 1997 survey of high school physics teachers, the fourth such since the mid-1980s. One conclusion drawn by the report's authors was that a broader range of physics courses is now offered, with increased popularity of `conceptual' physics courses using little algebra or trigonometry over the last ten years. The proportion of students with the strongest maths abilities now taking advanced placement or second-year physics has doubled since 1987. In addition the physics appeal has been noted among high school girls, where the percentage taking physics has risen from 39 to 47% in the ten years to 1997. These female students do not, however, seem to extend their studies into advanced placements or even into teaching physics (women constitute just a quarter of high school teachers of the subject). Sadly the good news is outweighed by the fact that physics still registers the lowest enrolments of all the high school sciences - about half those in chemistry for example. Indeed only around 1% of high school students have taken two years of physics before they graduate, which represents a much lower proportion than in many European and Asian countries. The full report can be viewed at the AIP's statistics division's homepage: www.aip.org/statistics/trends/hstrends.htm whilst summaries of the document are available free from the AIP, Education and Employment Statistics Division, One Physics Ellipse, College Park, MD 20740, USA.

The Effect of Enrollment in Middle School Challenge Courses on Advanced Placement Exams in Social Studies and Science

ERIC Educational Resources Information Center

Glaude-Bolte, Katherine

2010-01-01

Educators seek to guide students through appropriate programs and courses that prepare them for future success, in more advanced coursework and in other challenges of life. Some middle schools offer Challenge, or honors, courses for students who have demonstrated high ability. High schools often offer Advanced Placement (AP) courses, which are…

Impact of Advanced Grade 8 U.S. History on Participation and Performance in Advanced Placement Social Studies Courses in Grade 9

ERIC Educational Resources Information Center

Maina, Nyambura Susan

2015-01-01

At the request of the Office of Curriculum and Instructional Programs, the Office of Shared Accountability examined the impact of offering Advanced Grade 8 U.S. History on enrollment and performance in Advanced Placement (AP) social studies courses in Grade 9. The study compared Grade 9 enrollment and performance in AP U.S. History or AP U.S.…

Classroom Composition and Racial Differences in Opportunities to Learn

ERIC Educational Resources Information Center

Minor, Elizabeth Covay

2015-01-01

Black and White advanced math students leave high school with disparate math skills. One possible explanation is that minority students are exposed to different learning opportunities, even when they are taking classes with the same title. Using a convenience sample of the Mathematics Survey of the Enacted Curriculum (SEC), this study found that…

Math-Science Bills Advance in Congress

ERIC Educational Resources Information Center

Hoff, David J.; Cavanagh, Sean

2007-01-01

Improving K-12 instruction and student achievement in mathematics and science is at the heart of separate bills intended to bolster America's economic standing that won overwhelming approval in both houses of Congress last week. The House on April 24 approved the 10,000 Teachers, 10 Million Minds Science and Math Scholarship Act by a vote of…

Building Interest in Math and Science for Rural and Underserved Elementary School Children Using Robots

ERIC Educational Resources Information Center

Matson, Eric; DeLoach, Scott; Pauly, Robyn

2004-01-01

The "Robot Roadshow Program" is designed to increase the interest of elementary school children in technical disciplines, specifically math and science. The program focuses on children from schools categorized as rural or underserved, which often have limited access to advanced technical resources. We developed the program using robots…

Evaluation of the Rural Math Excel Partnership Project Final Report

ERIC Educational Resources Information Center

Nagle, Katherine; Pratt-Williams, Jaunelle; Schmidt, Rebecca; Swantek, Cara; Lyulchenko, Marianna; McGhee, Raymond

2016-01-01

This is the final external evaluation report prepared by SRI International for the Rural Math Excel Partnership (RMEP) project, an investing in innovation (i3) development project funded by the U.S. Department of Education. Operated by Virginia Advanced Study Strategies, Inc. (VASS), the RMEP project included six rural school districts (LEAs) in…

The Efficacy of Academic Acceleration for Gifted Minority Students

ERIC Educational Resources Information Center

Lee, Seon-Young; Olszewski-Kubilius, Paula; Peternel, George

2010-01-01

This study supported the use of acceleration for gifted minority students in math. The gifted minority students in this study viewed taking accelerated math courses as exciting and beneficial for preparation for high school and college and particularly liked the challenges they encountered while taking advanced classes. They enjoyed working ahead…

Magic SEED? A New Approach to Teaching Math Produces Some Eye-Popping Results.

ERIC Educational Resources Information Center

Shore, Debra

1991-01-01

Project SEED is a successful program that teaches elementary school students advanced math. Specialists conduct 45-minute lessons, asking questions designed to help students discover mathematical logic. Students respond with a system of SEED hand signals which allow everyone to participate and be monitored at once. (SM)

Grading A-Level Double Subject Mathematicians and the Implications for Selection.

ERIC Educational Resources Information Center

Newbould, Charles A.

1981-01-01

Test data were used to compare the grading of two forms of double mathematics: pure and applied math, and regular and advanced math. Results confirm expectations that in the former system, the grading is comparable, and in the latter, it is not necessarily comparable. Implications for student admission are discussed. (MSE)

Modern Agriculture in Advanced Placement Human Geography.

ERIC Educational Resources Information Center

Lanegran, David A.

2000-01-01

Discusses the four sections of the Advanced Placement (AP) human geography course focusing on agriculture: (1) development and diffusion of agriculture; (2) major agricultural production regions; (3) rural land use and change; and (4) impacts of modern agricultural change. Includes references and a resource list. (CMK)

Teaching Melodic Dictation in Advanced Placement Music Theory

ERIC Educational Resources Information Center

Paney, Andrew S.; Buonviri, Nathan O.

2014-01-01

In this study approaches to teaching melodic dictation skills used by Advanced Placement (AP) Music Theory teachers were examined. Twelve high school teachers from four states were interviewed. Four themes emerged from the interview transcripts: cognitive frameworks, processing strategies, rhythm, and course design. Participants generally…

Clinical evaluation of radiotherapy for advanced esophageal cancer after metallic stent placement

PubMed Central

Yu, You-Tao; Yang, Guang; Liu, Yan; Shen, Bao-Zhong

2004-01-01

AIM: To evaluate the therapeutic effect of radiotherapy for esophageal cancer after expandable metallic stent placement. METHODS: Ten cases of advanced esophageal cancer were evaluated, 7 having complete obstruction and 3 with digestive-respiratory fistula. Ten nitinol stents were placed at the site of stenosis. Patients were treated with a total dose of 1200 cGy divided into 3 fractions of 400 cGy 4-7 d after stents placement. RESULTS: All the 10 stents were placed successfully at one time. After radiotherapy for advanced esophageal cancer, the survival period of the cases ranged from 14 to 22 mo, with a mean survival of 17 mo. No re-stenosis occurred among all the 10 cases. CONCLUSION: Stent placement combined with radiotherapy for esophageal cancer is helpful to prolong patients’ survival and reduce occurrence of re-stenosis. PMID:15237455

Advanced Placement Economics. Macroeconomics: Student Activities.

ERIC Educational Resources Information Center

Morton, John S.

This book is designed to help advanced placement students better understand macroeconomic concepts through various activities. The book contains 6 units with 64 activities, sample multiple-choice questions, sample short essay questions, and sample long essay questions. The units are entitled: (1) "Basic Economic Concepts"; (2) "Measuring Economic…

BIBLIOGRAPHIC GUIDE FOR ADVANCED PLACEMENT, LATIN.

ERIC Educational Resources Information Center

BARRON, ROBERT; ROSELLE, LEONE

LITERARY AND CRITICAL WORKS, REFERENCE BOOKS, PERIODICALS, RECORDS, FILMS, AND FILMSTRIPS DEALING WITH ROMAN LITERATURE, HISTORY, CIVILIZATION, MYTHOLOGY, AND LANGUAGE ARE INCLUDED IN THIS BIBLIOGRAPHY OF RECOMMENDED READING IN ENGLISH FOR ADVANCED PLACEMENT PROGRAMS IN LATIN. THE LIST IS DIVIDED INTO TWO $500 GROUPS, SO THAT FOR CONVENIENCE IN…

Aspiration, Performance, Reward: The Advanced Placement Program at 40.

ERIC Educational Resources Information Center

Rothschild, Eric

1995-01-01

The history of the College Entrance Examination Board's Advanced Placement Program is chronicled from its conception in 1951 through early developmental stages and 40 years of implementation. Issues discussed include test development, funding, administration at the institutional level, expansion of curriculum areas and testing options, teacher…

What Do You Mean You Don't Do Advanced Placement?: Confessions of an Educational Heretic.

ERIC Educational Resources Information Center

Briley, Ron

2000-01-01

Explains why Advanced Placement courses are not offered at Sandia Preparatory School, a college preparatory school located in Albuquerque, New Mexico. Focuses on the school mission, overall philosophy, and how this relates to the history classroom in particular. (CMK)

Women's underrepresentation in science: sociocultural and biological considerations.

PubMed

Ceci, Stephen J; Williams, Wendy M; Barnett, Susan M

2009-03-01

The underrepresentation of women at the top of math-intensive fields is controversial, with competing claims of biological and sociocultural causation. The authors develop a framework to delineate possible causal pathways and evaluate evidence for each. Biological evidence is contradictory and inconclusive. Although cross-cultural and cross-cohort differences suggest a powerful effect of sociocultural context, evidence for specific factors is inconsistent and contradictory. Factors unique to underrepresentation in math-intensive fields include the following: (a) Math-proficient women disproportionately prefer careers in non-math-intensive fields and are more likely to leave math-intensive careers as they advance; (b) more men than women score in the extreme math-proficient range on gatekeeper tests, such as the SAT Mathematics and the Graduate Record Examinations Quantitative Reasoning sections; (c) women with high math competence are disproportionately more likely to have high verbal competence, allowing greater choice of professions; and (d) in some math-intensive fields, women with children are penalized in promotion rates. The evidence indicates that women's preferences, potentially representing both free and constrained choices, constitute the most powerful explanatory factor; a secondary factor is performance on gatekeeper tests, most likely resulting from sociocultural rather than biological causes. (c) 2009 APA, all rights reserved.

Math achievement is important, but task values are critical, too: examining the intellectual and motivational factors leading to gender disparities in STEM careers.

PubMed

Wang, Ming-Te; Degol, Jessica; Ye, Feifei

2015-01-01

Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some Science, Technology, Engineering, and Mathematics (STEM) occupations. This study drew on expectancy-value theory to assess (1) which intellectual and motivational factors in high school predict gender differences in career choices and (2) whether students' motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in 12th grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women's underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices.

Math achievement is important, but task values are critical, too: examining the intellectual and motivational factors leading to gender disparities in STEM careers

PubMed Central

Wang, Ming-Te; Degol, Jessica; Ye, Feifei

2015-01-01

Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some Science, Technology, Engineering, and Mathematics (STEM) occupations. This study drew on expectancy-value theory to assess (1) which intellectual and motivational factors in high school predict gender differences in career choices and (2) whether students’ motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in 12th grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women’s underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices. PMID:25741292

Crossing the Gender Gap: A Study of Female Participation and Performance in Advanced Maths and Sciences

NASA Astrophysics Data System (ADS)

Haseltine, Jessica

2006-10-01

A statistical analysis of enrollment in AP maths and sciences in the Abilene Independent School District, between 2000 and 2005, studied the relationship between gender, enrollment, and performance. Data suggested that mid-scoring females were less likely than their male counterparts to enroll in AP-level courses. AISD showed higher female : male score ratios than national and state averages but no improvement in enrollment comparisons. Several programs are suggested to improve both participation and performance of females in upper-level math and science courses.

Advanced Placement Economics Improves Both Merit and Equity

ERIC Educational Resources Information Center

Meek, Sally; Morton, John

2009-01-01

In 1989, microeconomics and macroeconomics examinations debuted on the Advanced Placement (AP) scene. At that time, many professors of economics were skeptical that college freshmen had the skills and maturity to understand the concepts in principles of economics courses. They thought teaching these concepts to high school students was even more…

Democracy in America: Starting at the Source.

ERIC Educational Resources Information Center

Serow, Ann G.

1986-01-01

This article notes that the May 1987 release of the College Board's advanced placement exam in American government gives high school social studies departments good reason to reassess and improve their advanced placement programs. It shows how Alexis de Toqueville's classic 1935 work, "Democracy in America," may be used as a central…

Cities and Urban Land Use in Advanced Placement Human Geography.

ERIC Educational Resources Information Center

Ford, Larry R.

2000-01-01

Discusses the cities and urban land use section of the Advanced Placement (AP) human geography course, focusing on the: (1) definitions of urbanism; (2) origin and evolution of cities; (3) functional character of contemporary cities; (4) built environment and social space; and (5) responses to urban growth. (CMK)

75 FR 75666 - Advanced Placement (AP) Test Fee Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-06

... DEPARTMENT OF EDUCATION [CFDA No. 84.330B] Advanced Placement (AP) Test Fee Program AGENCY: Office... AP Test Fee fiscal year (FY) 2011 competition. SUMMARY: On September 1, 2010, we published in the Federal Register (75 FR 53681) a notice inviting applications for the AP Test Fee FY 2011 competition...

The Advanced Placement Arms Race and the Reproduction of Educational Inequality

ERIC Educational Resources Information Center

Klugman, Joshua

2013-01-01

Background: Access to Advanced Placement (AP) courses is stratified by class and race. Researchers have identified how schools serving disadvantaged students suffer from various kinds of resource deprivations, concluding that interventions are needed to equalize access to AP courses. On the other hand, the theory of Effectively Maintained…

In the Classroom: "If You Build It, They Will Come."

ERIC Educational Resources Information Center

Hargrove, Kathy

2003-01-01

This article discusses the experiences gifted secondary students have had with pre-Advanced Placement, Advanced Placement, and International Baccalaureate programs. Key traits essential for teachers of the gifted are identified: a high degree of intelligence; extensive knowledge of the subject matter; emotional maturity; and a strong self-concept.…

Advanced Placement Economics. Teacher Resource Manual.

ERIC Educational Resources Information Center

Morton, John S.

This book, in conjunction with the student activities books for macroeconomics and microeconomics, is designed for teaching the Advanced Placement Economics course. The book contains five units for the microeconomic portion and six units for the macroeconomic portion of the text. Along with the many activities are sample multiple-choice questions,…

Melodic Dictation Instruction: A Survey of Advanced Placement Music Theory Teachers

ERIC Educational Resources Information Center

Buonviri, Nathan O.; Paney, Andrew S.

2015-01-01

Based on relevant literature and recent qualitative findings, the purpose of this survey research was to identify pedagogical approaches to melodic dictation employed by Advanced Placement (AP) Music Theory teachers across the United States. The researcher-designed survey questions focused on pitch and rhythm skills, instructional resources,…

Advanced Placement Mathematics Calculus, Grade 12 Curriculum Guide.

ERIC Educational Resources Information Center

Scharf, John; And Others

This document is a guide to the advanced placement program in calculus for grade 12 in the city schools in Warren, Ohio. The program covers analytic geometry, differential and integral calculus of algebraic functions, elementary transcendental functions, and applications of differentiation and integration. The philosophy and aims of the program…

The Effects of Advanced Placement and International Baccalaureate Programs on Student Achievement

ERIC Educational Resources Information Center

Luo, Samia Merza

2013-01-01

This study compared student academic achievement in two college readiness programs, Advanced Placement (AP) and International Baccalaureate (IB) and attempted to determine how well program participation predict student performance compared to variables such as SES, parent education level, GPA, gender, and SAT II scores. Finally, the research…

The Pipeline and Student Perceptions of Schooling: Good News and Bad News.

ERIC Educational Resources Information Center

Moses, Michele S.; And Others

The existence of a math/science "ipieline" in public schooling is well documented in which the number of female students, students with lower socioeconomic status, and students of color in proportion to white males in advanced math and science progressively shrinks during high school. As part of an ongoing gender equity project, separate versions…

Earth Observing System (EOS)/Advanced Microwave Sounding Unit-A (AMSU-A) Structural Math Model - A1

NASA Technical Reports Server (NTRS)

Ely, W.

1996-01-01

This report presents the description for the NASTRAN finite element for the AMSU-A1 module. The purpose of this report is to document the NASTRAN bulk data deck, transmitted under separate cover. The structural Math Model is to be used by the spacecraft contractor for dynamic loads analysis.

The Common Core Math Standards

ERIC Educational Resources Information Center

Wurman, Ze'ev; Wilson, W. Stephen

2012-01-01

More than 40 states have now signed onto the Common Core standards in English language arts and math, which have been both celebrated as a tremendous advance and criticized as misguided and for bearing the heavy thumbprint of the federal government. This article presents an interview with Ze'ev Wurman and W. Stephen Wilson. Wurman, who was a U.S.…

Influence of a Mathematics Teachers' Circle on Elementary Teachers' Use of Problem Solving

ERIC Educational Resources Information Center

Garner, Mary L.; Watson, Virginia; Rogers, Beth; Head, Catherine

2017-01-01

Math teachers' circles are a form of professional development that is recommended by the Conference Board of the Mathematical Sciences in their publication Mathematical Education of Teachers II (2012). However, little research has been published on how effective math teachers' circles are in advancing the mathematical knowledge of teachers and…

Southmoreland Middle School: A Model of True Collaboration

ERIC Educational Resources Information Center

Principal Leadership, 2013

2013-01-01

In 2003, Southmoreland was a seventh- and eighth-grade junior high school in the warning category under NCLB for failing to make adequate yearly progress. Scores on state tests were grim--only 39% of the students were proficient or advanced in math and 55% in reading. Two years later, the combined improvement in reading and math scores resulted in…

Mathematics Instruction and Behavior Problems: Making the Connection

ERIC Educational Resources Information Center

Mancil, G. Richmond; Maynard, Katrina L.

2007-01-01

According to the National Center for Education Statistics' latest data on cross-national differences in math, science, and reading literacy among fourth- and eighth-graders and 15-year-olds, U.S. students rank close to the bottom in math. Just teaching more advanced subjects and forcing students to take more classes and do more homework, however,…

Racial-Ethnic Differences at the Intersection of Math Course-Taking and Achievement

ERIC Educational Resources Information Center

Riegle-Crumb, Catherine; Grodsky, Eric

2010-01-01

Despite increases in the representation of African American and Hispanic youth in advanced math courses in high school over the past two decades, recent national reports indicate that substantial inequality in achievement remains. These inequalities can temper one's optimism about the degree to which the United States has made real progress toward…

Community College Pathways' Program Success: Assessing the First Two Years' Effectiveness of Statway®

ERIC Educational Resources Information Center

Yamada, Hiroyuki

2014-01-01

Statway® is one of the Community College Pathways initiatives developed by the Carnegie Foundation for the Advancement of Teaching to promote students' progress beginning in developmental math to and through college math credit. Early descriptive results suggested that the Statway program has tripled the success rate for students in half the time…

Advancing the Math Skills of Middle School Students in Technology Education Classrooms

ERIC Educational Resources Information Center

Bottge, Brian A.; Grant, Timothy S.; Stephens, Ana C.; Rueda, Enrique

2010-01-01

While curriculum specialists and committees often decide how mathematics is taught, it is ultimately principals who influence the extent to which these initiatives are carried out. The overall goal of this article is to provide school leaders with classroom-based research that describes one way of improving the math skills of middle school…

The Relationship between High School Math Courses, High School GPA, and Retention of Honors Scholarships

ERIC Educational Resources Information Center

Megert, Diann Ackerman

2005-01-01

This research examined the high school transcripts of honors scholarship recipients to identify a better criterion for awarding scholarships than high school grade point average (GPA) alone. Specifically, this study compared the honors scholarship retention rate when the scholarship was awarded based on completed advanced high school math classes…

Subgroup Achievement and Gap Trends: Hawaii

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

Hawaii showed improvement in reading and math in grade 8 at the basic, proficient, and advanced levels for Asian and white students, low income students, and boys and girls. Gains in math tended to be larger than in reading. Trends in closing achievement gaps were mixed. Comparable data were available from 2007 through 2009. (Contains 9 tables.)…

Assessing the Assessment: Access to Algebra in an Era of API

ERIC Educational Resources Information Center

Lloyd, Jayson D.

2010-01-01

A high school education, which includes access to advanced math courses, has a positive effect on students. Math classes taken in high school show a relationship to higher salaries and college graduation rates. However, the high-stakes accountability system in California, redesigned in 2003 to meet the requirements of the No Child Left Behind Act…

ISAAC Advanced Composites Research Testbed

NASA Technical Reports Server (NTRS)

Wu, K. Chauncey; Stewart, Brian K.; Martin, Robert A.

2014-01-01

The NASA Langley Research Center is acquiring a state-of-art composites fabrication capability to support the Center's advanced research and technology mission. The system introduced in this paper is named ISAAC (Integrated Structural Assembly of Advanced Composites). The initial operational capability of ISAAC is automated fiber placement, built around a commercial system from Electroimpact, Inc. that consists of a multi-degree of freedom robot platform, a tool changer mechanism, and a purpose-built fiber placement end effector. Examples are presented of the advanced materials, structures, structural concepts, fabrication processes and technology development that may be enabled using the ISAAC system. The fiber placement end effector may be used directly or with appropriate modifications for these studies, or other end effectors with different capabilities may either be bought or developed with NASA's partners in industry and academia.

College and Career Readiness: Course Taking Of Deaf and Hard of Hearing Secondary School Students.

PubMed

Nagle, Katherine; Newman, Lynn A; Shaver, Debra M; Marschark, Marc

2016-01-01

Research shows that deaf and hard of hearing (DHH) students frequently enter college and the workplace relatively unprepared for success in math, science, and reading. Based on data from the National Longitudinal Transition Study-2 (NLTS2), the present study focused on DHH students' college and career readiness by investigating their opportunities in secondary school to acquire college and career skills. DHH students earned more credits overall than hearing peers; both groups earned a similar number of credits in academic courses. However, DHH students took more vocational and nonacademic courses and fewer courses in science, social science, and foreign languages. There was evidence that DHH students' academic courses in math lacked the rigor of those taken by hearing peers, as DHH students earned more credits in basic math and fewer credits in midlevel math courses, and even fewer in advanced math courses, than hearing peers.

Advances in circular stapling technique for gastric bypass: transoral placement of the anvil.

PubMed

Nguyen, Ninh T; Hinojosa, Marcelo W; Smith, Brian R; Reavis, Kevin M; Wilson, Samuel E

2008-05-01

In Roux-en-Y gastric bypass, construction of the gastrojejunostomy is commonly performed using a circular stapler. The initial description for placement of the anvil was via the transoral approach. Although the concept was ingenious, technical difficulty was encountered during passage resulting in complications such as hypopharyngeal perforation and esophageal mucosal injury. As a result, most surgeons subsequently changed their route of anvil placement to the transabdominal approach. Advances in stapler technology now allow the head of the anvil to be pre-tilted, permitting transoral introduction with greater ease and safety. This paper describes this improved method for transoral placement of the anvil during laparoscopic gastric bypass and reoperative bariatric surgery.

Why Do Students Drop Advanced Mathematics?

ERIC Educational Resources Information Center

Horn, Ilana

2004-01-01

Students, especially black, Latino and Native American youth and students of low socio-economic status drop out of advanced mathematics. Teachers must coordinate their expectations, their knowledge of students and their teaching practices in order to stop struggling students from dropping out of advanced math classes.

A Quantitative Comparative Study of Blended and Traditional Models in the Secondary Advanced Placement Statistics Classroom

ERIC Educational Resources Information Center

Owens, Susan T.

2017-01-01

Technology is becoming an integral tool in the classroom and can make a positive impact on how the students learn. This quantitative comparative research study examined gender-based differences among secondary Advanced Placement (AP) Statistic students comparing Educational Testing Service (ETS) College Board AP Statistic examination scores…

Photoelectron Spectroscopy in Advanced Placement Chemistry

ERIC Educational Resources Information Center

Benigna, James

2014-01-01

Photoelectron spectroscopy (PES) is a new addition to the Advanced Placement (AP) Chemistry curriculum. This article explains the rationale for its inclusion, an overview of how the PES instrument records data, how the data can be analyzed, and how to include PES data in the course. Sample assessment items and analysis are included, as well as…

Advanced Placement and International Baccalaureate Programs: A "Fit" for Gifted Learners?

ERIC Educational Resources Information Center

Hertberg-Davis, Holly; Callahan, Carolyn M.; Kyburg, Robin M.

2006-01-01

Although limited research exists on the appropriateness of Advanced Placement (AP) and International Baccalaureate (IB) Programs for gifted secondary learners, these courses serve as the primary methods of meeting the needs of gifted students in most high schools. This qualitative study employed a grounded theory approach to investigate how…

Perspectives of Advanced Placement U.S. History Teachers in Title I Schools

ERIC Educational Resources Information Center

Rowland, Mark Lance

2017-01-01

The College Board's Advanced Placement (AP) Program continues to expand annually with increased numbers of high school students nationwide enrolling in AP courses and taking end-of-course AP exams, in hopes of earning college credit and strengthening high school transcripts. As the College Board promotes increased minority student participation…

Advanced Placement U.S. History and the Application of Social Justice

ERIC Educational Resources Information Center

Curry, Katherine A.; Sabina, Lou L.; Loffi, Jon

2016-01-01

Recent changes to Advanced Placement U.S. History have sparked a national debate concerning goals and purposes of college level history courses. Critics suggest that the revisions result in a national curriculum that promotes a revisionist history perspective. Defenders claim that revisions are an important step in preparing students for 21st…

Advanced Placement Course Enrollment and School-Level Characteristics

ERIC Educational Resources Information Center

Barnard-Brak, Lucy; McGaha-Garnett, Valerie; Burley, Hansel

2011-01-01

The current study examined access to Advanced Placement (AP) courses as a function of these school characteristics (e.g., percentage of ethnic minority and lower socioeconomic status) and then examined AP course enrollment as a function of both access to AP courses and these school characteristics. Using structural equation modeling techniques,…

SREB States Maintain Lead in Advanced Placement and International Baccalaureate Programs

ERIC Educational Resources Information Center

Collins, Crystal

2009-01-01

The Southern Regional Education Board (SREB) states lead the nation in student participation in Advanced Placement (AP) and International Baccalaureate (IB) programs. The region also continued to match the nation in the success rates of high school students on AP exams in 2008. SREB's "Challenge to Lead" Goals for Education recognize the…

Advanced Placement and Rural Schools: Access, Success, and Exploring Alternatives

ERIC Educational Resources Information Center

Gagnon, Douglas J.; Mattingly, Marybeth J.

2016-01-01

Completing Advanced Placement (AP) coursework is an important part of the selective college admissions process, and access to AP coursework can be viewed as a measure of equal opportunity. Relatively little research has fully examined how access to AP coursework is mediated by school characteristics. Rural schools are at a particular disadvantage…

77 FR 24480 - Application for New Awards; Advanced Placement (AP) Test Fee Program-Reopening the AP Test Fee...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-24

... DEPARTMENT OF EDUCATION Application for New Awards; Advanced Placement (AP) Test Fee Program--Reopening the AP Test Fee Fiscal Year 2012 Competition AGENCY: Office of Elementary and Secondary Education (OESE), Department of Education. ACTION: Notice reopening the AP Test Fee fiscal year 2012 competition...

Surviving a Midlife Crisis: Advanced Placement Turns Fifty

ERIC Educational Resources Information Center

Mollison, Andrew

2006-01-01

In 1956, 1,220 college-bound juniors and seniors in 104 American high schools took the first Advanced Placement (AP) exams conducted by the Educational Testing Service for the College Board. The AP program was unabashedly elitist and designed to fortify the education of the nation's future leaders in anticipation of Cold War national security…

A TENTATIVE GUIDE, DIFFERENTIAL AND INTEGRAL CALCULUS.

ERIC Educational Resources Information Center

BRANT, VINCENT; GERARDI, WILLIAM

THE COURSE IS INTENDED TO GO BEYOND THE REQUIREMENTS OF THE ADVANCED PLACEMENT PROGRAM IN MATHEMATICS AS DESIGNED BY THE COLLEGE ENTRANCE EXAMINATION BOARD. THE ADVANCED PLACEMENT PROGRAM CONSISTS OF A 1-YEAR COURSE COMBINING ANALYTIC GEOMETRY AND CALCULUS. PRESUPPOSED HERE ARE--A SEMESTER COURSE IN ANALYTIC GEOMETRY AND A THOROUGH KNOWLEDGE OF…

Preparing Students for Advanced Placement Spanish Literature: Content Sequencing of the Reading Skill.

ERIC Educational Resources Information Center

Stein, Roger D.

1985-01-01

Describes a reading-skill-building curriculum that prepares students to handle the reading in the Advanced Placement Spanish Literature course, a course that treats the works of Borges, Garcia Lorca, Matute, Neruda, and Unamuno. Suggests techniques and texts that aid in the teaching of these skills. (SED)

Examining the Impact of State Level Merit-Aid Policies on Advanced Placement Participation

ERIC Educational Resources Information Center

Kramer, Dennis A., II

2016-01-01

This study examines the impact of merit-aid programs on secondary course taking patterns. Specifically, this study uses difference-in-differences to analyze state-level Advanced Placement (AP) participation and examination data pre and post merit-aid adoption. Results indicate increases in AP participation and number of total examinations after…

Raising Rigor, Getting Results: Lessons Learned from AP Expansion

ERIC Educational Resources Information Center

Wakelyn, David

2009-01-01

Advanced Placement (AP), which enables high school students to take introductory college-level courses, is the nation's oldest example of a rigorous, common curriculum. Students who score well on AP exams are more likely to persist in college and earn a degree. The Advanced Placement Expansion project of the National Governors Association Center…

Science and Mathematics Advanced Placement Exams: Growth and Achievement over Time

ERIC Educational Resources Information Center

Judson, Eugene

2017-01-01

Rapid growth of Advanced Placement (AP) exams in the last 2 decades has been paralleled by national enthusiasm to promote availability and rigor of science, technology, engineering, and mathematics (STEM). Trends were examined in STEM AP to evaluate and compare growth and achievement. Analysis included individual STEM subjects and disaggregation…

Barriers to Advanced Placement for Latino Students at the High-School Level

ERIC Educational Resources Information Center

Walker, Susan A.; Pearsall, Laura D.

2012-01-01

In order to gain a better understanding about Latino student underrepresentation in advanced placement (AP) coursework, this investigation explored the factors that inhibit and/or encourage Latino student enrollment in AP coursework at one suburban public high school in the Western United States. Latino high-school students and their parents…

The Experiences of Advanced Placement and International Baccalaureate Diploma Program Participants: A Systematic Review of Qualitative Research

ERIC Educational Resources Information Center

Park, Kelly; Caine, Vera; Wimmer, Randolph

2014-01-01

Enriched high school curricula like the Advanced Placement and International Baccalaureate Diploma programs are endorsed as "pathway programs" for postsecondary-bound students. Program participation is perceived to have benefits that appeal to a broad stakeholder group of universities, administrators, teachers, students, and parents. In…

75 FR 53681 - Office of Elementary and Secondary Education Overview Information; Advanced Placement (AP) Test...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-01

... DEPARTMENT OF EDUCATION Office of Elementary and Secondary Education Overview Information; Advanced Placement (AP) Test Fee Program; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2011 Catalog of Federal Domestic Assistance (CFDA) Number: 84.330B. Dates: Applications Available: September 1, 2010. Deadline for Transmittal of...

Conceptualizing a Framework for Advanced Placement Statistics Teaching Knowledge

ERIC Educational Resources Information Center

Haines, Brenna

2015-01-01

The purpose of this article is to sketch a conceptualization of a framework for Advanced Placement (AP) Statistics Teaching Knowledge. Recent research continues to problematize the lack of knowledge and preparation among secondary level statistics teachers. The College Board's AP Statistics course continues to grow and gain popularity, but is a…

Hepatocellular Carcinoma Complicated by Gastroduodenal Obstruction: Palliative Treatment with Metallic Stent Placement

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lee, Ye Jin; Kim, Jin Hyoung, E-mail: m1fenew@daum.net; Song, Ho-Young

Purpose: To evaluate the clinical effectiveness of self-expandable metallic stents in seven patients with malignant gastroduodenal obstruction caused by inoperable hepatocellular carcinoma (HCC). Methods: Seven patients with gastroduodenal obstruction caused by advanced HCC underwent metallic stent placement from 2003 to 2010. These patients had total dysphagia (n = 5) or were able to eat only liquids (n = 2) before stent placement. Patients had Eastern Cooperative Oncology Group performance scores of 2 or 3, and Child-Pugh classification B or C. Results: Stent placement was technically successful in all seven patients (100%) and clinically successful in six (86%). Five patients couldmore » eat a soft diet, and one patient tolerated regular diet after stent placement. Stent-related obstructive jaundice occurred in one patient. One patient had hematemesis 11 days after stent placement. Overall mean survival was 51 days (range, 10-119 days). Stent patency was preserved in six patients with clinical success until death. Conclusion: Placement of a covered self-expandable metallic stent may offer good palliation in patients with gastroduodenal obstruction due to advanced HCC.« less

Advanced Math? Write!

ERIC Educational Resources Information Center

Brandenburg, Sister M. Luka

2002-01-01

High-school mathematics teacher in Rock Island, Illinois, describes plan for using writing assignment to improve student understanding of advanced mathematics. Plan includes the following elements: Start small, be firm with students, make writing assignments count, and inform colleagues. (PKP)

Comparing Differences in Math Achievement and Attitudes toward Math in a Sixth Grade Mathematics Enrichment Pilot Program

ERIC Educational Resources Information Center

Tow, Tamara

2011-01-01

High-stakes assessments have encouraged educators to ignore the needs of the top performers. Therefore, the Oakwood School District decided to implement a mathematics pilot enrichment program in order to meet the needs of the advanced mathematics students. As a result, this study used quantitative data to determine if there was a significant…

The Relation between Students' Math and Reading Ability and Their Mathematics, Physics, and Chemistry Examination Grades in Secondary Education

ERIC Educational Resources Information Center

Korpershoek, Hanke; Kuyper, Hans; van der Werf, Greetje

2015-01-01

Word problems are math- or science-related problems presented in the context of a story or real-life scenario. Literature suggests that, to solve these problems, advanced reading skills are required, in addition to content-related skills in, for example, mathematics. In the present study, we investigated the relation between students' reading…

Math Readiness and Preparation for Competitive College Majors and Careers: The Case of Black Students.

ERIC Educational Resources Information Center

Thomas, Gail E.

This study examines factors that determine the enrollment of black students in the high school math courses (i.e., advanced algebra, trigonometry, calculus) that are necessary for competitive college and major field access. The data are from a local college survey of juniors and seniors who were enrolled in eight (8) local public and private…

Using Automatic Speech Recognition to Dictate Mathematical Expressions: The Development of the "TalkMaths" Application at Kingston University

ERIC Educational Resources Information Center

Wigmore, Angela; Hunter, Gordon; Pflugel, Eckhard; Denholm-Price, James; Binelli, Vincent

2009-01-01

Speech technology--especially automatic speech recognition--has now advanced to a level where it can be of great benefit both to able-bodied people and those with various disabilities. In this paper we describe an application "TalkMaths" which, using the output from a commonly-used conventional automatic speech recognition system,…

Use of GeoGebra in Primary Math Education in Lithuania: An Exploratory Study from Teachers' Perspective

ERIC Educational Resources Information Center

Žilinskiene, Inga; Demirbilek, Muhammet

2015-01-01

With the advance of information and communications technologies, new teaching tools are becoming more pervasive. These tools can be utilized in a variety of ways to improve and enhance math teaching. Considering the integration of technology in teaching mathematics, it is clear that the replacement of board and chalk with digital presentation…

"Advanced Classes? They're Only for White Kids": How One Kansas School Is Changing the Face of Honors and Advanced Placement Courses

ERIC Educational Resources Information Center

Kerr, Roberta

2014-01-01

The purpose of this study was to obtain an accurate picture of minority student enrollment in honors and advanced placement (AP) classes at Wichita (Kansas) High School East and to develop a plan of action to close the achievement gap between White and non-White students. Prior to this study there was no clear, concise data to move this discussion…

The Math–Biology Values Instrument: Development of a Tool to Measure Life Science Majors’ Task Values of Using Math in the Context of Biology

PubMed Central

Andrews, Sarah E.; Runyon, Christopher; Aikens, Melissa L.

2017-01-01

In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory, students’ personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math–Biology Values Instrument (MBVI), an 11-item college-level self-­report instrument grounded in expectancy-value theory, to measure life science students’ interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student’s value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math–biology values and understand how math–biology values are related to students’ achievement and decisions to pursue more advanced quantitative-based courses. PMID:28747355

The Math-Biology Values Instrument: Development of a Tool to Measure Life Science Majors' Task Values of Using Math in the Context of Biology.

PubMed

Andrews, Sarah E; Runyon, Christopher; Aikens, Melissa L

2017-01-01

In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory, students' personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math-Biology Values Instrument (MBVI), an 11-item college-level self--report instrument grounded in expectancy-value theory, to measure life science students' interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student's value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math-biology values and understand how math-biology values are related to students' achievement and decisions to pursue more advanced quantitative-based courses. © 2017 S. E. Andrews et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Expanding the Scope of Advanced Placement Classes

ERIC Educational Resources Information Center

Lim, Victoria

2008-01-01

Dr. Paul Dosal of the University of South Florida is not impressed with the way most high school students learn about Latin American history. Dosal believes an advanced placement course in the subject will change that. He's the executive director of ENLACE Florida, a statewide network funded by the W.K. Kellogg Foundation, designed to increase the…

Ethnic and Gender Differences in Advanced Placement Exam Performance: A Multiyear National Analysis

ERIC Educational Resources Information Center

Holmes, Maria Alexander

2013-01-01

Purpose: The purpose of this study was to analyze ethnic and gender differences in Advanced Placement (AP) exam performance of U.S. high school students. Specifically, the extent to which differences exist in overall AP exam performance scores within and between four ethnic groups (i.e., Asian, Black, Hispanic, and White) was investigated. Within…

Teacher Scaffolding of Academic Language in an Advanced Placement U.S. History Class

ERIC Educational Resources Information Center

Gritter, Kristine; Beers, Scott; Knaus, Robert W.

2013-01-01

This article examines teacher scaffolding of academic language in an Advanced Placement United States History (APUSH) course throughout a school year for one student who received a perfect score on the end of year APUSH exam. Data includes four months of observation of teacher instructional strategies to scaffold student writing and vignettes of…

The Advanced Placement English Program in Salt Lake and Granite School Districts.

ERIC Educational Resources Information Center

Stratopoulos, Irene Chachas

The main purposes in examining and evaluating the Advanced Placement English Program in Salt Lake and Granite School Districts were to identify the essential curriculum features of the program, to make suggestions for curriculum improvement, and to determine whether or not the quality of the AP English Program surpassed that of the conventional…

Experiences of High-Achieving High School Students Who Have Taken Multiple Concurrent Advanced Placement Courses

ERIC Educational Resources Information Center

Milburn, Kristine M.

2011-01-01

Problem: An increasing number of high-achieving American high school students are enrolling in multiple Advanced Placement (AP) courses. As a result, high schools face a growing need to understand the impact of taking multiple AP courses concurrently on the social-emotional lives of high-achieving students. Procedures: This phenomenological…

The Impact of Advanced Placement Courses on High School Students Taking the Scholastic Aptitude Test.

ERIC Educational Resources Information Center

Thomas, L. M.; Thomas, Suzanne G.

This obtrusive post-hoc quasi-experimental study investigated Scholastic Assessment Test (SAT) scores of 111 high school students in grades 10 through 12. Fifty-three students were enrolled in at least one Advanced Placement (AP) course at the time of the study. General factorial analysis of variance (ANOVA) tested for significant differences…

Is Increased Access Enough? Advanced Placement Courses, Quality, and Success in Low-Income Urban Schools

ERIC Educational Resources Information Center

Hallett, Ronald E.; Venegas, Kristan M.

2011-01-01

This article combines descriptive statistics and interviews with college-bound high school students to explore the connection between increased access and academic quality of Advanced Placement (AP) courses in low-income urban high schools. Results suggest that although moderately more opportunities to take AP courses exist than in previous years,…

A Case Study on Teaching the Topic "Experimental Unit" and How It Is Presented in Advanced Placement Statistics Textbooks

ERIC Educational Resources Information Center

Perrett, Jamis J.

2012-01-01

This article demonstrates how textbooks differ in their description of the term "experimental unit". Advanced Placement Statistics teachers and students are often limited in their statistical knowledge by the information presented in their classroom textbook. Definitions and descriptions differ among textbooks as well as among different…

The Hawaii Teleschool: An Evaluation of Distance Learning for Advanced Placement Calculus Instruction in "Paradise."

ERIC Educational Resources Information Center

Barker, Bruce O.; Bannon, James

This paper describes the Hawaii Interactive Television System (HITS) program and provides an evaluation of the first year of broadcasts for the advanced placement (AP) calculus course. HITS allows two-way video-audio interaction among origination sites, but the configuration used by the Department of Education for its Teleschool program is the…

Amityville Memorial High School History Journal Advance Placement History.

ERIC Educational Resources Information Center

Howlett, Charles F., Ed.

The history of Amityville, New York, compiled by 11th and 12th grade advance placement history students, is presented in journal form. Six papers focus on: (1) South Oaks: The Long Island Home; (2) A History of Bethel African Methodist Episcopal Church, Amityville; (3) Amityville: A Vacationland; (4) Amityville School System from 1904 to Present;…

Coping, Stress, and Job Satisfaction as Predictors of Advanced Placement Statistics Teachers' Intention to Leave the Field

ERIC Educational Resources Information Center

McCarthy, Christopher J.; Lambert, Richard G.; Crowe, Elizabeth W.; McCarthy, Colleen J.

2010-01-01

This study examined the relationship of teachers' perceptions of coping resources and demands to job satisfaction factors. Participants were 158 Advanced Placement Statistics high school teachers who completed measures of personal resources for stress prevention, classroom demands and resources, job satisfaction, and intention to leave the field…

Advanced Placement English in a Solipsistic Era: How Structuralism Can Renew Meaning

ERIC Educational Resources Information Center

Rauh, John

2014-01-01

Advanced Placement (AP) courses within secondary English education can fail to meet the needs of gifted students in the postmodern era. Because AP courses often are standardized, despite the College Board's efforts to allow freedom in course design, gifted students, as especially attuned to discrepancies between practice and theory, are being…

AP: A Critical Examination of the Advanced Placement Program

ERIC Educational Resources Information Center

Sadler, Philip M., Ed.; Sonnert, Gerhard, Ed.; Tai, Robert H., Ed.; Klopfenstein, Kristin, Ed.

2010-01-01

With an annual yearly growth rate of 9.3 percent over the last two decades, Advanced Placement courses have become a juggernaut in American high school education. AP courses are routinely perceived as an indicator of educational rigor, and many schools push to enroll low-income or minority students in these courses in the hope of preparing them…

Advanced Placement (AP) Social Studies Teachers' Use of Academic Course Blogs as a Supplemental Resource for Student Learning

ERIC Educational Resources Information Center

Alper, Seth M.

2013-01-01

This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The…

Perspectives on the Development and Future of Advanced Placement® Human Geography

ERIC Educational Resources Information Center

Hildebrant, Barbara

2016-01-01

Advanced Placement (AP) Human Geography faced a number of hurdles that nearly derailed the course before it launched in 2000-2001. A dedicated cadre of geography professionals and high school teachers rose to the challenge and the course remains one of the fastest growing AP courses currently offered by College Board. Seventeen readers and leaders…

AN ADVANCED PLACEMENT COURSE IN ANALYTIC GEOMETRY AND CALCULUS (MATHEMATICS XV X AP).

ERIC Educational Resources Information Center

DEROLF, JOHN J.; MIENTKA, WALTER E.

THIS TEXT ON ANALYTIC GEOMETRY AND CALCULUS IS A CORRESPONDENCE COURSE DESIGNED FOR ADVANCED PLACEMENT OF HIGH SCHOOL STUDENTS IN COLLEGE. EACH OF THE 21 LESSONS INCLUDES READING ASSIGNMENTS AND LISTS OF PROBLEMS TO BE WORKED. IN ADDITION, SUPPLEMENTARY EXPLANATIONS AND COMMENTS ARE INCLUDED THAT (1) PROVIDE ILLUSTRATIVE EXAMPLES OF CONCEPTS AND…

Student Participation and Performance on Advanced Placement Exams: Do State-Sponsored Incentives Make a Difference?

ERIC Educational Resources Information Center

Jeong, Dong Wook

2009-01-01

Many states provide incentives to students, teachers, and schools for the participation and success of students on Advanced Placement (AP) examinations administered by the College Board. The purpose of this article is to examine whether these incentives help students enroll and succeed in AP exams. An analysis of nationally representative AP exam…

Advanced Placement English Exam Scores: A Comparison of Scores for Hispanic Students from California, Texas, and Arizona

ERIC Educational Resources Information Center

Koch, Bevan; Slate, John R.; Moore, George W.

2016-01-01

We compared the performance of Hispanic students from California, Texas, and Arizona on the two Advanced Placement (AP) English exams (i.e., English Language and Composition and English Literature and Composition) using archival data from the College Board from 1997 through 2012. Pearson chi-square tests yielded statistically significant…

High School Advanced Placement and Student Performance in College: STEM Majors, Non-STEM Majors, and Gender Differences

ERIC Educational Resources Information Center

Ackerman, Phillip L.; Kanfer, Ruth; Calderwood, Charles

2013-01-01

Background/Context: The past few decades have seen an explosive growth in high-school student participation in the Advanced Placement program® (AP), with nearly two million exams completed in 2011. Traditionally, universities have considered AP enrollment as an indicator for predicting academic success during the admission process. However, AP…

Having the AP Conversation: Why It's Time to Re-Evaluate Advanced Placement Courses

ERIC Educational Resources Information Center

Weaver, Roger

2010-01-01

Since its widespread emergence in the mid-1960s, the Advanced Placement (AP) curriculum has successfully established and maintained an identity as the gold standard of transcript currency for college preparatory schools. It is something that nearly all independent school parents and students believe they understand and clearly expect, and it is…

The Effect of Advanced Placement or International Baccalaureate Exam Scores upon College GPA and College Choice

ERIC Educational Resources Information Center

Farmer, Daniel Raymond

2017-01-01

This quantitative, causal-comparative and correlational study analyzed students' academic performance in college based on whether the student was classified as an International Baccalaureate student, an Advanced Placement student, or a non-accelerated student (those who did not participate in IB or AP) and how that choice of academic program…

Advanced Placement in Studio Art and Secondary Art Education Policy: Countering the Null Curriculum

ERIC Educational Resources Information Center

Graham, Mark A.; Sims-Gunzenhauser, Alice

2009-01-01

Because of education reform policy and misconceptions about artistry and artistic assessment, visual art education remains in the margins of high school education. One response to the lack of supportive arts education policy is the Advanced Placement (AP) Studio Art Program, a visual arts assessment at the high school level that engages large…

TEACHERS' GUIDES. WORLD HISTORY FOR THE ACADEMICALLY TALENTED. ADVANCED PLACEMENT EUROPEAN HISTORY.

ERIC Educational Resources Information Center

AUGSPURGER, EVERETT F.; AND OTHERS

PREPARED BY TEACHERS AND SUPERVISORS WORKING WITH A 2-YEAR DEMONSTRATION PROJECT, THIS DOCUMENT CONTAINS GUIDES FOR A WORLD HISTORY COURSE (PREHISTORY TO EARLY 20TH CENTURY) FOR THE GIFTED AND AN ADVANCED PLACEMENT COURSE IN EUROPEAN HISTORY (ANCIENT CIVILIZATION TO EARLY 20TH CENTURY). STUDENTS ARE EXPECTED TO STUDY HISTORICAL ISSUES AND DEVELOP…

Advanced Placement versus Dual Enrollment: Making the Best Choice for College Selection, Persistence, Early Success, and Time to Completion

ERIC Educational Resources Information Center

Gruman, Daniel H.

2013-01-01

A substantial amount of research examines the benefits of high school college-credit attainment programs against non-participation. The growth in popularity of these programs, particularly Advanced Placement (AP) and dual enrollment (DE), has them competing against one another for student attention. However, students, schools, and policymakers do…

A Lesson Plan for Advanced Placement Human Geography®: A Site Location Exercise for New Businesses

ERIC Educational Resources Information Center

Poleski, Matthew

2017-01-01

The lesson described in this article meets several needs for Advanced Placement Human Geography (APHG®) teachers. In the interest of preserving time in the classroom, this lesson is intended to be a capstone assignment, allowing students to synthesize several concepts of the APHG® curriculum, such as demography, economic development, and cultural…

The Challenge of Advanced Placement Partnerships in the South Texas Border Classroom

ERIC Educational Resources Information Center

Blackwell, Deborah L.; Pisani, Jana S.; Pisani, Michael J.

2007-01-01

In the year 2000, the Texas Education Agency and the Texas A&M University System teamed up to create an initiative called the University Faculty Fellows Program. Spearheaded by Texas A&M International University in Laredo, the program paired up faculty from the university with area Advanced Placement (AP) teachers in a variety of…

Class of 2015 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum

ERIC Educational Resources Information Center

Navarro, Maria V.

2016-01-01

This memorandum describes the Advanced Placement (AP) and International Baccalaureate (IB) exams participation and performance of 2013 to 2015 public school graduates in Montgomery County Public Schools (MCPS) and the state of Maryland. The results are disaggregated by demographics and high schools. Students in the MCPS Class of 2015 continued to…

Advanced Placement and International Baccalaureate Examination Results in Texas, 2009-10. Document No. GE11 601 07

ERIC Educational Resources Information Center

Texas Education Agency, 2011

2011-01-01

This report reviews Advanced Placement (AP) and International Baccalaureate (IB) examination participation and performance in Texas during the 2009-10 school year. Campus-, district-, and state-level examination results for students in Texas public schools are presented, as well as state-level examination results for students in Texas public and…

Students' Perceptions of the Social/Emotional Implications of Participation in Advanced Placement and International Baccalaureate Programs. Research Monograph Series. RM09238

ERIC Educational Resources Information Center

Foust, Regan Clark; Hertberg-Davis, Holly; Callahan, Carolyn M.

2009-01-01

Using qualitative methods, the researchers explored student perceptions of the social and emotional advantages and disadvantages of Advanced Placement (AP) and International Baccalaureate (IB) program participation, differences between the AP and IB programs in those perceptions, and whether or not students report experiencing a "forced-choice…

Placing Advanced Placement® Human Geography: Its Role in U.S. Geography Education

ERIC Educational Resources Information Center

Bednarz, Sarah Witham

2016-01-01

This article examines Advanced Placement Human Geography (AP HG) in the context of its place in efforts to reform geography education. It presents a critical analysis of the AP program and its curriculum, asserting that it represents "powerful knowledge" as conceptualized by Young. It concludes with a call for research in AP HG aligned…

ISAAC - A Testbed for Advanced Composites Research

NASA Technical Reports Server (NTRS)

Wu, K. Chauncey; Stewart, Brian K.; Martin, Robert A.

2014-01-01

The NASA Langley Research Center is acquiring a state-of-art composites fabrication environment to support the Center's research and technology development mission. This overall system described in this paper is named ISAAC, or Integrated Structural Assembly of Advanced Composites. ISAAC's initial operational capability is a commercial robotic automated fiber placement system from Electroimpact, Inc. that consists of a multi-degree of freedom commercial robot platform, a tool changer mechanism, and a specialized automated fiber placement end effector. Examples are presented of how development of advanced composite materials, structures, fabrication processes and technology are enabled by utilizing the fiber placement end effector directly or with appropriate modifications. Alternatively, end effectors with different capabilities may either be bought or developed with NASA's partners in industry and academia.

Reviews

NASA Astrophysics Data System (ADS)

2002-11-01

CD-ROM REVIEW (551) Essential Physics BOOK REVIEWS (551) Collins Advanced Science: Physics, 2nd edition Quarks, Leptons and the Big Bang, 2nd edition Do Brilliantly: A2 Physics IGCSE Physics Geophysics in the UK Synoptic Skills in Advanced Physics Flash! The hunt for the biggest explosions in the universe Materials Maths for Advanced Physics

Designing Studies to Test Causal Questions About Early Math: The Development of Making Pre-K Count.

PubMed

Mattera, Shira K; Morris, Pamela A; Jacob, Robin; Maier, Michelle; Rojas, Natalia

2017-01-01

A growing literature has demonstrated that early math skills are associated with later outcomes for children. This research has generated interest in improving children's early math competencies as a pathway to improved outcomes for children in elementary school. The Making Pre-K Count study was designed to test the effects of an early math intervention for preschoolers. Its design was unique in that, in addition to causally testing the effects of early math skills, it also allowed for the examination of a number of additional questions about scale-up, the influence of contextual factors and the counterfactual environment, the mechanism of long-term fade-out, and the role of measurement in early childhood intervention findings. This chapter outlines some of the design considerations and decisions put in place to create a rigorous test of the causal effects of early math skills that is also able to answer these questions in early childhood mathematics and intervention. The study serves as a potential model for how to advance science in the fields of preschool intervention and early mathematics. © 2017 Elsevier Inc. All rights reserved.

Outcome and risk factors assessment for adverse events in advanced esophageal cancer patients after self-expanding metal stents placement.

PubMed

Rodrigues-Pinto, E; Pereira, P; Coelho, R; Andrade, P; Ribeiro, A; Lopes, S; Moutinho-Ribeiro, P; Macedo, G

2017-02-01

Self-expanding metal stents (SEMS) are the treatment of choice for advanced esophageal cancers. Literature is scarce on risk factors predictors for adverse events after SEMS placement. Assess risk factors for adverse events after SEMS placement in advanced esophageal cancer and evaluate survival after SEMS placement. Cross-sectional study of patients with advanced esophageal cancer referred for SEMS placement, during a period of 3 years. Ninety-seven patients with advanced esophageal cancer placed SEMS. Adverse events were more common when tumors were located at the level of the distal esophagus/cardia (47% vs 23%, P = 0.011, OR 3.1), with statistical significance being kept in the multivariate analysis (OR 3.1, P = 0.018). Time until adverse events was lower in the tumors located at the level of the distal esophagus/cardia (P = 0.036). Survival was higher in patients who placed SEMS with curative intent (327 days [126-528] vs. 119 days [91-147], P = 0.002) and in patients submitted subsequently to surgery compared with those who did just chemo/radiotherapy or who did not do further treatment (563 days [378-748] vs. 154 days [133-175] vs. 46 days [20-72], P < 0.001). Subsequent treatment kept statistical significance in the multivariate analysis (HR 3.4, P < 0.001). SEMS allow palliation of dysphagia in advanced esophageal cancer and are associated with an increased out-of-hospital survival, as long as there are conditions for further treatments. Tumors located at the level of the distal esophagus/cardia are associated with a greater number of adverse events, which also occur earlier. © 2016 International Society for Diseases of the Esophagus.

Longitudinal development of number line estimation and mathematics performance in primary school children.

PubMed

Friso-van den Bos, Ilona; Kroesbergen, Evelyn H; Van Luit, Johannes E H; Xenidou-Dervou, Iro; Jonkman, Lisa M; Van der Schoot, Menno; Van Lieshout, Ernest C D M

2015-06-01

Children's ability to relate number to a continuous quantity abstraction visualized as a number line is widely accepted to be predictive of mathematics achievement. However, a debate has emerged with respect to how children's placements are distributed on this number line across development. In the current study, different models were applied to children's longitudinal number placement data to get more insight into the development of number line representations in kindergarten and early primary school years. In addition, longitudinal developmental relations between number line placements and mathematical achievement, measured with a national test of mathematics, were investigated using cross-lagged panel modeling. A group of 442 children participated in a 3-year longitudinal study (ages 5-8 years) in which they completed a number-to-position task every 6 months. Individual number line placements were fitted to various models, of which a one-anchor power model provided the best fit for many of the placements at a younger age (5 or 6 years) and a two-anchor power model provided better fit for many of the children at an older age (7 or 8 years). The number of children who made linear placements also grew with age. Cross-lagged panel analyses indicated that the best fit was provided with a model in which number line acuity and mathematics performance were mutually predictive of each other rather than models in which one ability predicted the other in a non-reciprocal way. This indicates that number line acuity should not be seen as a predictor of math but that both skills influence each other during the developmental process. Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.

34 CFR 379.30 - What selection criteria does the Secretary use under this program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... private industry in the planning, implementation, and evaluation of job development, job placement, career... identification of job and career opportunities within the community, consistent with the current and projected... placement programs designed to identify and develop job placement and career advancement opportunities. (3...

Student Perceptions of a Mathematics Major for Prospective Elementary Teachers with an Inquiry-Based Philosophy

ERIC Educational Resources Information Center

Cook, Samuel A.; Borkovitz, Debra K.

2017-01-01

In this paper we present data from one-on-one interviews conducted with students who have taken intermediate and advanced inquiry-based mathematics courses in a program that prepares future preK-8 teachers. Many of these students entered college with a fear of math, but then gained confidence from a required introductory math course and chose to…

Seeking an African Einstein

NASA Astrophysics Data System (ADS)

Durrani, Matin

2008-07-01

A new postgraduate centre for maths and computer science is set to open in the Nigerian capital of Abuja this month as part of an ambitious plan to find the "next Einstein" in Africa. The centre will provide advanced training to graduate students from across Africa in maths and related fields. It will seek to attract the best young African scientists and nurture their talents as problem-solvers and teachers.

Middle School A/B Block and Traditional Scheduling: An Analysis of Math and Reading Performance by Race

ERIC Educational Resources Information Center

Gill, Willie Wallicia Allen

2011-01-01

The purpose of this quantitative study was to examine whether a difference existed in the percentage performance of students earning a pass/advanced score on the Standards of Learning (SOL) Test in math and reading in Virginia's Region IV for schools using an A/B block schedule and those using a traditional schedule. The research also examined if…

Factors related to student performance in statistics courses in Lebanon

NASA Astrophysics Data System (ADS)

Naccache, Hiba Salim

The purpose of the present study was to identify factors that may contribute to business students in Lebanese universities having difficulty in introductory and advanced statistics courses. Two statistics courses are required for business majors at Lebanese universities. Students are not obliged to be enrolled in any math courses prior to taking statistics courses. Drawing on recent educational research, this dissertation attempted to identify the relationship between (1) students’ scores on Lebanese university math admissions tests; (2) students’ scores on a test of very basic mathematical concepts; (3) students’ scores on the survey of attitude toward statistics (SATS); (4) course performance as measured by students’ final scores in the course; and (5) their scores on the final exam. Data were collected from 561 students enrolled in multiple sections of two courses: 307 students in the introductory statistics course and 260 in the advanced statistics course in seven campuses across Lebanon over one semester. The multiple regressions results revealed four significant relationships at the introductory level: between students’ scores on the math quiz with their (1) final exam scores; (2) their final averages; (3) the Cognitive subscale of the SATS with their final exam scores; and (4) their final averages. These four significant relationships were also found at the advanced level. In addition, two more significant relationships were found between students’ final average and the two subscales of Effort (5) and Affect (6). No relationship was found between students’ scores on the admission math tests and both their final exam scores and their final averages in both the introductory and advanced level courses. On the other hand, there was no relationship between students’ scores on Lebanese admissions tests and their final achievement. Although these results were consistent across course formats and instructors, they may encourage Lebanese universities to assess the effectiveness of prerequisite math courses. Moreover, these findings may lead the Lebanese Ministry of Education to make changes to the admissions exams, course prerequisites, and course content. Finally, to enhance the attitude of students, new learning techniques, such as group work during class meetings can be helpful, and future research should aim to test the effectiveness of these pedagogical techniques on students’ attitudes toward statistics.

Prefreshman and Cooperative Education Program. [PREFACE training

NASA Technical Reports Server (NTRS)

1976-01-01

Of the 93 students enrolled in the PREFACE program over its four-year history, 70 are still in engineering school. Tables show profiles of student placement and participation from 1973 to 1977 (first semester completed). During the 1977 summer, 10 students were placed at NASA Goddard, 8 at DOE-Brookhaven, and 2 at American Can. Eleven students with less high school math preparation remained on campus for formal precalculus classes. Majors of the students in the program include civil, chemical, electrical, and mechanical engineering. Student satisfaction with their training experiences is summarized.

Implementing the Constructed Scaffold Model: Hands-On Activity Units for Advanced Placement Calculus

ERIC Educational Resources Information Center

Scott, Susan

2017-01-01

The purpose of the present action research study is to describe a hands-on activity model, named the Constructed Scaffold Model (CSM), used in an Advanced Placement Calculus class in a southeastern United States suburban high school. Data were collected over an 8-week period during the spring 2017 semester. The teacher-researcher developed a…

Number of Schools Offering AP Falls after First Audit of Courses

ERIC Educational Resources Information Center

Cech, Scott J.

2007-01-01

This article reports the findings of the first audit of Advanced Placement (AP) courses. One of the more striking effects of the audit, the results of which were released recently by the College Board, was a steep drop in the number of schools offering Advanced Placement courses. After more than 30 years of steady growth, the number of schools…

Advanced Placement Human Geography and the Annual Meetings of the National Council for Geographic Education

ERIC Educational Resources Information Center

Sublett, Michael D.

2007-01-01

Members of the National Council for Geographic Education have been instrumental in the creation, launch, and early success of Advanced Placement Human Geography. Annual meetings of the Council have served as a forum for spreading the word about the course and its follow-up national examination and in helping teachers develop content confidence and…

The Advanced Placement Program Benefits Mainly Well-Prepared Students Who Pass AP Exams. Issues in College Readiness

ERIC Educational Resources Information Center

National Center for Educational Achievement, 2010

2010-01-01

Many policymakers and education leaders have embraced the Advanced Placement (AP) Program as a tool to strengthen the high school curriculum and prepare students for college. The popularity of the AP program among these policy leaders reflects their belief that the traditional high school curriculum has often failed to provide rigorous courses…

A Phenomenological Study of How High School Advanced Placement Classes Prepared First-Generation College Students for Postsecondary Education

ERIC Educational Resources Information Center

Snyder, Scott

2013-01-01

This study investigated the lived experiences of first-generation college students and the perceived influence of taking high school Advanced Placement (AP) courses on their college education. The following research questions were addressed: (a) what motivated students to consider going to college, (b) what was their experience in taking AP…

A Study of Gender and Performance on Advanced Placement History Examinations. College Board Report No. 91-4.

ERIC Educational Resources Information Center

Breland, Hunter M.; And Others

Several studies have shown that, on average, women perform slightly better than men on free-response tests, while men perform slightly better on multiple-choice tests. Two advanced placement examinations, United States History (USH) and European History (EH), were chosen for study because previous studies have shown that sex differences on the…

The Advanced Placement Program in Pennsylvania: Implications for Policy and Practice in K-12 and Higher Education

ERIC Educational Resources Information Center

Liekar, Christine Y.

2012-01-01

Since the time of Sputnik, American educators and policymakers have recognized the need to raise expectations by increasing rigor in high schools across the United States. Copious studies attest to the fact that students who take Advanced Placement coursework experience success in college (Adelman, 1999; Camara, 2003; College Board, 2005;…

Academic Preparedness and College Preparation Efforts: A Comparative Analysis of Perception of High School Advanced Placement Teachers and College Admissions Personnel

ERIC Educational Resources Information Center

Driver, Jason Hughes

2014-01-01

This study examines the relationship between high school efforts at post-secondary preparation for college bound students and the expectations of college and university admissions personnel. The Advanced Placement (AP) teachers and administrators at a rural Northwest Florida high school were administered a quantitative survey in order to collect…

The Rigor Mortis of Education: Rigor Is Required in a Dying Educational System

ERIC Educational Resources Information Center

Mixon, Jason; Stuart, Jerry

2009-01-01

In an effort to answer the "Educational Call to Arms", our national public schools have turned to Advanced Placement (AP) courses as the predominate vehicle used to address the lack of academic rigor in our public high schools. Advanced Placement is believed by many to provide students with the rigor and work ethic necessary to…

The Oral Histories of Six African American Males in Their Ecology of Advanced Placement Biology

ERIC Educational Resources Information Center

Halasa, Katrina Bassam

2012-01-01

The major purpose of this qualitative study was to examine the past in order to understand the complex phenomenon of students engaging in science (Newman, Ridenour, Newman, & DeMarco, 2003) specifically through the oral histories of six self-identified African American males enrolled in a high school Advanced Placement Biology class and the…

What Does a Student Know Who Earns a Top Score on the Advanced Placement Chemistry Exam?

ERIC Educational Resources Information Center

Claesgens, Jennifer; Daubenmire, Paul L.; Scalise, Kathleen M.; Balicki, Scott; Gochyyev, Perman; Stacy, Angelica M.

2014-01-01

This paper compares the performance of students at a high-performing U.S. public school (n = 64) on the advanced placement (AP) chemistry exam to their performance on the ChemQuery assessment system. The AP chemistry exam was chosen because, as the National Research Council acknowledges, it is the "perceived standard of excellence and school…

Snatching Defeat from the Jaws of Victory: When Good Projects Go Bad. Girls and Computer Science.

ERIC Educational Resources Information Center

Sanders, Jo

In week-long semesters in the summers of 1997, 1998, and 1999, the 6APT (Summer Institute in Computer Science for Advanced Placement Teachers) project taught 240 high school teachers of Advanced Placement Computer Science (APCS) about gender equity in computers. Teachers were then followed through 2000. Results indicated that while teachers, did…

An Investigation of College Students' Perceptions of Advanced Placement® Courses. Research Note 2013-2

ERIC Educational Resources Information Center

Cooney, Siobhan M.; McKillip, Mary E. M.; Smith, Kara

2013-01-01

The present study investigates how current college students perceive their experiences in high school Advanced Placement Program (AP) courses. The goal of this research was twofold: We wanted to not only add to the existing literature on outcomes for AP students but also investigate possible benefits for students without success (i.e., a score of…

Class of 2014 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum

ERIC Educational Resources Information Center

Sanderson, Geoffrey T.

2015-01-01

Beginning in 2006, Maryland has led the nation as the state with the highest percentage of graduates who earned one or more Advanced Placement (AP) exam scores of 3 or higher. Students in the Montgomery County (Maryland) Public Schools (MCPS) Class of 2014 continued to outperform students in the state of Maryland on AP examinations based on AP…

Class of 2012 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum

ERIC Educational Resources Information Center

Marks, Susan F.

2013-01-01

Students in the Montgomery County (Maryland) Public Schools (MCPS) Class of 2012 continued to outperform Maryland and the nation on Advanced Placement (AP) examinations based on the "AP Report to the Nation" released by the College Board on February 20, 2013. In 2012, 67.3 percent of MCPS graduates took one or more AP exams. A striking…

Advancing Prediction of Foster Placement Disruption Using Brief Behavioral Screening

ERIC Educational Resources Information Center

Hurlburt, Michael S.; Chamberlain, Patricia; DeGarmo, David; Zhang, Jinjin; Price, Joe M.

2010-01-01

Objective: Behavioral difficulties increase the risk that children will experience negative placement disruptions while in foster care. Chamberlain et al. (2006) found that the Parent Daily Report (PDR), a brief measure of parent-reported child behaviors, was a strong predictor of negative placement changes over 1 year among children receiving…

Automatic Correction of Adverb Placement Errors for CALL

ERIC Educational Resources Information Center

Garnier, Marie

2012-01-01

According to recent studies, there is a persistence of adverb placement errors in the written productions of francophone learners and users of English at an intermediate to advanced level. In this paper, we present strategies for the automatic detection and correction of errors in the placement of manner adverbs, using linguistic-based natural…

Biliary intraductal metastasis from advanced gastric cancer: radiologic and histologic characteristics, and clinical outcomes of percutaneous metallic stent placement.

PubMed

Lee, JooYeon; Gwon, Dong Il; Ko, Gi-Young; Kim, Jong Woo; Sung, Kyu-Bo

2016-06-01

To investigate the radiologic and histological characteristics of biliary intraductal metastasis of advanced gastric cancer and the clinical outcomes of percutaneous, metallic stent placement. We retrospectively assessed 24 patients with obstructive jaundice related to biliary intraductal metastasis of gastric cancers who underwent PTBD and subsequent metallic stent placement between 2003 and 2012. Intraductal metastases appeared as uniform, concentric, linear (n = 17) or band-like (n = 7), enhanced wall thickening on CT, and 20 patients (83.3 %) had cystic ductal lesions. On pathology specimens, malignant cells scattered in the submucosal layer caused a desmoplastic reaction. The technical and clinical success rate of stent placement was achieved in all 24 patients. The median survival time was 203 days. Stent occlusion was observed in four patients with 49-278 days following stent placement. The median stent patency time was 156 days. The radiologic and histological characteristics of biliary intraductal metastasis of advanced gastric cancer consist of uniform, linear or band-like, enhanced biliary wall thickening and malignant cells scattered in the submucosal layer, together with the desmoplastic reaction without any disruption of the epithelial layer. Uncovered metallic stent placement was also a safe and effective method of palliative treatment in these patients. • The CT findings of intraductal metastasis were linear/band-like, enhanced biliary wall thickening. • The histological finding was malignant cells scattered in the submucosal layer. • It showed a desmoplastic reaction without any disruption of the epithelial layer. • Uncovered metallic stent placement was a safe and effective palliative treatment.

Advanced high school biology in an era of rapid change: a summary of the biology panel report from the NRC Committee on Programs for Advanced Study of Mathematics and Science in American High Schools.

PubMed

Wood, William B

2002-01-01

A recently released National Research Council (NRC) report, Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study, discipline-specific panels were formed to evaluate advanced programs in biology, chemistry, physics, and mathematics. Among the conclusions of the Content Panel for Biology were that AP courses in particular suffer from inadequate quality control as well as excessive pressure to fulfill their advanced placement function, which encourages teachers to attempt coverage of all areas of biology and emphasize memorization of facts rather than in-depth understanding. In this essay, the Panel's principal findings are discussed, with an emphasis on its recommendation that colleges and universities should be strongly discouraged from using performance on either the AP examination or the IB examination as the sole basis for automatic placement out of required introductory courses for biology majors and distribution requirements for nonmajors.

Advanced High School Biology in an Era of Rapid Change: A Summary of the Biology Panel Report from the NRC Committee on Programs for Advanced Study of Mathematics and Science in American High Schools

PubMed Central

2002-01-01

A recently released National Research Council (NRC) report, Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study, discipline-specific panels were formed to evaluate advanced programs in biology, chemistry, physics, and mathematics. Among the conclusions of the Content Panel for Biology were that AP courses in particular suffer from inadequate quality control as well as excessive pressure to fulfill their advanced placement function, which encourages teachers to attempt coverage of all areas of biology and emphasize memorization of facts rather than in-depth understanding. In this essay, the Panel's principal findings are discussed, with an emphasis on its recommendation that colleges and universities should be strongly discouraged from using performance on either the AP examination or the IB examination as the sole basis for automatic placement out of required introductory courses for biology majors and distribution requirements for nonmajors. PMID:12669097

Use of a Survival Analysis Technique in Understanding Game Performance in Instructional Games. CRESST Report 812

ERIC Educational Resources Information Center

Kim, Jinok; Chung, Gregory K. W. K.

2012-01-01

In this study we compared the effects of two math game designs on math and game performance, using discrete-time survival analysis (DTSA) to model players' risk of not advancing to the next level in the game. 137 students were randomly assigned to two game conditions. The game covered the concept of a unit and the addition of like-sized fractional…

"Having It All" at Sleep's Expense: The Forced Choice of Participants in Advanced Placement Courses and International Baccalaureate Programs

ERIC Educational Resources Information Center

Foust, Regan Clark; Hertberg-Davis, Holly; Callahan, Carolyn M.

2008-01-01

The gifted can suffer from too many demands on their time and attention. This qualitative study tested the theory that advanced placement (AP) and international baccalaureate (IB) participants may feel forced to choose between academic success and social acceptance. The results, however, did not support the theory. Not only did gifted students not…

Advanced Placement Results, 2013-14. Measuring Up. D&A Report No.15.01

ERIC Educational Resources Information Center

Gilleland, Kevin; Muli, Juliana

2015-01-01

Advanced Placement (AP) outcomes for Wake County Public School System (WCPSS) students have continued an upward trend for over 18 years, out-performing the state and the nation in all measures. In 2013-14 there were 13,757 exams taken by 6,955 WCPSS test-takers with almost 76% of the exams resulting in scores at or above 3, outperforming Guilford…

Advanced Placement[R] Exam-Taking and Performance: Relationships with First-Year Subject Area College Grades. Research Report 2011-4

ERIC Educational Resources Information Center

Patterson, Brian F.; Packman, Sheryl; Kobrin, Jennifer L.

2011-01-01

The purpose of this study was to examine the effects of Advanced Placement[R] (AP[R]) exam participation and performance on college grades for courses taken in the same subject area as students' AP Exam(s). Students' first-year college subject area grade point averages (SGPAs) were examined in nine subject areas: mathematics, computer science,…

Filling a Plastic Bag with Carbon Dioxide: A Student-Designed Guided-Inquiry Lab for Advanced Placement and College Chemistry Courses

ERIC Educational Resources Information Center

Lanni, Laura M.

2014-01-01

A guided-inquiry lab, suitable for first-year general chemistry or high school advanced placement chemistry, is presented that uses only inexpensive, store-bought materials. The reaction of sodium bicarbonate (baking soda) with aqueous acetic acid (vinegar), under the constraint of the challenge to completely fill a sealable plastic bag with the…

Impact of Group Work and Extended Essay Writing on Online Advanced Placement Program® Student Performance. Research Report. ETS RR-07-22

ERIC Educational Resources Information Center

Handwerk, Phil

2007-01-01

Online high schools are growing significantly in number, popularity, and function. However, little empirical data has been published about the effectiveness of these institutions. This research examined the frequency of group work and extended essay writing among online Advanced Placement Program® (AP®) students, and how these tasks may have…

High School Students' Attitudes and Beliefs on Using the Science Writing Heuristic in an Advanced Placement Chemistry Class

ERIC Educational Resources Information Center

Putti, Alice

2011-01-01

This paper discusses student attitudes and beliefs on using the Science Writing Heuristic (SWH) in an advanced placement (AP) chemistry classroom. During the 2007 school year, the SWH was used in a class of 24 AP chemistry students. Using a Likert-type survey, student attitudes and beliefs on the process were determined. Methods for the study are…

Advanced Placement® Exam-Taking and Performance: Relationships with First-Year Subject Area College Grades. Research Report No. 2011-4

ERIC Educational Resources Information Center

Patterson, Brian F.; Packman, Sheryl; Kobrin, Jennifer L.

2011-01-01

The purpose of this study was to examine the effects of Advanced Placement (AP) exam participation and performance on college grades for courses taken in the same subject area as students' AP Exam(s). Students' first-year college subject area grade point averages (SGPAs) were examined in nine subject areas: mathematics, computer science,…

Class of 2013 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum

ERIC Educational Resources Information Center

Sanderson, Geoffrey T.

2014-01-01

Beginning in 2006, Maryland has led the nation as the state with the highest percentage of graduates who earned one or more Advanced Placement (AP) exam scores of 3 or higher. Students in the Montgomery County Public Schools (MCPS) Class of 2013 continued to outperform students in the state of Maryland and the nation on AP examinations, based on…

TECHcitement: Advances in Technological Education.

ERIC Educational Resources Information Center

American Association of Community Colleges, Washington, DC.

This publication includes seven articles. "ATE Grants Generate Life-Changing Experiences" discusses the National Science Foundation's (NSF) Advanced Technological Education (ATE) grants, which provide seed money and other support that community college educators use to enhance technical training and improve math and science instruction. "Phone…

The Role of Gender and Friendship in Advanced Course Taking

PubMed Central

Riegle-Crumb, Catherine; Farkas, George; Muller, Chandra

2010-01-01

This article examines the role of friends in girls' and boys' advanced course taking and explores whether friends' characteristics are particularly important for girls' math and science attainment. With the use of data from Adolescent Health and Academic Achievement and the National Longitudinal Study of Adolescent Heath, the results indicate that same-sex friends' academic performance significantly predicts course taking in all subjects for girls, but not for boys. Furthermore, for math and science only, the effects of friends' performance are greater in the context of a predominantly female friendship group, which suggests that such groups provide a counterpoint to the gendered stereotypes and identities of those subjects. PMID:20333274

Impact of advanced pharmacy practice experience placement changes in colleges and schools of pharmacy.

PubMed

Duke, Lori J; Staton, April G; McCullough, Elizabeth S; Jain, Rahul; Miller, Mindi S; Lynn Stevenson, T; Fetterman, James W; Lynn Parham, R; Sheffield, Melody C; Unterwagner, Whitney L; McDuffie, Charles H

2012-04-10

To document the annual number of advanced pharmacy practice experience (APPE) placement changes for students across 5 colleges and schools of pharmacy, identify and compare initiating reasons, and estimate the associated administrative workload. Data collection occurred from finalization of the 2008-2009 APPE assignments throughout the last date of the APPE schedule. Internet-based customized tracking forms were used to categorize the initiating reason for the placement change and the administrative time required per change (0 to 120 minutes). APPE placement changes per institution varied from 14% to 53% of total assignments. Reasons for changes were: administrator initiated (20%), student initiated (23%), and site/preceptor initiated (57%) Total administrative time required per change varied across institutions from 3,130 to 22,750 minutes, while the average time per reassignment was 42.5 minutes. APPE placements are subject to high instability. Significant differences exist between public and private colleges and schools of pharmacy as to the number and type of APPE reassignments made and associated workload estimates.

Self-regulation, motivation, and math achievement in middle school: variations across grade level and math context.

PubMed

Cleary, Timothy J; Chen, Peggy P

2009-10-01

The current study examined grade level, achievement group, and math-course-type differences in student self-regulation and motivation in a sample of 880 suburban middle-school students. Analysis of variance was utilized to assess group differences in student self-regulation and motivation, and linear regression analysis was used to identify variables that best predicted students' use of regulatory strategies. A key finding was that although seventh graders exhibited a more maladaptive self-regulation and motivation profile than sixth graders, achievement groups in seventh grade (high, moderate, low) were more clearly differentiated across both self-regulation and motivation than achievement groups in sixth grade. The pattern of achievement group differences also varied across math course type, as self-regulation and motivation processes more consistently differentiated achievement groups in advanced classes than regular math courses. Finally, task interest was shown to be the primary motivational predictor of students' use of regulatory strategies during math learning. The study highlights the importance of identifying shifting student motivation and self-regulation during the early middle school years and the potential role that context may have on these processes.

Strategies for Controlled Placement of Nanoscale Building Blocks

PubMed Central

2007-01-01

The capability of placing individual nanoscale building blocks on exact substrate locations in a controlled manner is one of the key requirements to realize future electronic, optical, and magnetic devices and sensors that are composed of such blocks. This article reviews some important advances in the strategies for controlled placement of nanoscale building blocks. In particular, we will overview template assisted placement that utilizes physical, molecular, or electrostatic templates, DNA-programmed assembly, placement using dielectrophoresis, approaches for non-close-packed assembly of spherical particles, and recent development of focused placement schemes including electrostatic funneling, focused placement via molecular gradient patterns, electrodynamic focusing of charged aerosols, and others. PMID:21794185

Job Placement Regimes in Europe: Trends and Impacts of Changes. IAB Labour Market Research Topics.

ERIC Educational Resources Information Center

Konle-Seidl, Regina; Walwei, Ulrich

Trends in job placement in Europe and the effects of advances in information and communication technologies on job placement practices were examined through case studies of France, Germany, the Netherlands, and the United Kingdom. The case studies revealed that the market shares of public employment services (PES) are generally higher than those…

Computerized Placement Management Software (CPMS): User Manual, Version 3.0.

ERIC Educational Resources Information Center

College Entrance Examination Board, Princeton, NJ.

This guide is designed to enable the beginner, as well as the advanced user, to understand and use the Computerized Placement Management Software (CPMS). The CPMS is a system for evaluating information about students and recommending their placement into courses best suited for them. It also tracks their progress and maintains their records. The…

77 FR 12823 - Advanced Scientific Computing Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-02

... Exascale ARRA projects--Magellan final report, Advanced Networking update Status from Computer Science COV Early Career technical talks Summary of Applied Math and Computer Science Workshops ASCR's new SBIR..., Office of Science. ACTION: Notice of Open Meeting. SUMMARY: This notice announces a meeting of the...

Assessing Competing Demands and Charting a Course: A Phenomenological Study of Advanced Placement U.S. History Teachers' Decision Making and Course Planning

ERIC Educational Resources Information Center

Poole, Kerry D.

2014-01-01

Florida has experienced some of the greatest growth of Advanced Placement (AP) programs in recent years and student scores on the AP exams have evolved into a highly significant metric in evaluating student proficiency and teacher and school effectiveness. Despite this growth, it is not well known how AP teachers make decisions about the content…

Are Advanced Placement English and First-Year College Composition Equivalent? A Comparison of Outcomes in the Writing of Three Groups of Sophomore College Students

ERIC Educational Resources Information Center

Hansen, Kristine; Reeve, Suzanne; Gonzalez, Jennifer; Sudweeks, Richard R.; Hatch, Gary L.; Esplin, Patricia; Bradshaw, William S.

2006-01-01

This study was conducted to obtain empirical data to inform policy decisions about exempting incoming students from a first-year composition (FYC) course on the basis of Advanced Placement (AP) English exam scores. It examined the effect of avoiding first-year writing on the writing abilities of sophomore undergraduates. Two three-page writing…

The Value of Analysis of Standardized Placement Exams: A Case Study of Cell Structure.

ERIC Educational Resources Information Center

Blystone, Robert V.

This study focused on potential pedagological uses of standardized placement exams. A sample of 250 exams of the May 1984 Biology Advanced Placement (AP) exam was obtained and student responses to the question on cell structure were analyzed. The frequency of particular responses to the question is listed and trends and patterns in the responses…

Validating the Use of AP® Exam Scores for College Course Placement. Research Report 2013-2

ERIC Educational Resources Information Center

Patterson, Brian F.; Ewing, Maureen

2013-01-01

The Advanced Placement Program® (AP®) was created to provide access to rigorous, college-level curricula to motivated and prepared high school students. This study evaluated whether the AP Exam scores from the summative exams associated with 10 courses were valid for the placement of students into higher-level college courses in the subject area…

The Challenges of Using the WebCAPE Placement Exam in an Advanced Spanish Grammar Class

ERIC Educational Resources Information Center

Turner, Robert L., III

2017-01-01

This study attempts to ascertain if the WebCAPE placement exam can be used to measure improvement in an upper division grammar course. The WebCAPE online placement exam is a widely used instrument designed to help university language programs place students into the basic language course best corresponding to their proficiency level. This is done…

Preparing High School Students for Success in Advanced Placement Statistics: An Investigation of Pedagogies and Strategies Used in an Online Advanced Placement Statistics Course

ERIC Educational Resources Information Center

Potter, James Thomson, III

2012-01-01

Research into teaching practices and strategies has been performed separately in AP Statistics and in K-12 online learning (Garfield, 2002; Ferdig, DiPietro, Black & Dawson, 2009). This study seeks combine the two and build on the need for more investigation into online teaching and learning in specific content (Ferdig et al, 2009; DiPietro,…

A Comparison of the Number of Hours of Sleep in High School Students Who Took Advanced Placement and/or College Courses and Those Who Did Not

ERIC Educational Resources Information Center

Jin, Qiushuang; Shi, Qian

2008-01-01

This study investigated the association between sleep deprivation and enrollment in Advanced Placement (AP) and/or college courses among high school students. Approximately 4,000 surveys were distributed, and 2,197 completed surveys were returned from students in Grades 9 to 12 at 15 high schools in Iowa. Findings indicated the majority of high…

Making STEM Accessible and Effective through NASA Robotics Programs

ERIC Educational Resources Information Center

West, Jonathan; Vadiee, Nader; Sutherland, Emery; Kaye, Bradley; Baker, Kyle

2018-01-01

There is no question that Science, Math, Engineering, and Technology (STEM) education is critical to the future of our students and workforce. As technology advances, computer programming skills are becoming a necessity in almost all fields. However, teaching programming and other advanced technologies is very difficult, especially in…

School readiness of maltreated preschoolers and later school achievement: The role of emotion regulation, language, and context.

PubMed

Panlilio, Carlomagno C; Jones Harden, Brenda; Harring, Jeffrey

2018-01-01

Guided by bio-ecological theory, this study aimed to: (1) identify heterogeneity in the developmental patterns of emotion regulation for maltreated preschool-aged children; (2) examine the role of gender, language, placement instability, cognitive stimulation, and emotional support on patterns of stability and change of emotion regulation over time; and (3) elucidate the role of emotion regulation/dysregulation patterns on later academic achievement. This study utilized data from the first cohort of the National Survey of Child and Adolescent Well-Being. Results using LCA and LTA models indicated stability and change in emotionally regulated vs. emotionally dysregulated latent classes across 4, 5, and 6 ½ years of age. Placement instability significantly increased the likelihood of being classified as emotionally dysregulated at wave 1. Moreover, children classified as emotionally dysregulated by age 6 ½ scored significantly lower than children who were classified as emotionally regulated on measures of reading and math achievement by age 10. Based on these findings, placement stability at first contact with CPS should be promoted in order to prevent cascading negative effects on emotion regulation. Additionally, children who are more emotionally dysregulated by the time they transition to formal schooling should receive increased socioemotional and socioemotional learning supports. Copyright © 2017 Elsevier Ltd. All rights reserved.

Impact of Advanced Pharmacy Practice Experience Placement Changes in Colleges and Schools of Pharmacy

PubMed Central

Staton, April G.; McCullough, Elizabeth S.; Jain, Rahul; Miller, Mindi S.; Lynn Stevenson, T.; Fetterman, James W.; Lynn Parham, R.; Sheffield, Melody C.; Unterwagner, Whitney L.; McDuffie, Charles H.

2012-01-01

Objective. To document the annual number of advanced pharmacy practice experience (APPE) placement changes for students across 5 colleges and schools of pharmacy, identify and compare initiating reasons, and estimate the associated administrative workload. Methods. Data collection occurred from finalization of the 2008-2009 APPE assignments throughout the last date of the APPE schedule. Internet-based customized tracking forms were used to categorize the initiating reason for the placement change and the administrative time required per change (0 to 120 minutes). Results. APPE placement changes per institution varied from 14% to 53% of total assignments. Reasons for changes were: administrator initiated (20%), student initiated (23%), and site/preceptor initiated (57%) Total administrative time required per change varied across institutions from 3,130 to 22,750 minutes, while the average time per reassignment was 42.5 minutes. Conclusion. APPE placements are subject to high instability. Significant differences exist between public and private colleges and schools of pharmacy as to the number and type of APPE reassignments made and associated workload estimates. PMID:22544966

2014 Advanced Placement Exam Participation and Performance for Students in Montgomery County Public Schools and Public School Students in the State of Maryland and the Nation. Memorandum

ERIC Educational Resources Information Center

Sanderson, Geoffrey T.

2014-01-01

The continuing emphasis by Montgomery County (Maryland) Public Schools (MCPS) on rigorous course taking resulted in MCPS students taking a record-setting 33,662 Advanced Placement (AP) exams in 2014. Additionally, the percentage of AP exams taken by MCPS students who attained scores of 3 or higher (73.9 percent) was 13.0 and 16.7 percentage points…

More Home Schoolers Taking Advanced Placement Tests: Students Seek Outside Validation of Work and Leg Up on College-Admissions Process

ERIC Educational Resources Information Center

Zehr, Mary Ann

2006-01-01

When Susan Richman called the College Board in 1992 to ask if her son Jesse could take Advanced Placement tests as a home schooler, a staff member responded that no one had ever asked him that question, but then assured her that home schoolers were welcome to take the tests. Ms. Richman went on to coach Jesse for so many AP exams that he started…

AdVance male sling

PubMed Central

Chung, Amanda S. J.; Suarez, Oscar A.

2017-01-01

The AdVance sling (American Medical Systems, Minnetonka, MN, United States of America) is a synthetic transobturator sling, which is a safe and effective minimally invasive treatment for mild to moderate stress urinary incontinence (SUI) in male patients. This article provides a step-by-step description of our technique for placement of the AdVance male sling, including details and nuances gained from surgical experience, advice for avoidance of complications and discussion on management of complications and sling failures. Patient selection is very important, including exclusion and preoperative treatment of urethral stenosis and bladder dysfunction. Previous pelvic radiation is a poor prognostic factor. In brief, the steps of sling placement are: (I) mobilization of the corpus spongiosum (CS); (II) marking and mobilization of the central tendon; (III) passage of the helical trocar needles exiting at the apex of the angle between the CS and inferior pubic ramus; (IV) fixation of the broad part of the sling body to the CS at the previous mark; (V) cystoscopy during sling tensioning; (VI) placement of a Foley urethral catheter; (VII) Subcutaneous tunnelling of the sling arms back toward the midline; (VIII) wound closure. The most common early postoperative complication is urinary retention but long-term retention is extremely rare. Management of sling failures include placement of an artificial urinary sphincter, repeat AdVance sling, urethral bulking agent or ProACT device. PMID:28904900

Advanced Course Offerings and Completion in Science, Technology, Engineering, and Math in Texas Public High Schools. REL 2018-276

ERIC Educational Resources Information Center

Garland, Marshall; Rapaport, Amie

2017-01-01

Taking advanced high school courses predicts such postsecondary outcomes as enrolling in college, persisting in college courses, and completing a degree. In Texas, where Hispanic students make up 51 percent of the student population, their access to and enrollment in advanced courses is an ongoing concern despite recent gains. In particular,…

Gatekeepers of the American Dream: How Teachers' Perceptions Shape the Academic Outcomes of Immigrant and Language-Minority Students

PubMed Central

Blanchard, Sarah; Muller, Chandra

2014-01-01

High school teachers evaluate and offer guidance to students as they approach the transition to college based in part on their perceptions of the students' hard work and potential to succeed in college. Their perceptions may be especially crucial for immigrant and language-minority students navigating the U.S. educational system. Using the Educational Longitudinal Study of 2002 (ELS:2002), we consider how the intersection of nativity and language-minority status may (1) inform teachers' perceptions of students' effort and college potential, and (2) shape the link between teachers' perceptions and students' academic progress towards college (grades and likelihood of advancing to more demanding math courses). We find that teachers perceive immigrant language-minority students as hard workers, and that their grades reflect that perception. However, these same students are less likely than others to advance in math between the sophomore and junior years, a critical point for preparing for college. Language-minority students born in the U.S. are more likely to be negatively perceived. Yet, when their teachers see them as hard workers, they advance in math at the same rates as nonimmigrant native English speaking peers. Our results demonstrate the importance of considering both language-minority and immigrant status as social dimensions of students' background that moderate the way that high school teachers' perceptions shape students' preparation for college. PMID:25769866

Trajectories of Math and Reading Achievement in Low Achieving Children in Elementary School: Effects of Early and Later Retention in Grade

PubMed Central

Moser, Stephanie E.; West, Stephen G.; Hughes, Jan N.

2012-01-01

This study investigated the effects of retention or promotion in first grade on growth trajectories in mathematics and reading achievement over the elementary school years (grades 1–5). From a large multiethnic sample (n = 784) of children who were below the median in literacy at school entrance, 363 children who were either promoted (n = 251) or retained (n = 112) in first grade could be successfully matched on 72 background variables. Achievement was measured annually using Woodcock-Johnson W scores; scores of retained children were shifted back one year to permit same-grade comparisons. Using longitudinal growth curve analysis, trajectories of math and reading scores for promoted and retained children were compared. Retained children received a one year boost in achievement; this boost fully dissipated by the end of elementary school. The pattern of subsequent retention in grades 2, 3 and 4 and placement in special education of the sample during the elementary school years is also described and their effects are explored. Policy implications for interventions for low achieving children are considered. PMID:23335818

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wachsman, A.M., E-mail: ariw@fusemail.com; Hoffer, E.K.; Forauer, A.R.

A case of tension pneumothorax developed after placement of a tunneled pleural catheter for treatment of malignant pleural effusion in a patient with advanced lung cancer. The catheter placement was carried out by an experienced operator under direct ultrasound guidance, and the patient showed immediate symptomatic improvement with acute decompensation occurring several hours later. Possible mechanisms for this serious complication of tunneled pleural catheter placement are described, and potential strategies to avoid or prevent it in future are discussed.

Examining School Counselor Influence on the Placement of Ninth-Grade Students into Mathematics Courses: An Analysis of the High School Longitudinal Study of 2009

ERIC Educational Resources Information Center

Bradley-Lambright, Portia Elizabeth

2016-01-01

The purpose of this quantitative study was to understand the placement of ninth-grade students within advanced mathematics courses. High school counselors are often criticized for being an ineffective resource in the placement of students of color and low-income students into such classes; even though their professional mandates state that they…

Advanced tow placement of composite fuselage structure

NASA Technical Reports Server (NTRS)

Anderson, Robert L.; Grant, Carroll G.

1992-01-01

The Hercules NASA ACT program was established to demonstrate and validate the low cost potential of the automated tow placement process for fabrication of aircraft primary structures. The program is currently being conducted as a cooperative program in collaboration with the Boeing ATCAS Program. The Hercules advanced tow placement process has been in development since 1982 and was developed specifically for composite aircraft structures. The second generation machine, now in operation at Hercules, is a production-ready machine that uses a low cost prepreg tow material form to produce structures with laminate properties equivalent to prepreg tape layup. Current program activities are focused on demonstration of the automated tow placement process for fabrication of subsonic transport aircraft fuselage crown quadrants. We are working with Boeing Commercial Aircraft and Douglas Aircraft during this phase of the program. The Douglas demonstration panels has co-cured skin/stringers, and the Boeing demonstration panel is an intricately bonded part with co-cured skin/stringers and co-bonded frames. Other aircraft structures that were evaluated for the automated tow placement process include engine nacelle components, fuselage pressure bulkheads, and fuselage tail cones. Because of the cylindrical shape of these structures, multiple parts can be fabricated on one two placement tool, thus reducing the cost per pound of the finished part.

Do High School STEM Courses Prepare Non-College Bound Youth for Jobs in the STEM Economy?

ERIC Educational Resources Information Center

Bozick, Robert; Srinivasan, Sinduja; Gottfried, Michael

2017-01-01

Our study assesses whether high school science, technology, engineering, and mathematics (STEM) courses provide non-college bound youth with the skills and training necessary to successfully transition from high school into the STEM economy. Specifically, our study estimates the effects that advanced math, advanced science, engineering, and…

78 FR 56871 - Advanced Scientific Computing Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-16

... Germantown Update on Exascale Update from Exascale technical approaches subcommittee Facilities update Report from Applied Math Committee of Visitors Exascale technical talks Public Comment (10-minute rule) Public...

Improvement of quality of life and survival using self-expandable metal stent placement for severe malignant stenosis of the gastric body: a case report.

PubMed

Kumagai, Hozumi; Nio, Kenta; Shirakawa, Tsuyoshi; Uchino, Keita; Kusaba, Hitoshi; Isobe, Taichi; Komoda, Masato; Tamura, Shingo; Maeyama, Ryo; Nagai, Eishi; Akashi, Koichi; Baba, Eishi

2012-09-19

Advanced gastric carcinoma often decreases quality of life because of upper gastrointestinal tract stenosis. Self-expandable metal stents have been thought to be an effective, minimally invasive treatment for stenosis. However, the effectiveness of self-expandable metal stent placement for carcinomatous stenosis of the gastric body and antrum has not been clarified, and there have been few reports of such cases. A 74-year-old Japanese woman developed stenosis of the gastric body and antrum caused by advanced gastric cancer during first-line chemotherapy. She developed weight loss and poor nutrition due to inadequate intake. Self-expandable metal stent placement for stenosis of the gastric body and antrum ameliorated her symptoms rapidly and improved her general condition and quality of life. Eight days after self-expandable metal stent placement, second-line chemotherapy could be administered safely. Oral intake and nutritional status were maintained for 117 days after self-expandable metal stent placement, and she died of gastric cancer 176 days after self-expandable metal stent placement and initiation of second-line chemotherapy. Self-expandable metal stent placement for carcinomatous stenosis in the gastric body and antrum could be an effective therapeutic strategy for patients with inadequate oral uptake. It may provide rapid improvement of the patient's general condition and oral intake with minimal complications, comparatively long-term symptom relief, and a survival benefit by allowing second-line chemotherapy.

Esophageal stent fixation with endoscopic suturing device improves clinical outcomes and reduces complications in patients with locally advanced esophageal cancer prior to neoadjuvant therapy: a large multicenter experience.

PubMed

Yang, Juliana; Siddiqui, Ali A; Kowalski, Thomas E; Loren, David E; Khalid, Ammara; Soomro, Ayesha; Mazhar, Syed M; Rosé, Julian; Isby, Laura; Kahaleh, Michel; Kalra, Ankush; Sarkisian, Alex M; Kumta, Nikhil A; Nieto, Jose; Sharaiha, Reem Z

2017-03-01

Endoscopic placement of fully covered self-expanding metal stents (FCSEMS) to treat malignant dysphagia in patients with esophageal cancer significantly improves dysphagia; however, these stents have a high migration rate. To determine whether FCSEMS fixation using an endoscopic suturing device treated malignant dysphagia and prevented stent migration in patients with locally advanced esophageal cancer receiving neoadjuvant therapy when compared to patients with FCSEMS placement alone. A review of patients with locally advanced esophageal cancer who underwent FCSEMS placement at 3 centers was performed. Patients were divided into two groups: Group A (n = 26) was composed of patients who underwent FCSEMS placement with suture placement, and Group B (n = 67) was composed of patients with FCSEMS placement alone. There were no significant differences between Groups A and B in demographics, and tumor characteristics. The technical success rate for stent placement was 100 %. There was no difference between Groups A and B in the median stent diameter and stent lengths. Mean dysphagia score obtained at 1 week after stent placement had improved significantly from baseline (2.4 and 1, respectively, p < 0.001). Patients had a median follow-up of 4 months. Immediate adverse events were mild chest discomfort in 4 patients in Group A and 2 patients in Group B (p = 0.05), and significant acid reflux in 3 patient in Group A compared to 2 patients in Group B (p = 0.1). The stent migration rate was significantly lower in Group A compared to compared to Group B (7.7 vs 26.9 %, respectively, p = 0.004). There was a delayed perforation in 1 patient and 1 death due to aspiration pneumonia in Group B. Fixation of esophageal FCSEMSs by using an endoscopic suturing device in patients receiving neoadjuvant therapy was shown to be feasible, safe, and relatively effective at preventing stent migration compared to those who had stent placed alone.

The link between middle school mathematics course placement and achievement.

PubMed

Domina, Thurston

2014-01-01

The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of advanced courses on students' mathematics achievement (n = 6,425; mean age at eighth grade = 13.7). Eighth-grade algebra and geometry course placements are academically selective, but considerable between-school variation exists in students' odds of taking these advanced courses. While analyses indicate that advanced middle school mathematics courses boost student achievement, these effects are most pronounced in content areas closely related to class content and may be contingent on student academic readiness. © 2014 The Author. Child Development © 2014 Society for Research in Child Development, Inc.

Fingers Make a Comeback in Math

ERIC Educational Resources Information Center

Brooks, Andree

1978-01-01

Describes a new idea in finger-counting developed by 31 year old Hang Young Pai, a Korean teacher living in New York. It is called Chisanbop and it comes from a more advanced hand-calculation system used in the Orient in conjunction with the abacus. It is applicable for both elementary students and for more advanced mathematical applications, such…

Updating Algebra for All?: Evidence of a Middle-Grades Math Acceleration Policy

ERIC Educational Resources Information Center

Dougherty, Shaun M.; Goodman, Joshua; Hill, Darryl; Litke, Erica; Page, Lindsay

2014-01-01

The Wake County Public School System (WCPSS) in North Carolina recently addressed the issue of advancement in and equitable access to advanced mathematics. Under a recent policy, WCPSS uses a SAS-generated predicted probabilities of students' success in obtaining a passing score on the NC Algebra I End-of-Course (EOC) exam, to determine…

Fieldcrest Cannon, Inc. Advanced Technical Preparation. Statistical Process Control (SPC). PRE-SPC I. Instructor Book.

ERIC Educational Resources Information Center

Averitt, Sallie D.

This instructor guide, which was developed for use in a manufacturing firm's advanced technical preparation program, contains the materials required to present a learning module that is designed to prepare trainees for the program's statistical process control module by improving their basic math skills and instructing them in basic calculator…

Advancing STEM Learning across the Educational Pipeline: Statewide Efforts in Ohio. Issue Brief

ERIC Educational Resources Information Center

American Youth Policy Forum, 2009

2009-01-01

This issue brief is focused on state efforts to improve education in science, technology, engineering, and math--collectively known as the "STEM" disciplines. The brief is largely based on a March, 2009 American Youth Policy Forum (AYPF) field trip to Columbus and Dayton, Ohio, and describes Ohio's success in advancing STEM education…

Advanced Technological Education (ATE) Program: Building a Pipeline of Skilled Workers. Policy Brief

ERIC Educational Resources Information Center

American Youth Policy Forum, 2010

2010-01-01

In the Fall of 2008, the American Youth Policy Forum hosted a series of three Capitol Hill forums showcasing the Advanced Technological Education (ATE) program supported by the National Science Foundation (NSF). The goal of these forums was to educate national policymakers about the importance of: (1) improving the science and math competencies of…

A study of the factors affecting advancement and graduation for engineering students

NASA Astrophysics Data System (ADS)

Fletcher, John Thomas

The purpose of this study was, first, to determine whether a set of predictor variables could be identified from pre-enrollment and post-enrollment data that would differentiate students who advance to a major in engineering from non-advancers and, further, to determine if the predictor variables would differentiate students who graduate from the College of Engineering from non-graduates and graduates of other colleges at Auburn University. A second purpose was to determine if the predictor variables would correctly identify male and female students with the same degree of accuracy. The third purpose was to determine if there were significant relationships between the predictor variables studied and grades earned in a set of 15 courses that have enrollments over 100 students and are part of the pre-engineering curriculum. The population for this study was the 868 students who entered the pre-engineering program at Auburn University as freshmen during the Summer and Fall Quarters of 1991. The variables selected to differentiate the different groups were ACT scores, high school grade indices, and first quarter college grade point average. Two sets of classification matrices were developed using analysis and holdout samples that were divided based on sex. With respect to the question about advancement to the professional engineering program, structure coefficients derived from discriminant analysis procedures performed on all the cases combined indicated that first quarter college grade point average, high school math index, ACT math score, and high school science grade index were important predictor variables in classifying students who advanced to the professional engineering program and those who did not. Further, important structure coefficients with respect to graduation with a degree from the College of Engineering were first quarter college grade point average, high school math index, ACT math score, and high school science grade index. The results of this study indicated that significant differences existed in the model's ability to predict advancement and graduation for male and female students. This difference was not unexpected based on the male-dominated population. However, the models identified predicted at a high rate for both male and female students. Finally, many significant relationships were found to exist between the predictor variables and the 15 pre-engineering courses that were selected. The strength of the relationships ranged from a high of .82, p < .001 (Chemistry 103 grade with total high school grade index) to a low of .07, p > .05 (Chemistry 102 with ACT science score).

Gatekeepers of the American Dream: how teachers' perceptions shape the academic outcomes of immigrant and language-minority students.

PubMed

Blanchard, Sarah; Muller, Chandra

2015-05-01

High school teachers evaluate and offer guidance to students as they approach the transition to college based in part on their perceptions of the student's hard work and potential to succeed in college. Their perceptions may be especially crucial for immigrant and language-minority students navigating the U.S. educational system. Using the Educational Longitudinal Study of 2002 (ELS:2002), we consider how the intersection of nativity and language-minority status may (1) inform teachers' perceptions of students' effort and college potential, and (2) shape the link between teachers' perceptions and students' academic progress towards college (grades and likelihood of advancing to more demanding math courses). We find that teachers perceive immigrant language-minority students as hard workers, and that their grades reflect that perception. However, these same students are less likely than others to advance in math between the sophomore and junior years, a critical point for preparing for college. Language-minority students born in the U.S. are more likely to be negatively perceived. Yet, when their teachers see them as hard workers, they advance in math at the same rates as nonimmigrant native English speaking peers. Our results demonstrate the importance of considering both language-minority and immigrant status as social dimensions of students' background that moderate the way that high school teachers' perceptions shape students' preparation for college. Copyright © 2014 Elsevier Inc. All rights reserved.

[Eleven Patients with Gastric Cancer Who Received Chemotherapy after Stent Placement for Gastric Outlet Obstruction].

PubMed

Endo, Shunji; Nakagawa, Tomo; Konishi, Ken; Ikenaga, Masakazu; Ohta, Katsuya; Nakashima, Shinsuke; Matsumoto, Kenichi; Nishikawa, Kazuhiro; Ohmori, Takeshi; Yamada, Terumasa

2017-01-01

Endoscopic placement of self-expandable metallic stents is reportedly effective for gastric outlet obstructions due to advanced gastric cancer, and is less invasive than gastrojejunostomy. For patients who have good performance status, we administer chemotherapy after stent placement, although the safety and feasibility of this chemotherapy have not yet been discussed in full. Between 2011 and 2015, 15 patients at our institution underwent endoscopic gastroduodenal stent placement for gastric outlet obstruction due to gastric cancer. Eleven of these patients were administered chemotherapy after stent placement. In our case series, we did not observe any specific adverse event caused by stent placement plus chemotherapy. Adverse events after chemotherapy included anemia of CTCAE Grade 3 in 7 patients. Stent-in-stent placement was needed in 2 patients. Neither stent migration nor perforation was observed. Therefore, chemotherapy after stent placement for gastric outlet obstruction due to gastric cancer was considered safe and feasible. Stent placement is useful not only as palliative care for patients with terminal-stage disease, but also as one of the multimodal therapeutic strategies for gastric cancer.

34 CFR 379.10 - What types of project activities are required of each grantee under this program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... placement and career advancement opportunities; (b) Provide job development, job placement, and career... job and career availability within the community, consistent with the current and projected local employment opportunities identified by the local workforce investment board for the community under section...

Kernel-Based Discriminant Techniques for Educational Placement

ERIC Educational Resources Information Center

Lin, Miao-hsiang; Huang, Su-yun; Chang, Yuan-chin

2004-01-01

This article considers the problem of educational placement. Several discriminant techniques are applied to a data set from a survey project of science ability. A profile vector for each student consists of five science-educational indicators. The students are intended to be placed into three reference groups: advanced, regular, and remedial.…

Project-based fieldwork: perspectives of graduate entry students and project sponsors.

PubMed

Fortune, Tracy; McKinstry, Carol

2012-08-01

This article builds on an earlier viewpoint regarding the need for project-focussed fieldwork. It presents the findings of an evaluative study into the value of project placements undertaken by final year graduate entry master's students as part of a capstone subject. The authors argue that provision of project placements enable impending graduates to develop and implement macro level strategies to develop prevention, resource and service development skills often required of contemporary occupational therapy practitioners. A qualitative approach is adopted. Student cohorts from 2005 and 2006 completed open-ended, written questionnaires, and agency project sponsors were interviewed to obtain their perspectives of the project placement experience. Despite some concern that project placements might be undertaken at the expense of 'clinical' placements these findings reveal that projects managed by students were perceived by services to add great value enabling them to advance important priorities. Students and sponsors highlighted a range of positive learning outcomes, including the ability to work collaboratively with supervisors and develop advanced communication skills and political acumen. The success of such placements depends on supportive supervision from academic staff. CONCLUSIONS AND SIGNIFICANCE OF THE STUDY: The findings promote project placements as a highly authentic aspect of work integrated learning enabling learners to draw together a range of attributes that support the ability to manage complex issues that have occupational relevance at a macro level. In addition, such experiences help learners to develop agency and political acumen both increasingly important capabilities for the contemporary workplace. © 2012 The Authors Australian Occupational Therapy Journal © 2012 Occupational Therapy Australia.

Percutaneous Nephrostomy: Technical Aspects and Indications

PubMed Central

Dagli, Mandeep; Ramchandani, Parvati

2011-01-01

First described in 1955 by Goodwin et al as a minimally invasive treatment for urinary obstruction causing marked hydronephrosis, percutaneous nephrostomy (PCN) placement quickly found use in a wide variety of clinical indications in both dilated and nondilated systems. Although the advancement of modern endourological techniques has led to a decline in the indications for primary nephrostomy placement, PCNs still play an important role in the treatment of multiple urologic conditions. In this article, the indications, placement, and postprocedure management of percutaneous nephrostomy drainage are described. PMID:23204641

Structural Assessment of Advanced Composite Tow-Steered Shells

NASA Technical Reports Server (NTRS)

Wu, K. Chauncey; Stanford, Bret K.; Hrinda, Glenn A.; Wang, Zhuosong; Martin, Robert a.; Kim, H. Alicia

2013-01-01

The structural performance of two advanced composite tow-steered shells, manufactured using a fiber placement system, is assessed using both experimental and analytical methods. The fiber orientation angles vary continuously around the shell circumference from 10 degrees on the shell crown and keel, to 45 degrees on the shell sides. The two shells differ in that one shell has the full 24-tow course applied during each pass of the fiber placement system, while the second shell uses the fiber placement system s tow drop/add capability to achieve a more uniform shell wall thickness. The shells are tested in axial compression, and estimates of their prebuckling axial stiffnesses and bifurcation buckling loads are predicted using linear finite element analyses. These preliminary predictions compare well with the test results, with an average agreement of approximately 10 percent.

Transforming Tech Ed: The Advanced Technological Education Community Leads in Developing and Implementing Teaching Strategies

ERIC Educational Resources Information Center

Patton, Madeline

2015-01-01

After years of working in the background to build the capacity of two-year college science, technology, engineering and math (STEM) faculty and the skills of technicians, the Advanced Technological Education (ATE) program is gaining recognition as a source of STEM workforce expertise. The ATE program's effective mentoring of STEM educators and its…

Exploring How Teacher-Related Factors Relate to Student Achievement in Learning Advanced Algebra in Technology-Enhanced Classrooms

ERIC Educational Resources Information Center

Hegedus, Stephen J.; Tapper, John; Dalton, Sara

2016-01-01

In this study, we examine the relationship between contextual variables related to teachers and student performance in Advanced Algebra classrooms in the USA. The data were gathered from a cluster-randomized study on the effects of SimCalc MathWorlds®, a curricular and technological intervention as a replacement for Algebra 2 curriculum, on…

Fieldcrest Cannon, Inc. Advanced Technical Preparation. Statistical Process Control (SPC). PRE-SPC 11: SPC & Graphs. Instructor Book.

ERIC Educational Resources Information Center

Averitt, Sallie D.

This instructor guide, which was developed for use in a manufacturing firm's advanced technical preparation program, contains the materials required to present a learning module that is designed to prepare trainees for the program's statistical process control module by improving their basic math skills in working with line graphs and teaching…

The Psychosocial Factors Contributing to the Underrepresentation of African American Males in Advanced High School Mathematics Courses

ERIC Educational Resources Information Center

Rowlett, Joel Everett

2013-01-01

This case study examined the beliefs of African American males on the psychosocial and pedagogical factors contributing to the underrepresentation of African American males in advanced high school math courses. Six 11th grade African American male juniors from a large, comprehensive, Southeastern high school served as individual cases. Within- and…

The effects of anxious responding on mental arithmetic and lexical decision task performance.

PubMed

Hopko, Derek R; McNeil, Daniel W; Lejuez, C W; Ashcraft, Mark H; Eifert, Georg H; Riel, Jim

2003-01-01

Anxiety-related responding and skill deficits historically are associated with performance-based problems such as mathematics anxiety, yet the relative contribution of these variables to substandard performance remains poorly understood. Utilizing a 7% carbon dioxide (CO2) gas to induce anxiety, the present study examined the impact of anxious responding on two performance tasks, mental arithmetic and lexical decision. Independent variables included math anxiety group, gender, and gas condition. Dependent variables included task performance and physiological and self-report indices of anxiety. A total of 64 university undergraduate students participated. Physiological and verbal-report measures of anxiety supported the utility of 7% carbon dioxide-enriched air as an anxiety-inducing stimulus. Behavioral disruption on performance tasks, however, did not differ as a function of carbon dioxide inhalation. Performance did differ as a function of math anxiety. High math anxious individuals generally exhibited higher error rates on mathematical tasks, particularly on tasks designed to measure advanced math skill and those requiring working memory resources. These findings are discussed with reference to processing efficiency theory, discordance among anxiety response systems, and the intricacies associated with skill measurement.

Putting the spark into physical science and algebra

NASA Astrophysics Data System (ADS)

Pill, Bruce; Dagenais, Andre

2007-06-01

The presenters will describe a number of laboratory activities developed in collaboration with the Department of Electrical Engineering at the University of Delaware as part of their outreach program to help make math and science more authentic on the pre-college level. Lessons relating to electrical topics are often abstract and appropriate only for advanced students in math and science. We have devised lessons that rely on simple equipment. They promote skills that are included in National and State Standards. They emphasize the connections between math and science; they are appropriate for an algebra course, a physical science course, a PhysicsFirst course or a traditional physics course. Students benefit from seeing that what they learn in math and science courses can lead to cutting-edge work in areas such as passive wave imaging, photonics, wireless communication and high performance computing. The collaboration has been meaningful because it has motivated us to tailor our lessons to reflect what is happening in the research lab of our local university. Written materials for use in teacher training workshops will also be available.

Percutaneous Irreversible Electroporation of Locally Advanced Pancreatic Carcinoma Using the Dorsal Approach: A Case Report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Scheffer, Hester J., E-mail: hj.scheffer@vumc.nl; Melenhorst, Marleen C. A. M., E-mail: m.melenhorst@vumc.nl; Vogel, Jantien A., E-mail: j.a.vogel@amc.uva.nl

Irreversible electroporation (IRE) is a novel image-guided ablation technique that is increasingly used to treat locally advanced pancreatic carcinoma (LAPC). We describe a 67-year-old male patient with a 5 cm stage III pancreatic tumor who was referred for IRE. Because the ventral approach for electrode placement was considered dangerous due to vicinity of the tumor to collateral vessels and duodenum, the dorsal approach was chosen. Under CT-guidance, six electrodes were advanced in the tumor, approaching paravertebrally alongside the aorta and inferior vena cava. Ablation was performed without complications. This case describes that when ventral electrode placement for pancreatic IRE is impaired,more » the dorsal approach could be considered alternatively.« less

Content Selection in Advanced Courses

ERIC Educational Resources Information Center

Parker, Walter C.; Lo, Jane C.

2016-01-01

Advanced high-school courses, such as Advanced Placement (AP) courses in the United States, present a content selection conundrum of major proportions. Judicious content selection is necessary if students are to learn subject matter meaningfully, but the sheer breadth of tested material in these courses promotes nearly the opposite:…

Development of advanced fermentor control applications for use in an industrial automation environment.

PubMed

Hamilton, Ryan; Tamminana, Krishna; Boyd, John; Sasaki, Gen; Toda, Alex; Haskell, Sid; Danbe, Elizabeth

2013-04-01

We present a software platform developed by Genentech and MathWorks Consulting Group that allows arbitrary MATLAB (MATLAB is a registered trademark of The MathWorks, Inc.) functions to perform supervisory control of process equipment (in this case, fermentors) via the OLE for process control (OPC) communication protocol, under the direction of an industrial automation layer. The software features automated synchronization and deployment of server control code and has been proven to be tolerant of OPC communication interruptions. Since deployment in the spring of 2010, this software has successfully performed supervisory control of more than 700 microbial fermentations in the Genentech pilot plant and has enabled significant reductions in the time required to develop and implement novel control strategies (months reduced to days). The software is available for download at the MathWorks File Exchange Web site at http://www.mathworks.com/matlabcentral/fileexchange/36866.

Building on the foundation for an engineering career

NASA Technical Reports Server (NTRS)

White, Susan; White, Ruth

1994-01-01

A predictable and preventable hurdle stops a majority of young women from entering the scientific and technical fields. This cuts down the individual's career possibilities and cuts in half the pool of potential U.S. engineers later available to industry. The waste of talent does not advance our country's competitive position. The typical American adolescent girl has acquired all the basic mathematical skills needed to pursue science and math, but, from adolescence on, she does not build the foundation of science and math courses that she would need later in life to work in engineering. Several questions are addressed: Why are some young women stopped cold in their mathematical tracks during adolescence? What is the influence of psychology, including discussion of the personality traits quantifiably shared by women in technical fields? and How should the school system adapt to keep their female charges learning math and science?

Advanced Course Enrollment and Performance among English Learner Students in Washington State. REL 2017-187

ERIC Educational Resources Information Center

Hanson, Havala; Bisht, Biraj; Motamedi, Jason Greenberg

2016-01-01

Taking advanced high school courses (for example, honors, Advanced Placement, and dual-credit courses that offer college credits in high school) can help prepare students for postsecondary education and careers. English learner students, however, face unique obstacles to taking advanced courses because they must divide their time between acquiring…

Technology: The Silent Partner in the Advancement of Measurement and Assessment Practices (A Student Centered Assessment Model).

ERIC Educational Resources Information Center

Blanzy, James J.; Sucher, Joseph E.

Michigan's Macomb Community College's institutional assessment model involves using technology to collect and disseminate data on student learning in order to facilitate continuous improvement and adaptation. The first element of this five-part model is the mandatory testing, orientation, and placement of incoming students. Using placement test…

Determinants of High Schools' Advanced Course Offerings

ERIC Educational Resources Information Center

Iatarola, Patrice; Conger, Dylan; Long, Mark C.

2011-01-01

This article examines the factors that determine a high school's probability of offering Advanced Placement (AP) and International Baccalaureate (IB) courses. The likelihood that a school offers advanced courses, and the number of sections that it offers, is largely driven by having a critical mass of students who enter high school with…

Mathematically gifted adolescents use more extensive and more bilateral areas of the fronto-parietal network than controls during executive functioning and fluid reasoning tasks.

PubMed

Desco, Manuel; Navas-Sanchez, Francisco J; Sanchez-González, Javier; Reig, Santiago; Robles, Olalla; Franco, Carolina; Guzmán-De-Villoria, Juan A; García-Barreno, Pedro; Arango, Celso

2011-07-01

The main goal of this study was to investigate the neural substrates of fluid reasoning and visuospatial working memory in adolescents with precocious mathematical ability. The study population comprised two groups of adolescents: 13 math-gifted adolescents and 14 controls with average mathematical skills. Patterns of activation specific to reasoning tasks in math-gifted subjects were examined using functional magnetic resonance images acquired while the subjects were performing Raven's Advanced Progressive Matrices (RAPM) and the Tower of London (TOL) tasks. During the tasks, both groups showed significant activations in the frontoparietal network. In the math-gifted group, clusters of activation were always bilateral and more regions were recruited, especially in the right hemisphere. In the TOL task, math-gifted adolescents showed significant hyper-activations relative to controls in the precuneus, superior occipital lobe (BA 19), and medial temporal lobe (BA 39). The maximum differences between the groups were detected during RAPM tasks at the highest level of difficulty, where math-gifted subjects showed significant activations relative to controls in the right inferior parietal lobule (BA 40), anterior cingulated gyrus (BA 32), and frontal (BA 9, and BA 6) areas. Our results support the hypothesis that greater ability for complex mathematical reasoning may be related to more bilateral patterns of activation and that increased activation in the parietal and frontal regions of math-gifted adolescents is associated with enhanced skills in visuospatial processing and logical reasoning. Copyright © 2011 Elsevier Inc. All rights reserved.

An investigation of the impact of science course sequencing on student performance in high school science and math

NASA Astrophysics Data System (ADS)

Mary, Michael Todd

High school students in the United States for the past century have typically taken science courses in a sequence of biology followed by chemistry and concluding with physics. An alternative sequence, typically referred to as "physics first" inverts the traditional sequence by having students begin with physics and end with biology. Proponents of physics first cite advances in biological sciences that have dramatically changed the nature of high school biology and the potential benefit to student learning in math that would accompany taking an algebra-based physics course in the early years of high school to support changing the sequence. Using a quasi-experimental, quantitative research design, the purpose of this study was to investigate the impact of science course sequencing on student achievement in math and science at a school district that offered both course sequences. The Texas state end-of-course exams in biology, chemistry, physics, algebra I and geometry were used as the instruments measuring student achievement in math and science at the end of each academic year. Various statistical models were used to analyze these achievement data. The conclusion was, for students in this study, the sequence in which students took biology, chemistry, and physics had little or no impact on performance on the end-of-course assessments in each of these courses. Additionally there was only a minimal effect found with respect to math performance, leading to the conclusion that neither the traditional or "physics first" science course sequence presented an advantage for student achievement in math or science.

Modified fully covered self-expandable metal stents with antimigration features for benign pancreatic-duct strictures in advanced chronic pancreatitis, with a focus on the safety profile and reducing migration.

PubMed

Moon, Sung-Hoon; Kim, Myung-Hwan; Park, Do Hyun; Song, Tae Joon; Eum, Junbum; Lee, Sang Soo; Seo, Dong Wan; Lee, Sung Koo

2010-07-01

Fully covered self-expandable metal stent (FCSEMS) placement has recently been tried in the management of refractory pancreatic-duct strictures associated with advanced chronic pancreatitis. The major limitation of FCSEMSs was frequent migration. To assess the safety, migration rate, and removability of modified FCSEMSs with antimigration features used for the treatment of benign pancreatic-duct strictures. Prospective study. Tertiary academic center. Thirty-two patients with chronic painful pancreatitis and dominant ductal stricture. Transpapillary endoscopic placement of FCSEMSs in the pancreatic duct with removal after 3 months. Technical and functional success and adverse events associated with the placement of metal stents. FCSEMSs were successfully placed in all patients through the major (n = 27) or minor (n = 5) duodenal papilla. All patients achieved pain relief from stent placement. There was no occurrence of stent-induced pancreatitis or pancreatic sepsis. No stent migrated, and all stents were easily removed. Follow-up ERCP 3 months after stent placement showed resolution of duct strictures in all patients. Pancreatograms obtained at FCSEMS removal displayed de novo focal pancreatic duct strictures in 5 patients, but all were asymptomatic. No long-term follow-up. Temporary 3-month placement of FCSEMSs was effective in resolving pancreatic-duct strictures in chronic pancreatitis, with an acceptable morbidity profile. Modified FCSEMSs can prevent stent migration, but may be associated with de novo duct strictures. Further trials are needed to assess long-term safety and efficacy. Copyright 2010 American Society for Gastrointestinal Endoscopy. Published by Mosby, Inc. All rights reserved.

Exploring Bias in Math Teachers’ Perceptions of Students’ Ability by Gender and Race/Ethnicity

PubMed Central

Riegle-Crumb, Catherine; Humphries, Melissa

2013-01-01

This study explores whether gender stereotypes about math ability shape high school teachers’ assessments of the students with whom they interact daily, resulting in the presence of conditional bias. It builds on theories of intersectionality by exploring teachers’ perceptions of students in different gender and racial/ethnic subgroups, and advances the literature on the salience of gender across contexts by considering variation across levels of math course-taking in the academic hierarchy. Utilizing nationally representative data from the Education Longitudinal Study of 2002 (ELS), analyses reveal that disparities in teachers’ perceptions of ability that favored white males over minority students of both genders are explained away by student achievement in the form of test scores and grades. However, we find evidence of a consistent bias against white females which, although relatively small in magnitude, suggests that teachers hold the belief that math is easier for white males than it is for white females. We also find some evidence of variation across course level contexts with regard to bias. We conclude by discussing the implications of our findings for research on the construction of gender inequality. PMID:24187437

Individual differences in nonverbal number skills predict math anxiety.

PubMed

Lindskog, Marcus; Winman, Anders; Poom, Leo

2017-02-01

Math anxiety (MA) involves negative affect and tension when solving mathematical problems, with potentially life-long consequences. MA has been hypothesized to be a consequence of negative learning experiences and cognitive predispositions. Recent research indicates genetic and neurophysiological links, suggesting that MA stems from a basic level deficiency in symbolic numerical processing. However, the contribution of evolutionary ancient purely nonverbal processes is not fully understood. Here we show that the roots of MA may go beyond symbolic numbers. We demonstrate that MA is correlated with precision of the Approximate Number System (ANS). Individuals high in MA have poorer ANS functioning than those low in MA. This correlation remains significant when controlling for other forms of anxiety and for cognitive variables. We show that MA mediates the documented correlation between ANS precision and math performance, both with ANS and with math performance as independent variable in the mediation model. In light of our results, we discuss the possibility that MA has deep roots, stemming from a non-verbal number processing deficiency. The findings provide new evidence advancing the theoretical understanding of the developmental etiology of MA. Copyright © 2016 Elsevier B.V. All rights reserved.

Putting the “Spark” into Physical Science and Algebra

NASA Astrophysics Data System (ADS)

Dagenais, Andre; Pill, B.

2006-12-01

The presenters will describe a number of laboratory activities developed in collaboration with the Department of Electrical Engineering at the University of Delaware as part of their outreach program to help make math and science more authentic on the pre-college level. Lessons relating to electrical topics are often abstract and appropriate only for advanced students in math and science. We have devised lessons that rely on simple equipment. They promote skills that are included in National and State Standards. They emphasize the connections between math and science; they are appropriate for an algebra course, a physical science course, a PhysicsFirst course or a traditional physics course. Students benefit from seeing that what they learn in math and science courses can lead to cutting-edge work in areas such as passive wave imaging, photonics, wireless communication and high performance computing. The collaboration has been meaningful because it has motivated us to tailor our lessons to reflect what is happening in the research lab of our local university. Written materials for use in teacher training workshops will also be available. Funded by NSF Research Experience for Teachers(RET #0322633) program under the direction of Dr. Dennis Prather, University of Delaware Electrical Engineering

The History of Nontraditional or Ectopic Placement of Reservoirs in Prosthetic Urology.

PubMed

Perito, Paul; Wilson, Steven

2016-04-01

Reservoir placement during implantation of prosthetic urology devices has been problematic throughout the history of the surgical treatment of erectile dysfunction and urinary incontinence. We thought it would be interesting to review the history of reservoir placement leading up to current surgical techniques. To provide an overview of the past and present techniques for reservoir placement and discuss the evolutionary process leading to safe and effective placement of prosthetic reservoirs. We reviewed data pertaining to inflatable penile prosthesis (IPP) reservoirs and pressure-regulating balloons (PRB) in a chronological fashion, spanning 25 years. Main outcomes included a historical review of techniques for IPP reservoir and PRB placement leading to the subsequent incremental improvements in safety and efficacy when performing penile implants and artificial urinary sphincters. Prosthetic urologic reservoirs have traditionally been placed in the retropubic space. Over the years, urologists have attempted use of alternative spaces including peritoneal, epigastric, "ectopic," posterior to transversalis, and high submuscular. Current advances in prosthetic urologic reservoir placement allow safe and effective abdominal wall placement of reservoirs. These novel approaches appear to be so effective that urologists may now be able to cease using the traditional retropubic space for reservoir placement, even in the case of virgin pelves. Copyright © 2016 International Society for Sexual Medicine. Published by Elsevier Inc. All rights reserved.

The Role of Advanced High School Coursework in Increasing STEM Career Interest

ERIC Educational Resources Information Center

Sadler, Philip M.; Sonnert, Gerhard; Hazari, Zahra; Tai, Robert

2014-01-01

Several avenues are open to students who wish to study advanced science or mathematics in high school, which include Advanced Placement courses and teacher-designed courses unaffiliated with organized programs. We employ a retrospective cohort study of 4,691 nationally representative college students at 34 randomly selected, colleges and…

Advanced Academic Participation: A Longitudinal Analysis of Ethnicity Gaps in Suburban Schools

ERIC Educational Resources Information Center

Kettler, Todd; Hurst, Luke T.

2017-01-01

Participation in advanced academic programs such as Advanced Placement (AP) and International Baccalaureate (IB) has been associated with higher student achievement and college readiness. In addition, AP and IB are widely recommended and implemented as services for gifted and talented students. Students who participate in these programs tend to be…

Advanced in In Situ Inspection of Automated Fiber Placement Systems

NASA Technical Reports Server (NTRS)

Juarez, Peter D.; Cramer, K. Elliott; Seebo, Jeffrey P.

2016-01-01

Automated Fiber Placement (AFP) systems have been developed to help take advantage of the tailorability of composite structures in aerospace applications. AFP systems allow the repeatable placement of uncured, spool fed, preimpregnated carbon fiber tape (tows) onto substrates in desired thicknesses and orientations. This automated process can incur defects, such as overlapping tow lines, which can severely undermine the structural integrity of the part. Current defect detection and abatement methods are very labor intensive, and still mostly rely on human manual inspection. Proposed is a thermographic in situ inspection technique which monitors tow placement with an on board thermal camera using the preheated substrate as a through transmission heat source. An investigation of the concept is conducted, and preliminary laboratory results are presented. Also included will be a brief overview of other emerging technologies that tackle the same issue. Keywords: Automated Fiber Placement, Manufacturing defects, Thermography

Caminos a la Ciencia: Recruiting and Retaining Latina High School Students in the Geosciences and Other STEM Disciplines through Cohort Learning

NASA Astrophysics Data System (ADS)

Michelsen, R. R. H.; Dominguez, R.; Marchetti, A. H.

2017-12-01

The Commonwealth of Virginia has a significant and growing Latinx population, however this population is underrepresented in the Science, Technology, Engineering, and Mathematics (STEM) workforce. Hispanic American participation in STEM degrees is low, making up only 4.5% of all Geoscience Bachelor's degrees in 2008. This student population faces challenges including a high poverty rate, lack of family members or mentors who have attended college, and lack of placement in or availability of advanced high school science and math courses. Latina girls face additional challenges such as family responsibilities and overcoming stereotypes about science and math abilities. We have developed a program that is designed to recruit Latina high schoolers, expose them to and engage them in STEM disciplines, and facilitate their matriculation into college. There are two components: a multi-year, week-long summer residential program at Randolph-Macon College (RMC), where the participants live and work together, and special events at our partners during the school year. The residential program consists of science and technology activities with RMC faculty, such as field work focusing on hydrology and space science laboratories. Students also travel to non-profit partners such as the Lewis Ginter Botanical Gardens and connect with Latinx scientists and engineers at local corporate partners such as WestRock, a paper/cardboard packaging company. The girls will return next summer for more in-depth research experiences and receive a college scholarship upon their completion of the program. During the school year, there will be monthly activities at our non-profit partners to keep the girls engaged and strengthen relationships in the cohort. Strengths of our program include 1) attention to engaging high schoolers' families with targeted programming for them on campus the first day of the program, 2) providing all materials in Spanish as well as English, and 3) a team consisting of academic, non-profit, and Fortune-500 corporate stakeholders. Here we report the successes of the first summer program as well as the attitudes of the participants towards STEM before and after the program.

Education Matters, February 2007

ERIC Educational Resources Information Center

Beckner, Gary, Ed.

2007-01-01

"Education Matters" is the monthly newsletter of the Association of American Educators (AAE), an organization dedicated to advancing the American teaching profession through personal growth, professional development, teacher advocacy and protection. This issue of the newsletter includes: (1) Making a Game of Math: AAE Affiliate Motivates…

76 FR 64330 - Advanced Scientific Computing Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-18

... talks on HPC Reliability, Diffusion on Complex Networks, and Reversible Software Execution Systems Report from Applied Math Workshop on Mathematics for the Analysis, Simulation, and Optimization of Complex Systems Report from ASCR-BES Workshop on Data Challenges from Next Generation Facilities Public...

Education Matters, October 2007

ERIC Educational Resources Information Center

Beckner, Gary, Ed.

2007-01-01

"Education Matters" is the monthly newsletter of the Association of American Educators (AAE), an organization dedicated to advancing the American teaching profession through personal growth, professional development, teacher advocacy and protection. This issue of the newsletter includes: (1) Some Math Programs are Out of Tune (Niki…

Manufacturing of Smart Structures Using Fiber Placement Manufacturing Processes

NASA Technical Reports Server (NTRS)

Thomas, Matthew M.; Glowasky, Robert A.; McIlroy, Bruce E.; Story, Todd A.

1996-01-01

Smart structures research and development, with the ultimate aim of rapid commercial and military production of these structures, are at the forefront of the Synthesis and Processing of Intelligent Cost-Effective Structures (SPICES) program. As part of this ARPA-sponsored program, MDA-E is using fiber placement processes to manufacture integrated smart structure systems. These systems comprise advanced composite structures with embedded fiber optic sensors, shape memory alloys, piezoelectric actuators, and miniature accelerometers. Cost-effective approaches and solutions to smart material synthesis in the fiber-placement process, based upon integrated product development, are discussed herein.

Her physics, his physics: gender issues in Israeli advanced placement physics classes

NASA Astrophysics Data System (ADS)

Zohar, Anat

2003-02-01

Gender gaps in physics in favour of boys are more prominent in Israel than in other countries. The main research question is to find out what gender issues are at play in Israeli advanced placement physics classes. Matriculation exam scores from approximately 400 high schools were analysed across 12 years. In addition, semi-constructed interviews were conducted with 50 advanced placement physics students (25 girls and 25 boys). In terms of participation, it was found that the ratio of girls to boys has been unchanged from 1988 to 2000 and is roughly 1:3. In terms of performance, it was found that the final matriculation scores of boys and girls are similar. However, breaking up the final scores into its two components - teachers' given grades and matriculation test scores - showed that boy's test scores are usually higher than girls' test scores, while girls' teachers' given grades are usually higher than boys'. Results from semi-constructed interviews pointed to two factors that are especially unfavourable to many girls: excessive competitiveness and lack of teaching for understanding. Girls' yearning for deep understanding is seen as a form of questing for connected knowledge. It is suggested that instructional methods that foster students' understanding while decreasing competitiveness in physics classes might contribute to girls' participation and performance in advanced physics classes while also supporting the learning of many boys.

Equity or Marginalization? The High School Course-Taking of Students Labeled with a Learning Disability.

PubMed

Shifrer, Dara; Callahan, Rebecca M; Muller, Chandra

2013-08-01

Placement of some students into the courses needed only for high school graduation, and others into those that prepare them for college constitutes academic stratification. This study uses data from the Education Longitudinal Study of 2002 to investigate whether students labeled with learning disabilities complete fewer academic courses by the end of high school compared to their peers who are not labeled. Results indicate large disparities in completion of college preparatory coursework, especially in math, science, and foreign language, even net of students' academic preparation for high school, and their cognitive and noncognitive skills. The evidence supports the possibility that school processes contribute to the poorer course-taking outcomes of students labeled with learning disabilities.

Equity or Marginalization? The High School Course-Taking of Students Labeled with a Learning Disability

PubMed Central

Callahan, Rebecca M.; Muller, Chandra

2014-01-01

Placement of some students into the courses needed only for high school graduation, and others into those that prepare them for college constitutes academic stratification. This study uses data from the Education Longitudinal Study of 2002 to investigate whether students labeled with learning disabilities complete fewer academic courses by the end of high school compared to their peers who are not labeled. Results indicate large disparities in completion of college preparatory coursework, especially in math, science, and foreign language, even net of students’ academic preparation for high school, and their cognitive and noncognitive skills. The evidence supports the possibility that school processes contribute to the poorer course-taking outcomes of students labeled with learning disabilities. PMID:24982511

A Fragile Coalition: University and High School.

ERIC Educational Resources Information Center

Smith, Eugene

1981-01-01

Since 1978, the University of Washington has offered two of its freshman writing courses at Sequim High School, for advanced students wishing to earn college credit. The author discusses program's operations, advantages, and disadvantages, and compares it to the Advanced Placement Program. (SJL)

Advanced High School Biology in an Era of Rapid Change: A Summary of the Biology Panel Report from the NRC Committee on Programs for Advanced Study of Mathematics and Science in American High Schools

ERIC Educational Resources Information Center

Wood, William B.

2002-01-01

A recently released National Research Council (NRC) report, "Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools", evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study,…

Polymer infiltration studies

NASA Technical Reports Server (NTRS)

Marchello, Joseph M.

1992-01-01

The preparation is reported of carbon fiber composites using advanced polymer resins. Current and ongoing research activities include: powder towpreg process; weaving, braiding and stitching dry powder prepreg; advanced tow placement; and customized ATP towpreg. The goal of these studies is to produce advanced composite materials for automated part fabrication using textile and robotics technology in the manufacture of subsonic and supersonic aircraft.

Advanced Coursework Rates by Ethnicity: An 11-Year, Statewide Analysis

ERIC Educational Resources Information Center

Fowler, Janis C.

2013-01-01

Purpose: The purpose of this study was to examine advanced coursework completion rates, Advanced Placement (AP)/International Baccalaureate (IB) testing rates, AP/IB exam passage rates, and the percentage of AP/IB exam scores at or above the criterion that may exist among Texas public high school students from 2001 to 2012 to ascertain (a) the…

Doing the Math

ERIC Educational Resources Information Center

Pulley, John

2009-01-01

Coordinating advancement functions of units and divisions accustomed to independent operation and discretionary budgets isn't easy. Market research can help bridge those divides. And at a time of limited financial resources, institutions are eager to make smart choices with their marketing dollars. Market research can cut through misperceptions…

The Role of Crop Systems Simulation in Agriculture and Environment

USDA-ARS?s Scientific Manuscript database

Over the past 30 to 40 years, simulation of crop systems has advanced from a neophyte science with inadequate computing power into a robust and increasingly accepted science supported by improved software, languages, development tools, and computer capabilities. Crop system simulators contain mathe...

A Worked Example for Creating Worked Examples

ERIC Educational Resources Information Center

McGinn, Kelly M.; Lange, Karin E.; Booth, Julie L.

2015-01-01

Researchers have extensively documented, and math teachers know from experience, that algebra is a "gatekeeper" to more advanced mathematical topics. Students must have a strong understanding of fundamental algebraic concepts to be successful in later mathematics courses. Unfortunately, algebraic misconceptions that students may form or…

Methodology of Spread-Spectrum Image Steganography

DTIC Science & Technology

1998-06-01

the message was literally uncovered. Modern times have yielded more advanced techniques, such as the use of invisible inks, where certain chemical ...MILITARY ACADEMY MATH SCI CTR OF EXCELLENCE DEPT OF MATHEMATICAL SCI MDN A MAJ DON ENGEN THAYERHALL WEST POINT NY 10996-1786 1 DIRECTOR

This Rock 'n' Roll Video Teaches Math

ERIC Educational Resources Information Center

Niess, Margaret L.; Walker, Janet M.

2009-01-01

Mathematics is a discipline that has significantly advanced through the use of digital technologies with improved computational, graphical, and symbolic capabilities. Digital videos can be used to present challenging mathematical questions for students. Video clips offer instructional possibilities for moving students from a passive mode of…

Advanced CD-SEM solution for edge placement error characterization of BEOL pitch 32nm metal layers

NASA Astrophysics Data System (ADS)

Charley, A.; Leray, P.; Lorusso, G.; Sutani, T.; Takemasa, Y.

2018-03-01

Metrology plays an important role in edge placement error (EPE) budgeting. Control for multi-patterning applications as new critical distances needs to be measured (edge to edge) and requirements become tighter and tighter in terms of accuracy and precision. In this paper we focus on imec iN7 BEOL platform and particularly on M2 patterning scheme using SAQP + block EUV for a 7.5 track logic design. Being able to characterize block to SAQP edge misplacement is important in a budgeting exercise (1) but is also extremely difficult due to challenging edge detection with CD-SEM (similar materials, thin layers, short distances, 3D features). In this study we develop an advanced solution to measure block to SAQP placement, we characterize it in terms of sensitivity, precision and accuracy through the comparison to reference metrology. In a second phase, the methodology is applied to budget local effects and the results are compared to the characterization of the SAQP and block independently.

The Effects of Mentored Problem-Based STEM Teaching on Pre-Service Elementary Teachers: Scientific Reasoning and Attitudes Toward STEM Subjects

NASA Astrophysics Data System (ADS)

Caliendo, Julia C.

Problem-based learning in clinical practice has become an integral part of many professional preparation programs. This quasi-experimental study compared the effect of a specialized 90-hour field placement on elementary pre-service teachers' scientific reasoning and attitudes towards teaching STEM (science, technology, engineering, and math) subjects. A cohort of 53 undergraduate elementary education majors, concurrent to their enrollment in science and math methods classes, were placed into one of two clinical practice experiences: (a) a university-based, problem-based learning (PBL), STEM classroom, or (b) a traditional public school classroom. Group gain scores on the Classroom Test of Scientific Reasoning (CTSR) and the Teacher Efficacy and Attitudes Toward STEM Survey-Elementary Teachers (T-STEM) survey were calculated. A MANCOVA revealed that there was a significant difference in gain scores between the treatment and comparison groups' scientific reasoning (p = .011) and attitudes towards teaching STEM subjects (p = .004). The results support the hypothesis that the pre-service elementary teachers who experienced STEM mentoring in a PBL setting will have an increase in their scientific reasoning and produce positive attitudes towards teaching STEM subjects. In addition, the results add to the existing research suggesting that elementary pre-service teachers require significant academic preparation and mentored support in STEM content.

In Brief: Revitalizing Earth science education

NASA Astrophysics Data System (ADS)

Showstack, Randy

2008-12-01

A 5-year, $3.9-million U.S. National Science Foundation Math Science Partnership grant to Michigan Technological University (MTU), in Houghton, aims to improve instruction in middle-school Earth and space science courses. The program will enable geoscience and education researchers to work with middle-school science teachers to test strategies designed to reform science, technology, engineering, and math (STEM) education. Project lead researcher Bill Rose said the project could be a template for improvement in STEM throughout the United States. Rose, one of seven MTU faculty members involved with the Michigan Institute for Teaching Excellence Program (MITEP), said the project is ``trying to do something constructive to attract more talented young people to advanced science, math, and technology.'' The project includes data collection and analysis overseen by an evaluation team from the Colorado School of Mines. Also participating in the project are scientists from Grand Valley State University, Allendale, Mich.; the Grand Rapids (Mich.) Area Pre-College Engineering Program; the American Geological Institute; and the U.S. National Park Service.

Community Relations Handbook.

ERIC Educational Resources Information Center

Literacy Volunteers, Inc., Syracuse, NY.

A handbook for a community relations coordinator for Literacy Volunteers of America, Inc. is presented. An explanation of placement and advance planning is included. Information on flyers, posters, and newsletters; advance preparation of photographs, identifying them, and getting releases; and examples of news releases and steps in preparing them…

The price of placements in residential and nursing home care: the effects of contracts and competition.

PubMed

Forder, J; Netten, A

2000-10-01

A variety of contract types are used in the placement of elderly people in residential and nursing care homes in the UK. Contracts vary according to how and when providers are paid. Among other things, prices can be made contingent on the total quantity of service to be purchased and on production cost characteristics. They can be determined at the time of placement or in advance. The primary objective of this paper is to assess the impact of contract choices on the price of placements. Regression analysis was conducted on a final sample of 1780 publicly funded placements made in 18 local authorities in the UK over a 6-month period ending in early 1996. Controlling factors included in the price analysis were production cost indicators and those measuring market competitiveness. Choices of both quantity and cost contingent contracts were found to be significantly associated with placement prices. The findings support the hypothesis that contract payment arrangements have different risk, insurance and information properties, and so have implications for the performance of residential care providers.

A Double Dose of Algebra

ERIC Educational Resources Information Center

Cortes, Kalena; Nomi, Takako; Goodman, Joshua

2013-01-01

In 2008, president-elect Barack Obama declared that preparing the nation for the "21st-century economy" required making "math and science education a national priority." Encouraging more students to take advanced classes seems laudable, but concerns have arisen about the ability of many students to complete such course work…

Accelerating Mathematics Achievement Using Heterogeneous Grouping

ERIC Educational Resources Information Center

Burris, Carol Corbett; Heubert, Jay P.; Levin, Henry M.

2006-01-01

This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes in a diverse suburban school district. A quasi-experimental cohort design was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed…

Enriching Science and Math through Engineering

ERIC Educational Resources Information Center

Redmond, Adrienne; Thomas, Julie; High, Karen; Scott, Margaret; Jordan, Pat; Dockers, Jean

2011-01-01

This case study reviewed the collaborative efforts of university engineers, teacher educators, and middle school teachers to advance sixth- and seventh-grade students' learning through a series of project-based engineering activities. This two-year project enriched regular school curricula by introducing real-world applications of science and…

Workplace Math. EPIC Workplace Learning Project, 1996.

ERIC Educational Resources Information Center

King, Catherine; Cyr, Anne Reis; Gross, Mary; Armstrong, Ray

Designed as a reference for teaching mathematics in the workplace, this manual presents teaching strategies and activities for beginning, intermediate, and advanced learners in four mathematics-related topics. Following an overview of the manual's purpose, definitions are provided of the three skill levels targeted by the activities. Strategies…

Brain Stretchers Book 4--Advanced.

ERIC Educational Resources Information Center

Anderson, Carolyn

This book provides puzzles, games, and mathematical activities for students in elementary grades. Number concepts and arithmetic are common topics. These classic math, logic, and word-problem activities encourage students to become flexible, creative thinkers while teaching them to draw valid conclusions based on logic and evidence. Each activity…

Simulation based optimization on automated fibre placement process

NASA Astrophysics Data System (ADS)

Lei, Shi

2018-02-01

In this paper, a software simulation (Autodesk TruPlan & TruFiber) based method is proposed to optimize the automate fibre placement (AFP) process. Different types of manufacturability analysis are introduced to predict potential defects. Advanced fibre path generation algorithms are compared with respect to geometrically different parts. Major manufacturing data have been taken into consideration prior to the tool paths generation to achieve high success rate of manufacturing.

The role of interventional radiology in management of benign and malignant gynecologic diseases.

PubMed

Yu, Hyeon; Stavas, Joseph M

2013-10-01

This article focuses on the role of interventional radiology in the therapeutic and diagnostic management of benign and malignant gynecologic conditions. The subspecialty of interventional radiology utilizes minimally invasive advanced image-guided percutaneous techniques in gynecology that include central venous catheter placement, fluid aspiration, drainage catheter placement, tissue biopsy, inferior vena cava filter placement, and pelvic arterial embolization. Central venous catheters, such as ports, peripherally inserted central catheters, and tunneled catheters, are placed for intermediate to long-term intravenous chemotherapy or total parental nutrition or antibiotics. Patients with refractory malignant ascites or pleural effusion from seeding of advanced gynecologic cancers may benefit by percutaneous aspiration of fluid collections or placement of drainage catheters. Postoperative fluid collections including abscess, seroma, or lymphocele are managed by percutaneous drainage catheter insertion. Pelvic, peritoneal, or retroperitoneal masses can be sampled by image-guided percutaneous biopsy or aspiration of fluid to determine a pathologic diagnosis. Certain patients are at risk for deep venous thrombosis with pulmonary embolism and may benefit from an inferior vena cava filter. Patients with uncontrolled postoperative or postpartum bleeding can be effectively managed with emergent transarterial pelvic embolization. Each of the aforementioned interventions with indications, expected benefits, and complications is described including a published literature.

Side-branch technique for difficult guidewire placement in coronary bifurcation lesion.

PubMed

He, Xingwei; Gao, Bo; Liu, Yujian; Li, Zhuxi; Zeng, Hesong

2016-01-01

Despite tremendous advances in technology and skills, percutaneous coronary intervention (PCI) of bifurcation lesion (BL) remains a particular challenge for the interventionalist. During bifurcation PCI, safe guidewire placement in the main branch (MB) and the side branch (SB) is the first step for successful procedure. However, in certain cases, the complex pattern of vessel anatomy and the mix of plaque distribution may make target vessel wiring highly challenging. Therefore, specific techniques are required for solving this problem. Hereby, we describe a new use of side-branch technique for difficult guidewire placement in BL. Copyright © 2015 Elsevier Inc. All rights reserved.

A Comparative Analysis of Student Participation in the Advancement Via Individual Determination (AVID) Program and Performance on the Grade 11 Michigan Merit Exam (MME)/Act

ERIC Educational Resources Information Center

Flye, Alesia L.

2017-01-01

The Advancement Via Individual Determination (AVID) curriculum emphasizes writing, collaboration, organization, and reading to strengthen academic skills. High school students enrolled in AVID elective classes receive daily academic support, while enrolled in challenging classes such as Advanced Placement (AP). The purpose of this study was to…

Cochlear implanted pupils in Scottish schools: 4-year school attainment data (2000-2004).

PubMed

Thoutenhoofd, Ernst

2006-01-01

The Achievements of Deaf Pupils in Scotland (ADPS) project has been tracking the educational attainment of deaf pupils in Scotland's schools since 2000. At the time of writing, the database contains records for 1,752 deaf pupils (2000-2005). Here 4-year aggregate educational attainment data are reported for a subset of 152 school-aged deaf pupils with cochlear implants notified to the ADPS database between June 2000 and June 2004. The data describe primary and secondary school results in reading, writing, and math for this subgroup, as well as placement and communication characteristics. The educational attainment of the group of deaf pupils with cochlear implants is clearly marked when the deaf pupil population is disaggregated for hearing loss, achieving comparatively higher average attainment in both 5-14 Curriculum National Tests (Mathematics in particular) and Standard Grades. Therefore the gap in performance relative to the national population data is reduced for those deaf pupils, although it still widens at higher levels of achievement for the National Tests. Although most pupils with cochlear implants are placed in the mainstream, there is no pattern of migration toward mainstream schools. Some deaf pupils with cochlear implants moved out of mainstream to other types of placement, and this has implications for health-economic cost-utility assessments of cochlear implantation that favor mainstream education by drawing upon the relative cost of different placement types. These findings suggest that the ADPS program of research can contribute school outcome data as valuable real-life outcome measures in wider assessments of the benefit of cochlear implants to deaf children and deaf young people.

The Effectiveness of Technology Integration in a Metropolitan Elementary Mathematics Program: Mad Dog Math

ERIC Educational Resources Information Center

Cohen, Miriam

2012-01-01

The outcome of American students' performances during international comparisons consistently scoring inadequately in mathematics exposes the crisis of deficient mathematics achievement thus causing deep concerns. Learners who acquire a strong theoretical foundation in mathematics at the primary level thrived later in more advanced level…

State of STEM (SoSTEM) Address

NASA Image and Video Library

2014-01-29

Defense Advanced Research Projects Agency (DARPA) Gill Pratt speaks at the annual White House State of Science, Technology, Engineering, and Math (SoSTEM) address, Wednesday, Jan. 29, 2014, in the South Court Auditorium in the Eisenhower Executive Office Building on the White House complex in Washington. Photo Credit: (NASA/Bill Ingalls)

Competitive Robotics Brings out the Best in Students

ERIC Educational Resources Information Center

Caron, Darrell

2010-01-01

This article features Advanced Competitive Science (ACS), a two-year course introduced by a science teacher, Joe Pouliot, in 2004 at Trinity High School in Manchester, New Hampshire. More than a traditional STEM (science, technology, engineering, and math) course, ACS harnesses the excitement of robotics competitions to promote student…

Singapore Math: Challenging and Relevant Curriculum for the Gifted Learner

ERIC Educational Resources Information Center

Hazelton, Melody; Brearley, Donna

2008-01-01

Teachers know their students must struggle and grapple with authentic tasks in order to grow stronger. Classroom teachers of the gifted know that their students cannot advance cognitively without facing relevant and challenging material that demands higher level thinking and reasoning. Therefore, the teacher of gifted mathematics students must…

Brain Stretchers, Book 3 - Advanced.

ERIC Educational Resources Information Center

Stickels, Terry H.

Current thinking suggests that solving brainteasing puzzles uses the same critical thinking skills needed to solve difficult math, science, and business problems. This book is a non-intimidating exploration of the wonderful powers of the mind with an emphasis on the joy of thinking and learning. It contains 100 puzzles, presented in order of…

Advances in in situ inspection of automated fiber placement systems

NASA Astrophysics Data System (ADS)

Juarez, Peter D.; Cramer, K. Elliott; Seebo, Jeffrey P.

2016-05-01

Automated Fiber Placement (AFP) systems have been developed to help take advantage of the tailorability of composite structures in aerospace applications. AFP systems allow the repeatable placement of uncured, spool fed, preimpregnated carbon fiber tape (tows) onto substrates in desired thicknesses and orientations. This automated process can incur defects, such as overlapping tow lines, which can severely undermine the structural integrity of the part. Current defect detection and abatement methods are very labor intensive, and still mostly rely on human manual inspection. Proposed is a thermographic in situ inspection technique which monitors tow placement with an on board thermal camera using the preheated substrate as a through transmission heat source. An investigation of the concept is conducted, and preliminary laboratory results are presented. Also included will be a brief overview of other emerging technologies that tackle the same issue.

Nonsymbolic number and cumulative area representations contribute shared and unique variance to symbolic math competence

PubMed Central

Lourenco, Stella F.; Bonny, Justin W.; Fernandez, Edmund P.; Rao, Sonia

2012-01-01

Humans and nonhuman animals share the capacity to estimate, without counting, the number of objects in a set by relying on an approximate number system (ANS). Only humans, however, learn the concepts and operations of symbolic mathematics. Despite vast differences between these two systems of quantification, neural and behavioral findings suggest functional connections. Another line of research suggests that the ANS is part of a larger, more general system of magnitude representation. Reports of cognitive interactions and common neural coding for number and other magnitudes such as spatial extent led us to ask whether, and how, nonnumerical magnitude interfaces with mathematical competence. On two magnitude comparison tasks, college students estimated (without counting or explicit calculation) which of two arrays was greater in number or cumulative area. They also completed a battery of standardized math tests. Individual differences in both number and cumulative area precision (measured by accuracy on the magnitude comparison tasks) correlated with interindividual variability in math competence, particularly advanced arithmetic and geometry, even after accounting for general aspects of intelligence. Moreover, analyses revealed that whereas number precision contributed unique variance to advanced arithmetic, cumulative area precision contributed unique variance to geometry. Taken together, these results provide evidence for shared and unique contributions of nonsymbolic number and cumulative area representations to formally taught mathematics. More broadly, they suggest that uniquely human branches of mathematics interface with an evolutionarily primitive general magnitude system, which includes partially overlapping representations of numerical and nonnumerical magnitude. PMID:23091023

Students Targeting Engineering and Physical Science (STEPS) at California State University Northridge (CSUN):Activities and Outcomes 2011-2016

NASA Astrophysics Data System (ADS)

Cadavid, A. C.; Pedone, V. A.; Horn, W.; Rich, H.

2016-12-01

The specific goal of STEPS at CSUN is to increase the number bachelor's degrees in STEM majors, particularly those in engineering, computer science, mathematics and the physical sciences. Prior to STEPS, only 33% of first-time freshmen in these majors graduated from CSUN within 6-7 years. We employ two main strategies: 1) fostering success in lower-division mathematics for freshmen and sophomores, 2) Summer Interdisciplinary Team Experience (SITE) for students transitioning to junior level courses. To improve success in mathematics, we have advanced initial placements in the foundational mathematics sequence by one or two semesters through improvements in the placement test (6-7% improvement) and have increased the first-time pass rate in foundational math courses through mandatory supplementary laboratories for at-risk students. Students who successfully complete the supplemental laboratories pass the lecture class at a higher rate than the total population of at-risk students (65% compared to 61%). Both approaches have been institutionalized. SITE targets students entering their junior years in a 3-week interdisciplinary team project that highlights problem solving and hands-on activities. Survey results of the 233 participants show that SITE: 1) maintained or increased desire to earn a STEM degree, 2) increased positive attitudes toward team-based problem solving, 3) increased understanding in how they will use their major in a career, and 4) increased interest in faculty-mentored research and industry internships. Our 5-year program is nearing completion and shows success in meeting our goal. We have measured a 9% point increase in the pass rate of Calculus I for post-STEPS cohorts compared to pre-STEPS cohorts. Failure to pass Calculus is a leading cause in non-completion of the majors targeted by STEPS. We have analyzed the graduation rates of two pre-STEPS cohorts that have had over 6 years to graduate. Both have a graduate rate of 28%. We expect that the 9% point increase in calculus passers will lead to a comparable increase in graduation rate, resulting in a 37% graduation rate for the post-STEPS cohorts.

Advancing beyond AP Courses

ERIC Educational Resources Information Center

Hammond, Bruce G.

2009-01-01

A quiet revolution is picking up steam in the nation's private secondary schools, with broad implications for college admissions and for teaching and learning on both sides of the transition from high school to college. About 50 of the nation's leading college-preparatory schools have opted out of the College Board's Advanced Placement (AP)…

TIMSS Advanced 2015 and Advanced Placement Calculus & Physics. A Framework Analysis. Research in Review 2016-1

ERIC Educational Resources Information Center

Lazzaro, Christopher; Jones, Lee; Webb, David C.; Grover, Ryan; Di Giacomo, F. Tony; Marino, Katherine Adele

2016-01-01

This report will determine to what degree the AP Physics 1 and 2 and AP Calculus AB and BC frameworks are aligned with the Trends in International Mathematics and Science Study (TIMSS) Advanced Physics and Mathematics frameworks. This will enable an exploration of any differences in content coverage and levels of complexity, and will set the stage…

Optimal sensor placement for deployable antenna module health monitoring in SSPS using genetic algorithm

NASA Astrophysics Data System (ADS)

Yang, Chen; Zhang, Xuepan; Huang, Xiaoqi; Cheng, ZhengAi; Zhang, Xinghua; Hou, Xinbin

2017-11-01

The concept of space solar power satellite (SSPS) is an advanced system for collecting solar energy in space and transmitting it wirelessly to earth. However, due to the long service life, in-orbit damage may occur in the structural system of SSPS. Therefore, sensor placement layouts for structural health monitoring should be firstly considered in this concept. In this paper, based on genetic algorithm, an optimal sensor placement method for deployable antenna module health monitoring in SSPS is proposed. According to the characteristics of the deployable antenna module, the designs of sensor placement are listed. Furthermore, based on effective independence method and effective interval index, a combined fitness function is defined to maximize linear independence in targeted modes while simultaneously avoiding redundant information at nearby positions. In addition, by considering the reliability of sensors located at deployable mechanisms, another fitness function is constituted. Moreover, the solution process of optimal sensor placement by using genetic algorithm is clearly demonstrated. At last, a numerical example about the sensor placement layout in a deployable antenna module of SSPS is presented, which by synthetically considering all the above mentioned performances. All results can illustrate the effectiveness and feasibility of the proposed sensor placement method in SSPS.

On the Reading of Poetry in Relationship to Testing.

ERIC Educational Resources Information Center

Borden, Arthur R., Jr.

1967-01-01

Experience in evaluating responses to poetry in the Advanced Placement Examination can offer guidelines for the effective testing of students on poetry without reducing their interest in the art. For advanced secondary or first-year college students, teachers should avoid approaches and tests that are concerned with (1) extraneous biographical,…

Energy Monitoring: Powerful Connections between Math, Science, and Community

ERIC Educational Resources Information Center

Farrin, Lynn; Mokros, Jan

2012-01-01

Middle school students need to know about energy concepts and how they can reduce their energy use. New energy-monitoring tools provide powerful opportunities for students to engage in authentic investigations rich in the science practices described in "A Framework for K-12 Science Education" (NRC 2012), while at the same time advancing their…

An Online, Interactive Renewable Energy Laboratory

ERIC Educational Resources Information Center

O'Leary, D. A.; Shattuck, J.; Kubby, J.

2012-01-01

An undergraduate introductory science, technology, engineering, and math (STEM) class can be a jarring disappointment to new students expecting to work with cutting-edge, real-world technology. Their cell phones are often more technically advanced and real-world than the tools used in a class lab. Not surprisingly, many complain that the STEM labs…

Beyond Introductory Programming: Success Factors for Advanced Programming

ERIC Educational Resources Information Center

Hoskey, Arthur; Maurino, Paula San Millan

2011-01-01

Numerous studies document high drop-out and failure rates for students in computer programming classes. Studies show that even when some students pass programming classes, they still do not know how to program. Many factors have been considered to explain this problem including gender, age, prior programming experience, major, math background,…

(Dis)empowerment: The Implementation of Corrective Mathematics in Philadelphia Empowerment Schools

ERIC Educational Resources Information Center

Connor, Hannah

2011-01-01

The need to improve math education around the country has been well documented, especially in urban school systems like Philadelphia. In Spring 2010, only 56.6% of students in Philadelphia Public schools scored proficient or advanced on the Pennsylvania State Standardized Assessment (PSSA). In Philadelphia Empowerment Schools, the 107 lowest…

Changing the Image of CTE

ERIC Educational Resources Information Center

Kidwai, Sabrina

2011-01-01

Times have changed. Global economic competition is increasing and the need to develop a workforce with advanced skills is critical. The push to find sources of sustainable energy, the growing demands of the health care field and that of science, technology, engineering, and math (STEM)-related sectors are all driving the high-demand jobs in…

High-Tech School Bus Teaches Students on the Road

ERIC Educational Resources Information Center

Katims, Lauren

2011-01-01

Last year, kindergarten through high school students in the rural Hector, Arkansas, School District barely had the technology resources that keep kids interested in math and science. This year, they potentially have the most advanced resources in the country--before they even step into the classroom. One school bus in Arkansas' Pope County has…

New SAT or No SAT?

ERIC Educational Resources Information Center

Malveaux, Julianne

2004-01-01

Some say the new SAT is an improved version of the old one. It adds more math, especially advanced algebra, an essay section and testing on grammar, according to some reports. Supposedly, it will rely less on rote reasoning and more on critical thinking. Will it give college admissions officers better information? Because no matter what the SAT…

Trigonometry and Advanced Math. De Soto Parish Curriculum Guide.

ERIC Educational Resources Information Center

DeSoto Parish School Board, Mansfield, LA.

The primary aim of this guide is to aid teachers in planning and preparing a senior high school mathematics course for students preparing for college work. It is divided into separate one-semester courses of seven chapters each. The first-semester course consists of a traditional approach to the introduction of trigonometry and trigonometric…

3 CFR 8780 - Proclamation 8780 of March 1, 2012. Women’s History Month, 2012

Code of Federal Regulations, 2013 CFR

2013-01-01

... President Kennedy’s commission in 1963. Today, women serve as leaders throughout industry, civil society... society. With the leadership of the White House Council on Women and Girls, my Administration is advancing gender equality by promoting workplace flexibility, striving to bring more women into math and science...

Perceptions of Teachers in South Florida Toward Block Scheduling.

ERIC Educational Resources Information Center

Hamdy, Mona; Urich, Ted

1998-01-01

A study was conducted at two metropolitan South Florida high schools to determine perceptions of 100 teachers concerning block scheduling. Teachers felt that the 4 X 4 block schedule contained too many time gaps for teaching foreign languages, English, and math. Teachers believed block schedules benefitted advanced students more than others and…

Math Games for the Young Child.

ERIC Educational Resources Information Center

Azzolino, Agnes

This is a textbook of games for children of ages two through seven. In each section, games are listed from the basic to the more sophisticated and advanced. The book contains sections addressing: (1) counting and counting games; (2) travel games; (3) card games; (4) board games; and (5) games and activities with other things. (PK)

Using Mobile Technology to Increase the Math Achievement and Engagement of Students with Disabilities

ERIC Educational Resources Information Center

Tetzlaff, Dominique Marie

2017-01-01

The advent of advanced technologies provides new opportunities for delivering instruction to students with disabilities. Many classrooms have access to mobile devices, such as iPads and Kindles, and educators utilize these devices to differentiate instruction and augment teacher-led instruction. This delivery method, known as blended learning, can…

The Virtual Counseling Center: Its Niche, Resources, and Ongoing Research and Development Activity

ERIC Educational Resources Information Center

Horan, John J.

2010-01-01

Thomas Friedman's best sellers have raised awareness of our nation's need to remain competitive in science, technology, engineering, and math (STEM) disciplines. However, advances in these fields cannot occur without the proper cultivation of human potential. The usual costs of career assessment and planning systems preclude their scalability to…

On the role of visual experience in mathematical development: Evidence from blind mathematicians.

PubMed

Amalric, Marie; Denghien, Isabelle; Dehaene, Stanislas

2018-04-01

Advanced mathematical reasoning, regardless of domain or difficulty, activates a reproducible set of bilateral brain areas including intraparietal, inferior temporal and dorsal prefrontal cortex. The respective roles of genetics, experience and education in the development of this math-responsive network, however, remain unresolved. Here, we investigate the role of visual experience by studying the exceptional case of three professional mathematicians who were blind from birth (n=1) or became blind during childhood (n=2). Subjects were scanned with fMRI while they judged the truth value of spoken mathematical and nonmathematical statements. Blind mathematicians activated the classical network of math-related areas during mathematical reflection, similar to that found in a group of sighted professional mathematicians. Thus, brain networks for advanced mathematical reasoning can develop in the absence of visual experience. Additional activations were found in occipital cortex, even in individuals who became blind during childhood, suggesting that either mental imagery or a more radical repurposing of visual cortex may occur in blind mathematicians. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

A Two-Step Integrated Theory of Everything (TOE)

NASA Astrophysics Data System (ADS)

Colella, Antonio

2017-01-01

Two opposing TOE visions are my Two-Step (physics/math) and Hawking's single math step. My Two-Step should replace the single step because of the latter's near zero results after a century of attempts. My physics step had 3 goals. First ``Everything'' was defined as 20 interrelated amplified theories (e.g. string, Higgs forces, spontaneous symmetry breaking, particle decays, dark matter, dark energy, stellar black holes) and their intimate physical interrelationships. Amplifications of Higgs forces theory (e.g. matter particles and their associated Higgs forces were one and inseparable, spontaneous symmetry breaking was bidirectional and caused by high temperatures not Higgs forces, and sum of 8 Higgs forces of 8 permanent matter particles was dark energy) were key to my Two-Step TOE. The second goal answered all outstanding physics questions: what were Higgs forces, dark energy, dark matter, stellar black holes, our universe's creation, etc.? The third goal provided correct inputs for the two part second math step, an E8 Lie algebra for particles and an N-body cosmology simulation (work in progress). Scientific advancement occurs only if the two opposing TOEs are openly discussed/debated.

Flipped Classrooms for Advanced Science Courses

NASA Astrophysics Data System (ADS)

Tomory, Annette; Watson, Sunnie Lee

2015-12-01

This article explains how issues regarding dual credit and Advanced Placement high school science courses could be mitigated via a flipped classroom instructional model. The need for advanced high school courses will be examined initially, followed by an analysis of advanced science courses and the reform they are experiencing. Finally, it will conclude with an explanation of flipped classes as well as how they may be a solution to the reform challenges teachers are experiencing as they seek to incorporate more inquiry-based activities.

First magnetic resonance imaging-guided aortic stenting and cava filter placement using a polyetheretherketone-based magnetic resonance imaging-compatible guidewire in swine: proof of concept.

PubMed

Kos, Sebastian; Huegli, Rolf; Hofmann, Eugen; Quick, Harald H; Kuehl, Hilmar; Aker, Stephanie; Kaiser, Gernot M; Borm, Paul J A; Jacob, Augustinus L; Bilecen, Deniz

2009-05-01

The purpose of this study was to demonstrate feasibility of percutaneous transluminal aortic stenting and cava filter placement under magnetic resonance imaging (MRI) guidance exclusively using a polyetheretherketone (PEEK)-based MRI-compatible guidewire. Percutaneous transluminal aortic stenting and cava filter placement were performed in 3 domestic swine. Procedures were performed under MRI-guidance in an open-bore 1.5-T scanner. The applied 0.035-inch guidewire has a PEEK core reinforced by fibres, floppy tip, hydrophilic coating, and paramagnetic markings for passive visualization. Through an 11F sheath, the guidewire was advanced into the abdominal (swine 1) or thoracic aorta (swine 2), and the stents were deployed. The guidewire was advanced into the inferior vena cava (swine 3), and the cava filter was deployed. Postmortem autopsy was performed. Procedural success, guidewire visibility, pushability, and stent support were qualitatively assessed by consensus. Procedure times were documented. Guidewire guidance into the abdominal and thoracic aortas and the inferior vena cava was successful. Stent deployments were successful in the abdominal (swine 1) and thoracic (swine 2) segments of the descending aorta. Cava filter positioning and deployment was successful. Autopsy documented good stent and filter positioning. Guidewire visibility through applied markers was rated acceptable for aortic stenting and good for venous filter placement. Steerability, pushability, and device support were good. The PEEK-based guidewire allows either percutaneous MRI-guided aortic stenting in the thoracic and abdominal segments of the descending aorta and filter placement in the inferior vena cava with acceptable to good device visibility and offers good steerability, pushability, and device support.

First Magnetic Resonance Imaging-Guided Aortic Stenting and Cava Filter Placement Using a Polyetheretherketone-Based Magnetic Resonance Imaging-Compatible Guidewire in Swine: Proof of Concept

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kos, Sebastian, E-mail: skos@gmx.d; Huegli, Rolf; Hofmann, Eugen

The purpose of this study was to demonstrate feasibility of percutaneous transluminal aortic stenting and cava filter placement under magnetic resonance imaging (MRI) guidance exclusively using a polyetheretherketone (PEEK)-based MRI-compatible guidewire. Percutaneous transluminal aortic stenting and cava filter placement were performed in 3 domestic swine. Procedures were performed under MRI-guidance in an open-bore 1.5-T scanner. The applied 0.035-inch guidewire has a PEEK core reinforced by fibres, floppy tip, hydrophilic coating, and paramagnetic markings for passive visualization. Through an 11F sheath, the guidewire was advanced into the abdominal (swine 1) or thoracic aorta (swine 2), and the stents were deployed. Themore » guidewire was advanced into the inferior vena cava (swine 3), and the cava filter was deployed. Postmortem autopsy was performed. Procedural success, guidewire visibility, pushability, and stent support were qualitatively assessed by consensus. Procedure times were documented. Guidewire guidance into the abdominal and thoracic aortas and the inferior vena cava was successful. Stent deployments were successful in the abdominal (swine 1) and thoracic (swine 2) segments of the descending aorta. Cava filter positioning and deployment was successful. Autopsy documented good stent and filter positioning. Guidewire visibility through applied markers was rated acceptable for aortic stenting and good for venous filter placement. Steerability, pushability, and device support were good. The PEEK-based guidewire allows either percutaneous MRI-guided aortic stenting in the thoracic and abdominal segments of the descending aorta and filter placement in the inferior vena cava with acceptable to good device visibility and offers good steerability, pushability, and device support.« less

Three-finger tracheal palpation to guide endotracheal tube depth in children.

PubMed

Gamble, Jonathan J; McKay, William P; Wang, Andrew F; Yip, Kinsha A; O'Brien, Jennifer M; Plewes, Christopher E

2014-10-01

Accurate endotracheal tube (ETT) depth is critical, especially in children. The current tools used to guide appropriate ETT depth have significant limitations. To evaluate the utility of tracheal palpation in the neck to guide appropriate ETT placement in children. A prospective observational study with a convenience sample of 50 children was conducted. During intubation, an investigator palpated the trachea with three fingertips side-by-side extending upward from the suprasternal notch. The anesthesiologist advanced the ETT slowly until palpated at the sternal notch. The investigator stated ETT palpation certainty as 'strongly felt', 'weakly felt', or 'not felt.' Final ETT position was determined by bronchoscopy and categorized as 'ETT too shallow' (tip in proximal ¼ of trachea), 'ETT too deep' (tip in distal ¼ of trachea), or 'ETT placement satisfactory' (between those extremes). Thirty boys and 20 girls undergoing dental surgery with nasal intubation were recruited (median age 4.4 years; range 2.0-10.8). The ETT (all ≥4 mm ID) was palpable at the sternal notch in all patients: 46 of 50 strongly palpable and 4 of 50 weakly palpable. The experimental methods led to satisfactory ETT placement in 49 of 50 patients, too deep in 1 of 50 patients. Compared with the Pediatrics Advanced Life Support (PALS) predictive formula, satisfactory placement would have been 41 of 50 patients (P < 0.008). Number needed to treat is 6.3 for improvement over the PALS method. The use of tracheal palpation to guide ETT placement has excellent clinical performance and better guides appropriate ETT depth than the PALS formula in our study population. © 2014 John Wiley & Sons Ltd.

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

PubMed Central

Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.

2015-01-01

Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals’ self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated. PMID:26528210

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance.

PubMed

Necka, Elizabeth A; Sokolowski, H Moriah; Lyons, Ian M

2015-01-01

Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals' self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one's self - self-math overlap - may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated.

CT-Guided Placement of a Drainage Catheter Within a Pelvic Abscess Using a Transsacral Approach

DOE Office of Scientific and Technical Information (OSTI.GOV)

Iguchi, Toshihiro; Asami, Shinya; Kubo, Shinichiro

2007-11-15

A 66-year-old man underwent CT-guided drainage catheter placement within a pelvic abscess with a diameter of 46 mm. We performed the drainage by a transsacral approach because it was considered the safest and most feasible approach. An 8G bone marrow biopsy needle was used to penetrate the sacrum to create a path for subsequent drainage catheter insertion. After withdrawal of the biopsy needle, a 6 Fr catheter was advanced into the abscess cavity through the path using the Seldinger technique. Except for bearable pain, no procedure-related complications occurred. Twenty-nine days after the placement, the catheter was withdrawn safely and themore » abscess cavity had shrunk remarkably.« less

Academic Success of At-Risk African American Male Students Who Receive Culturally Relevant Teaching, College Readiness Preparation, and Mentorship

ERIC Educational Resources Information Center

Taylor, Timothy L.

2016-01-01

This quantitative study analyzed archival data to determine whether a significant difference existed in the reading comprehension scores and student success (enrollment in honors and or advanced placement classes and college after graduation) of at-risk African American male students who received Advancement via Individual Determination/African…

Assessing Advanced High School and Undergraduate Students' Thinking Skills: The Chemistry--From the Nanoscale to Microelectronics Module

ERIC Educational Resources Information Center

Dori, Yehudit Judy; Dangur, Vered; Avargil, Shirly; Peskin, Uri

2014-01-01

Chemistry students in Israel have two options for studying chemistry: basic or honors (advanced placement). For instruction in high school honors chemistry courses, we developed a module focusing on abstract topics in quantum mechanics: Chemistry--From the Nanoscale to Microelectronics. The module adopts a visual-conceptual approach, which…

The Employment Retention and Advancement Project. Results from the Texas ERA Site

ERIC Educational Resources Information Center

Martinson, Karin; Hendra, Richard

2006-01-01

This report presents an assessment of the implementation and the two-year impacts of a program in Texas that aimed to promote job placement, employment retention, and advancement among applicants and recipients to the Temporary Assistance for Needy Families (TANF) program. The program in Texas is part of the Employment Retention and Advancement…

What about Me?: Individual Self-Assessment by Skill and Level of Language Instruction

ERIC Educational Resources Information Center

Brantmeier, Cindy; Vanderplank, Robert; Strube, Michael

2012-01-01

In an investigation with advanced language learners, Brantmeier [Brantmeier, C., 2006. "Advanced L2 learners and reading placement: self-assessment, computer based testing, and subsequent performance." "System" 34 (1), 15-35.] reports that self-assessment (SA) of second language (L2) reading ability, when measured with self-rated scales, is not an…

Advanced L2 Learners and Reading Placement: Self-Assessment, CBT, and Subsequent Performance

ERIC Educational Resources Information Center

Brantmeier, Cindy

2006-01-01

There is a dearth of research involving advanced second language (L2) learners in the USA [Brantmeier, C., 2001. Second language reading research on passage content and gender: challenges for the intermediate level curriculum, Foreign Language Annals 34, 325-333; Young, D.J., 2003. Workshop on overcoming anxiety in the foreign language classroom.…

The Effect of Teaching the Entire Academic Year of High School Chemistry Utilizing Abstract Reasoning

ERIC Educational Resources Information Center

Page, Michael F. Z.; Escott, Patrick; Silva, Maritza; Barding, Gregory A., Jr.

2018-01-01

This case study demonstrates the ability of high school chemistry students, with varying levels of math preparation, to experience learning-gains on state and district assessments as it relates to chemical reactions, thermodynamics, and kinetics. These advances were predicated on the use of a teaching style rooted in abstract reasoning. The…

Surveys of Enacted Curriculum: Tools and Services to Assist Educators

ERIC Educational Resources Information Center

Blank, Rolf K.

2005-01-01

The Council of Chief State School Officers (CCSSO) partnered with Andrew Porter and John Smithson of Wisconsin Center for Education Research (WCER) to develop an advanced, in depth approach to collecting and reporting data on the "enacted curriculum" in K-12 math and science, i.e. the actual subject content and instructional practices experienced…

Advances on Propulsion Technology for High-Speed Aircraft. Volume 2

DTIC Science & Technology

2007-03-01

2m.nH 17p VJ +V, The thermal efficiency of either compressor or ram-based engines can be approached as a Brayton cycle and hence its efficiency is...Cambridge, 1964. I II [14] G. Birkhoff. Helmholtz and Taylor instability. Proc. Symp. App. Math. Soc. v. 13, p. 55-76, 1962. [15] K.M. Case. Hydrodynamic

Completing Algebra II in High School: Does It Increase College Access and Success?

ERIC Educational Resources Information Center

Kim, Jeongeun; Kim, Jiyun; DesJardins, Stephen L.; McCall, Brian P.

2015-01-01

Noting the benefits of mathematics in students' future educational attainment and labor market success, there is considerable interest in high school requirements in terms of course-taking in mathematics at the national, state, and school district level. Previous research indicates that taking advanced math courses in high school leads to positive…

Mathematics and Science Test Gaps. Pell Institute Fact Sheet. Updated

ERIC Educational Resources Information Center

Pell Institute for the Study of Opportunity in Higher Education, 2011

2011-01-01

Data is reported as percentages in 4th, 8th, and 12th grades based on proficiency in the subject ("Below Basic," "At Basic," "At Proficient", or "At Advanced"). "Low-income" on this data sheet means students who qualify for the National School Lunch Program. Both math and science data are from 2009…

Subgroup Achievement and Gap Trends: Idaho, 2010

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

This paper profiles the student subgroup achievement and gap trends in Idaho for 2010. Idaho showed improvement in reading and math in grade 8 at the basic, proficient, and advanced levels for Latino and white students, low income students, and boys and girls. The state has also made progress in narrowing achievement gaps between Latino and white…

The Number Line Is a Critical Spatial-Numerical Representation: Evidence from a Fraction Intervention

ERIC Educational Resources Information Center

Hamdan, Noora; Gunderson, Elizabeth A.

2017-01-01

Children's ability to place fractions on a number line strongly correlates with math achievement. But does the number line play a causal role in fraction learning or does it simply index more advanced fraction knowledge? The number line may be a particularly effective representation for fraction learning because its properties align with the…

Are There Academic CTE Cluster Pipelines? Linking High School CTE Coursetaking and Postsecondary Credentials

ERIC Educational Resources Information Center

Plasman, Jay S.; Gottfried, Michael; Sublett, Cameron

2017-01-01

Career and technical education (CTE) has become a key focus of stakeholders across the political spectrum. It has been shown to be an effective means of promoting many desired outcomes, including increased chances of high school graduation, improved opportunities of enrolling in advanced math and science courses, and increased earnings after high…

Designing a Site to Embed and to Interact with Wolfram Alpha Widgets in Math and Sciences Courses

ERIC Educational Resources Information Center

Cepeda, Francisco Javier Delgado; Acosta, Ruben Dario Santiago

2014-01-01

This paper reports design and implementation outcomes at middle development advance of an educative program based on use and construction of widgets on Wolfram Alpha platform at higher education level for engineering and sciences areas. Widgets were based on Physics and Mathematics curricula under Project Oriented Learning and Blended Learning…

Attitudes about High School Physics in Relationship to Gender and Ethnicity: A Mixed Method Analysis

ERIC Educational Resources Information Center

Hafza, Rabieh Jamal

2012-01-01

There is an achievement gap and lack of participation in science, technology, engineering, and math (STEM) by minority females. The number of minority females majoring in STEM related fields and earning advanced degrees in these fields has not significantly increased over the past 40 years. Previous research has evaluated the relationship between…

Using Games to Engage Students in Inquiry

ERIC Educational Resources Information Center

Byrne, Martha

2017-01-01

This paper discusses the author's experiences of getting advanced undergraduate math students to engage in mathematical inquiry by using games as a vehicle for exploration. The students explored the mathematics behind SET®1, Spot it!®2, Blokus®3, and Six®4. Specifically, we present the experience of the instructor and students and how the games…

Push and Pull: The Influence of Race/Ethnicity on Agency in Doctoral Student Career Advancement

ERIC Educational Resources Information Center

Jaeger, Audrey J.; Mitchall, Allison; O'Meara, KerryAnn; Grantham, Ashley; Zhang, Jingjing; Eliason, Jennifer; Cowdery, Kelly

2017-01-01

This study examined and enriched our understanding of the career choice process for doctoral students of color in science, technology, engineering, and math (STEM) fields. In addition, it explored the challenges facing all doctoral students in STEM in understanding and making meaning of diversity as it relates to individual perspectives and…

Advancing the Language Skills of Young Latino Children. New Journalism on Latino Children

ERIC Educational Resources Information Center

Bridges, Margaret; Anguiano, Rebecca; Fuller, Bruce

2010-01-01

More than 20% of U.S. children entering kindergarten today are of Latino heritage. And Latino children--growing-up in highly diverse communities--enter school with weaker math and English preliteracy skills than their non-Latino peers. The growing percentage of Spanish-speaking children in today's classrooms raises questions for educators,…

The impact of inquiry-based instructional professional development upon instructional practice: An action research study

NASA Astrophysics Data System (ADS)

Broom, Frances A.

This mixed method case study employs action research, conducted over a three month period with 11 elementary math and science practitioners. Inquiry as an instructional practice is a vital component of math and science instruction and STEM teaching. Teachers examined their beliefs and teaching practices with regard to those instructional factors that influence inquiry instruction. Video-taped lessons were compared to a rubric and pre and post questionnaires along with two interviews which informed the study. The results showed that while most beliefs were maintained, teachers implemented inquiry at a more advanced level after examining their teaching and reflecting on ways to increase inquiry practices. Because instructional practices provide only one component of inquiry-based instruction, other components need to be examined in a future study.

Comparison of Point Placement by Veterinary Professionals with Different Levels of Acupuncture Training in a Canine Cadaver Model.

PubMed

Yang, Toni; Shmalberg, Justin; Hochman, Lindsay; Miscioscia, Erin; Brumby, Meghan; McKenna, Kelsey; Roth, Amber

2017-10-01

Veterinary acupuncture is becoming increasingly implemented for various disease processes, with growing numbers of veterinarians pursuing advanced training to meet the rising demand for this relatively new intervention. Accurate acupoint placement remains challenging, with individual practitioners relying on varying methods of point identification, often compounded by the transpositional nature of points for companion animals. The aim of this study was to assess for differences in acupuncture needle placement of select points between veterinary professionals with three different levels of acupuncture training in an academic teaching environment. Seven participants placed a total of six acupoints on a canine cadaver. Digital radiography was used to document each participant's point placement. Each participant's point location was then compared to a control "correct" point, and the distance between the two points was measured. A significant difference in placement accuracy was identified between the participants when grouped by training level (p = 0.03). These results indicate that veterinary patients receiving acupuncture treatment from veterinarians with different levels of training may subsequently experience varying effects, although further studies are warranted on more specific acupoint description as well as the clinical implications of needle placement accuracy. Copyright © 2017. Published by Elsevier B.V.

Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.

PubMed

Maloney, Erin A; Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L

2015-09-01

A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety. © The Author(s) 2015.

Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes

PubMed Central

Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.

2015-01-01

Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms. PMID:26579000

Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.

PubMed

Casad, Bettina J; Hale, Patricia; Wachs, Faye L

2015-01-01

Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms.

Classification of collected trot, passage and piaffe based on temporal variables.

PubMed

Clayton, H M

1997-05-01

The objective was to determine whether collected trot, passage and piaffe could be distinguished as separate gaits on the basis of temporal variables. Sagittal plane, 60 Hz videotapes of 10 finalists in the dressage competitions at the 1992 Olympic Games were analysed to measure the temporal variables in absolute terms and as percentages of stride duration. Classification was based on analysis of variance, a graphical method and discriminant analysis. Stride duration was sufficient to distinguish collected trot from passage and piaffe in all horses. The analysis of variance showed that the mean values of most variables differed significantly between passage and piaffe. When hindlimb stance percentage was plotted against diagonal advanced placement percentage, some overlap was found between all 3 movements indicating that individual horses could not be classified reliably in this manner. Using hindlimb stance percentage and diagonal advanced placement percentage as input in a discriminant analysis, 80% of the cases were classified correctly, but at least one horse was misclassified in each movement. When the absolute, rather than percentage, values of the 2 variables were used as input in the discriminant analysis, 90% of the cases were correctly classified and the only misclassifications were between passage and piaffe. However, the 2 horses in which piaffe was misclassified as passage were the gold and silver medallists. In general, higher placed horses tended toward longer diagonal advanced placements, especially in collected trot and passage, and shorter hindlimb stance percentages in passage and piaffe.

Feeding Tube Placement in Patients with Advanced Dementia: The Beliefs and Practice Patterns of Speech-Language Pathologists

ERIC Educational Resources Information Center

Sharp, Helen M.; Shega, Joseph W.

2009-01-01

Purpose: To describe the beliefs and practices of speech-language pathologists (SLPs) about the use of percutaneous endoscopic gastrostomy (PEG) among patients with advanced dementia and dysphagia. Method: A survey was mailed to a geographically stratified random sample of 1,050 medical SLPs. Results: The response rate was 57%, and 326 surveys met…

Development and Initial Validation of the Coping with Academic Demands Scale: How Students in Accelerated High School Curricula Cope with School-Related Stressors

ERIC Educational Resources Information Center

Suldo, Shannon M.; Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Fefer, Sarah A.; Ferron, John

2015-01-01

Successful coping with academic demands is important given the inverse relationship between stress and positive adjustment in adolescents. The Coping With Academic Demands Scale (CADS) is a new measure of coping appropriate for students pursuing advanced high school curricula, specifically Advanced Placement (AP) classes and the International…

Reduced toxicity polyester resins and microvascular pre-preg tapes for advanced composites manufacturing

NASA Astrophysics Data System (ADS)

Poillucci, Richard

Advanced composites manufacturing broadly encapsulates topics ranging from matrix chemistries to automated machines that lay-up fiber-reinforced materials. Environmental regulations are stimulating research to reduce matrix resin formulation toxicity. At present, composites fabricated with polyester resins expose workers to the risk of contact with and inhalation of styrene monomer, which is a potential carcinogen, neurotoxin, and respiratory irritant. The first primary goal of this thesis is to reduce the toxicity associated with polyester resins by: (1) identification of potential monomers to replace styrene, (2) determination of monomer solubility within the polyester, and (3) investigation of approaches to rapidly screen a large resin composition parameter space. Monomers are identified based on their ability to react with polyester and their toxicity as determined by the Globally Harmonized System (GHS) and a green screen method. Solubilities were determined by the Hoftyzer -- Van Krevelen method, Hansen solubility parameter database, and experimental mixing of monomers. A combinatorial microfluidic mixing device is designed and tested to obtain distinct resin compositions from two input chemistries. The push for safer materials is complemented by a thrust for multifunctional composites. The second primary goal of this thesis is to design and implement the manufacture of sacrificial fiber materials suitable for use in automated fiber placement of microvascaular multifunctional composites. Two key advancements are required to achieve this goal: (1) development of a roll-to-roll method to place sacrificial fibers onto carbon fiber pre-preg tape; and (2) demonstration of feasible manufacture of microvascular carbon fiber plates with automated fiber placement. An automated method for placing sacrificial fibers onto carbon fiber tapes is designed and a prototype implemented. Carbon fiber tows with manual placement of sacrificial fibers is implemented within an automated fiber placement machine and the successful fabrication of a carbon fiber plate with an integrated microvascular channel is demonstrated.

Affective and Motivational Factors Mediate the Relation between Math Skills and Use of Math in Everyday Life

PubMed Central

Jansen, Brenda R. J.; Schmitz, Eva A.; van der Maas, Han L. J.

2016-01-01

This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life. PMID:27148122

Working memory, math performance, and math anxiety.

PubMed

Ashcraft, Mark H; Krause, Jeremy A

2007-04-01

The cognitive literature now shows how critically math performance depends on working memory, for any form of arithmetic and math that involves processes beyond simple memory retrieval. The psychometric literature is also very clear on the global consequences of mathematics anxiety. People who are highly math anxious avoid math: They avoid elective coursework in math, both in high school and college, they avoid college majors that emphasize math, and they avoid career paths that involve math. We go beyond these psychometric relationships to examine the cognitive consequences of math anxiety. We show how performance on a standardized math achievement test varies as a function of math anxiety, and that math anxiety compromises the functioning of working memory. High math anxiety works much like a dual task setting: Preoccupation with one's math fears and anxieties functions like a resource-demanding secondary task. We comment on developmental and educational factors related to math and working memory, and on factors that may contribute to the development of math anxiety.

Career and Technical Education (CTE) Directors' Experiences with CTE's Contributions to Science, Technology, Engineering, and Math (STEM) Education Implementation

ERIC Educational Resources Information Center

Nkhata, Bentry

2013-01-01

In spite of the large overlap in the goals of CTE and STEM education, there is little evidence of the role(s) CTE delivery systems, programs, curricula, or pedagogical strategies can play in advancing STEM education. Because of their responsibilities, especially for organizational and instructional leadership, school district CTE directors could…

InDemand: Careers in Science, Technology, Engineering, and Math. Issue 5

ERIC Educational Resources Information Center

Career Voyages, 2006

2006-01-01

The gateway to a successful future is not so much knowing your intended career path today but in keeping an open and curious mind about the information you are learning now in your classes and how it relates to potential career opportunities for the future--whether entering the work force after high school, college or advanced studies. This issue…

STEM Education and Sexual Minority Youth: Examining Math and Science Coursetaking Patterns among High School Students

ERIC Educational Resources Information Center

Gottfried, Michael; Estrada, Fernando; Sublett, Cameron

2015-01-01

Sexual minority students such as those identifying as lesbian, gay, or bisexual, as well as those identifying with emerging self-labels (e.g., queer) face a host of risk factors in high school that can potentially compromise educational excellence, particularly in rigorous academic disciplines. The current study advances the area of diversity…

The Effect of a One to One Laptop Initiative on High School Math Achievement in a Suburban High School Environment

ERIC Educational Resources Information Center

Heap, Bryan

2018-01-01

Technology continues to advance the pace of American education. Each year school districts across the country invest resources into computers, software, technology specialists, and staff development. The stated goal given to stakeholders is usually to increase student achievement, increase motivation, or to better prepare students for the future.…

Function Plotters for Secondary Math Teachers. A MicroSIFT Quarterly Report.

ERIC Educational Resources Information Center

Weaver, Dave; And Others

This report examines mathematical graphing utilities or function plotters for use in introductory algebra classes of more advanced courses. Each product selected for inclusion in this report is able to construct the graph of a given equation on the screen and serves as a utility which may be used by the student for an open-ended exploration of a…

How Fine Motor Skills Influence the Assessment of High Abilities and Underachievement in Math

ERIC Educational Resources Information Center

Ziegler, Albert; Stoeger, Heidrun

2010-01-01

Previously, fine motor skills have been of little or no interest to giftedness research. New lines of thought have been advanced that imply that fine motor skills can be of significance in the identification of gifted persons as well as gifted underachievers. This would also have consequences for the diagnostic process underlying identification.…

The Effects of Cognitively Guided Instruction on Mathematics Achievement of Second Grade Children

ERIC Educational Resources Information Center

Hendricks, Cynthia

2013-01-01

In 2010, 6% of students in the United States were performing at an advanced level in mathematics. During the previous year, the United States produced over 987,000 low math achievers. The theoretical foundations of this research project study were found in Cognitively Guided Instruction (CGI). The research problem addressed in this study is the…

The Ties That Bind: The Experiences of Women of Color Faculty in STEM

ERIC Educational Resources Information Center

Wilkins, Ashlee Nichole

2017-01-01

As women of color (WOC) enter the science, technology, engineering, and math (STEM) pipeline with aspirations to join the faculty ranks, it is important that the academy is prepared to address their unique needs to ensure they are supported as they engage in scientific and technological research, support students, and advance in their career.…

Abduction of Arm Facilitates Correction of Kinked Peel-Away Sheath During Subclavian Central Line Placement.

PubMed

Kim, Sunghoon

2015-12-01

A tunneled central line catheter placement using a subclavian vein approach can be complicated by an occurrence of peel-away sheath kink which prevents the advancement of the catheter through the sheath. The kink is created due to the angular junction of subclavian and brachiocephalic veins which meet at 90 degree angle. A technique is described which corrects the peel-away sheath kink by extending the subclavian/brachiocephalic vein angle to greater than 90 degrees by abducting the patient's arm. Copyright © 2015 Elsevier Inc. All rights reserved.

Life-threatening Cerebral Edema Caused by Acute Occlusion of a Superior Vena Cava Stent

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sofue, Keitaro, E-mail: keitarosofue@yahoo.co.jp; Takeuchi, Yoshito, E-mail: yotake62@qg8.so-net.ne.jp; Arai, Yasuaki, E-mail: arai-y3111@mvh.biglobe.ne.jp

A71-year-old man with advanced lung cancer developed a life-threatening cerebral edema caused by the acute occlusion of a superior vena cava (SVC) stent and was successfully treated by an additional stent placement. Although stent occlusion is a common early complication, no life-threatening situations have been reported until now. Our experience highlights the fact that acute stent occlusion can potentially lead to the complete venous shutdown of the SVC, resulting in life-threatening cerebral edema, after SVC stent placement. Immediate diagnosis and countermeasures are required.

Mathematics anxiety: separating the math from the anxiety.

PubMed

Lyons, Ian M; Beilock, Sian L

2012-09-01

Anxiety about math is tied to low math grades and standardized test scores, yet not all math-anxious individuals perform equally poorly in math. We used functional magnetic resonance imaging to separate neural activity during the anticipation of doing math from activity during math performance itself. For higher (but not lower) math-anxious individuals, increased activity in frontoparietal regions when simply anticipating doing math mitigated math-specific performance deficits. This network included bilateral inferior frontal junction, a region involved in cognitive control and reappraisal of negative emotional responses. Furthermore, the relation between frontoparietal anticipatory activity and highly math-anxious individuals' math deficits was fully mediated (or accounted for) by activity in caudate, nucleus accumbens, and hippocampus during math performance. These subcortical regions are important for coordinating task demands and motivational factors during skill execution. Individual differences in how math-anxious individuals recruit cognitive control resources prior to doing math and motivational resources during math performance predict the extent of their math deficits. This work suggests that educational interventions emphasizing control of negative emotional responses to math stimuli (rather than merely additional math training) will be most effective in revealing a population of mathematically competent individuals, who might otherwise go undiscovered.

Female teachers' math anxiety affects girls' math achievement.

PubMed

Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C

2010-02-02

People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

The Science of Sex Differences in Science and Mathematics

PubMed Central

Halpern, Diane F.; Benbow, Camilla P.; Geary, David C.; Gur, Ruben C.; Hyde, Janet Shibley; Gernsbacher, Morton Ann

2014-01-01

Summary Amid ongoing public speculation about the reasons for sex differences in careers in science and mathematics, we present a consensus statement that is based on the best available scientific evidence. Sex differences in science and math achievement and ability are smaller for the mid-range of the abilities distribution than they are for those with the highest levels of achievement and ability. Males are more variable on most measures of quantitative and visuospatial ability, which necessarily results in more males at both high- and low-ability extremes; the reasons why males are often more variable remain elusive. Successful careers in math and science require many types of cognitive abilities. Females tend to excel in verbal abilities, with large differences between females and males found when assessments include writing samples. High-level achievement in science and math requires the ability to communicate effectively and comprehend abstract ideas, so the female advantage in writing should be helpful in all academic domains. Males outperform females on most measures of visuospatial abilities, which have been implicated as contributing to sex differences on standardized exams in mathematics and science. An evolutionary account of sex differences in mathematics and science supports the conclusion that, although sex differences in math and science performance have not directly evolved, they could be indirectly related to differences in interests and specific brain and cognitive systems. We review the brain basis for sex differences in science and mathematics, describe consistent effects, and identify numerous possible correlates. Experience alters brain structures and functioning, so causal statements about brain differences and success in math and science are circular. A wide range of sociocultural forces contribute to sex differences in mathematics and science achievement and ability—including the effects of family, neighborhood, peer, and school influences; training and experience; and cultural practices. We conclude that early experience, biological factors, educational policy, and cultural context affect the number of women and men who pursue advanced study in science and math and that these effects add and interact in complex ways. There are no single or simple answers to the complex questions about sex differences in science and mathematics. PMID:25530726

Live Site Demonstrations: Former Camp Beale Demonstration of MetalMapper Static Data Acquisition and Data Analysis

DTIC Science & Technology

2012-05-01

tilted metamorphic rock . Typically, the surface layer of the soil is a brown gravelly silt with sand, about 4 inches thick. The subsoil is yellowish red...site setup, the placement of 200 seed items for use in measuring the capabilities of the advanced EMI sensors tested, the subsequent collection of...advanced sensors. The second team was responsible for the cued survey of 1,491 of the 2,143 targets using the MetalMapper, one of the advanced

Differential Peer Effects, Student Achievement, and Student Absenteeism: Evidence From a Large-Scale Randomized Experiment.

PubMed

Eren, Ozkan

2017-04-01

Using data from a well-executed randomized experiment, I examine the effects of gender composition and peer achievement on high school students' outcomes in disadvantaged neighborhoods. Results show that having a higher proportion of female peers in the classroom improves girls' math test scores only in less-advanced courses. For male students, the estimated gender peer effects are positive but less precisely estimated. I also find no effect of average classroom achievement on female math test scores. Males, on the other hand, seem to benefit from a higher-achieving classroom. I propose mechanisms relating to lower gender stereotype influences and gender-specific attitudes toward competition as potential explanations for peer effects findings. Finally, having a higher proportion of female students in the classroom decreases student absenteeism among male students but has no impact on female attendance.

Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics.

PubMed

Dillon, Moira R; Kannan, Harini; Dean, Joshua T; Spelke, Elizabeth S; Duflo, Esther

2017-07-07

Many poor children are underprepared for demanding primary school curricula. Research in cognitive science suggests that school achievement could be improved by preschool pedagogy in which numerate adults engage children's spontaneous, nonsymbolic mathematical concepts. To test this suggestion, we designed and evaluated a game-based preschool curriculum intended to exercise children's emerging skills in number and geometry. In a randomized field experiment with 1540 children (average age 4.9 years) in 214 Indian preschools, 4 months of math game play yielded marked and enduring improvement on the exercised intuitive abilities, relative to no-treatment and active control conditions. Math-trained children also showed immediate gains on symbolic mathematical skills but displayed no advantage in subsequent learning of the language and concepts of school mathematics. Copyright © 2017, American Association for the Advancement of Science.

Universals and Specifics of Math Self-Concept, Math Self-Efficacy, and Math Anxiety across 41 PISA 2003 Participating Countries

ERIC Educational Resources Information Center

Lee, Jihyun

2009-01-01

The overarching goal of the present study is to investigate the factorial structure of three closely related constructs: math self-concept, math self-efficacy, and math anxiety. The factorial structure consisting of three factors, each representing math self-concept, math self-efficacy, and math anxiety, is supported in all 41 countries employed…

Evaluation of a College Freshman Diversity Research Program in Astronomy

NASA Astrophysics Data System (ADS)

Tremmel, Michael J.; Garner, S. M.; Schmidt, S. J.; Wisniewski, J. P.; Agol, E.

2014-01-01

Graduate students in the astronomy department at the University of Washington began the Pre-Major in Astronomy Program (Pre-MAP) after recognizing that underrepresented students in STEM fields are not well retained after their transition from high school. Pre-MAP is a research and mentoring program that begins with a keystone seminar where they learn astronomical research techniques that they apply to research projects conducted in small groups. Students also receive one-on-one mentoring and peer support for the duration of the academic year and beyond. Successful Pre-MAP students have declared astronomy and physics majors, expanded their research projects beyond the fall quarter, presented posters at the UW Undergraduate Research Symposium, and received research fellowships and summer internships. Here we examine the success of the program in attracting underrepresented minorities and in facilitating better STEM retention and academic performance among incoming UW students. We use the University of Washington Student Database to study both the performance of Pre-MAP students and the overall UW student body over the past 8 years. We show that Pre-MAP students are generally more diverse than the overall UW population and also come in with a variety of different math backgrounds, which we show to be an important factor on STEM performance for the overall UW population. We find that that Pre-MAP students are both more academically successful and more likely to graduate in STEM fields than their UW peers, regardless of initial math placement.

Working toward equitable opportunities for science students with disabilities: using professional development and technology.

PubMed

Bargerhuff, Mary Ellen; Cowan, Heidi; Kirch, Susan A

2010-01-01

As a result of federal legislation, adolescents with disabilities and other exceptionalities are increasingly included in science and math classes alongside their peers who are typically developing. The effectiveness of this placement option, however, is largely dependent on the skill level of the general educator and the support afforded to this teacher through various channels. Efforts arising from two National Science Foundation grants address both skill and support. Center's Lesson Adaptations for Student Success (CLASS) project used summer professional development opportunities to equip teachers with the knowledge and skills needed to provide students with physical, sensory and learning disabilities equitable access to laboratory and field experiences. Second, to support teachers back in their classrooms, the Ohio Resource Center's Lesson Adaptations for Student Success (OR-CLASS) uses web resources to share high quality, peer-reviewed lesson plans, complete with specific recommendations on adaptations for students with a variety of exceptional learning needs.

Action Research Step-by-Step: A Tool for Educators to Change Their Worlds

ERIC Educational Resources Information Center

Brighton, Catherine M.; Moon, Tonya R.

2007-01-01

Mr. Hartman is an honors-level and Advanced Placement science teacher in a diverse, urban high school where he has been teaching for the last 20 years. In recent years, Mr. Hartman has become increasingly more concerned with the lack of ethnic/cultural diversity in his advanced science classes. On the other hand, Mrs. Rodriguez is a principal in a…

Networks of Encouragement: Who's Encouraging Latina/o Students and White Students to Enroll in Honors and Advanced-Placement (AP) Courses?

ERIC Educational Resources Information Center

Witenko, Vanessa; Mireles-Rios, Rebeca; Rios, Victor M.

2017-01-01

Using affiliation network data collected at a large high school, this study examined differences between who encourages Latina/o and White students to enroll in advanced courses. Previous research has shown a positive association between emotional support and academic achievement, and thus, this study shifts the focus from who informs students to…

Effects of ankle-foot orthoses on mediolateral foot-placement ability during post-stroke gait.

PubMed

Zissimopoulos, Angelika; Fatone, Stefania; Gard, Steven

2015-10-01

Accurate and precise mediolateral foot placement is important for balance during gait, but is impaired post stroke. Mediolateral foot placement may be improved with ankle-foot orthosis use. The purpose of this study was to determine whether an ankle-foot orthosis improves mediolateral foot-placement ability during post-stroke ambulation. Crossover trial with randomized order of conditions tested. The accuracy and precision of mediolateral foot placement was quantified while subjects targeted four different randomized step widths. Subjects were tested with and without their regular non-rigid ankle-foot orthosis in two separate visits (order randomized). While ankle-foot orthosis use corrected foot and ankle alignment (i.e. significantly decreased mid-swing plantar flexion, p = 0.000), effects of ankle-foot orthosis use on hip hiking (p = 0.545), circumduction (p = 0.179), coronal plane hip range of motion (p = 0.06), and mediolateral foot-placement ability (p = 0.537) were not significant. While ankle-foot orthosis-mediated equinovarus correction of the affected foot and ankle was not associated with improved biomechanics of walking (i.e. proximal ipsilateral hip kinematics or mediolateral foot-placement ability), it may affect other aspects of balance that were not tested in this study (e.g. proprioception, cerebellar, vestibular, and cognitive mechanisms). Studies that investigate the effect of ankle-foot orthosis on gait can help advance stroke rehabilitation by documenting the specific gait benefits of ankle-foot orthosis use. In this study, we investigated the effect of ankle-foot orthosis use on mediolateral foot-placement ability, an aspect of gait important for maintaining balance. © The International Society for Prosthetics and Orthotics 2014.

Principals in Partnership with Math Coaches

ERIC Educational Resources Information Center

Grant, Catherine Miles; Davenport, Linda Ruiz

2009-01-01

One of the most promising developments in math education is the fact that many districts are hiring math coaches--also called math resource teachers, math facilitators, math lead teachers, or math specialists--to assist elementary-level teachers with math instruction. What must not be lost, however, is that principals play an essential role in…

When math hurts: math anxiety predicts pain network activation in anticipation of doing math.

PubMed

Lyons, Ian M; Beilock, Sian L

2012-01-01

Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.

Quality and Equality in Education.

ERIC Educational Resources Information Center

Hanford, George H.

1984-01-01

College Board programs and publications aimed at increasing access to higher education while helping maintain and enhance educational quality are discussed, including the Educational Equality Project on college preparation, Advanced Placement, College-Level Exaination Program, and Options for Excellence. (MSE)

Development of prognostic model for predicting survival after retrograde placement of ureteral stent in advanced gastrointestinal cancer patients and its evaluation by decision curve analysis.

PubMed

Kawano, Shingo; Komai, Yoshinobu; Ishioka, Junichiro; Sakai, Yasuyuki; Fuse, Nozomu; Ito, Masaaki; Kihara, Kazunori; Saito, Norio

2016-10-01

The aim of this study was to determine risk factors for survival after retrograde placement of ureteral stents and develop a prognostic model for advanced gastrointestinal tract (GIT: esophagus, stomach, colon and rectum) cancer patients. We examined the clinical records of 122 patients who underwent retrograde placement of a ureteral stent against malignant extrinsic ureteral obstruction. A prediction model for survival after stenting was developed. We compared its clinical usefulness with our previous model based on the results from nephrostomy cases by decision curve analysis. Median follow-up period was 201 days (8-1490) and 97 deaths occurred. The 1-year survival rate in this cohort was 29%. Based on multivariate analysis, primary site of colon origin, absence of retroperitoneal lymph node metastasis and serum albumin >3g/dL were significantly associated with a prolonged survival time. To develop a prognostic model, we divided the patients into 3 risk groups of favorable: 0-1 factors (N.=53), intermediate: 2 risk factors (N.=54), and poor: 3 risk factors (N.=15). There were significant differences in the survival profiles of these 3 risk groups (P<0.0001). Decision curve analyses revealed that the current model has a superior net benefit than our previous model for most of the examined probabilities. We have developed a novel prognostic model for GIT cancer patients who were treated with retrograde placement of a ureteral stent. The current model should help urologists and medical oncologists to predict survival in cases of malignant extrinsic ureteral obstruction.

Y-shaped bilateral self-expandable metallic stent placement for malignant hilar biliary obstruction: data from a referral center for palliative care.

PubMed

Di Mitri, R; Mocciaro, F

2014-01-01

Malignant hilar strictures are a clinical challenge because of the current therapeutic approach and the poor prognosis. In recent years, self-expandable metallic stents have proven more effective than plastic stents for palliation of malignant hilar strictures, with the bilateral stent-in-stent technique registering a high success rate. We report our experience with Y-shaped endoscopic self-expandable metallic stents placement for treatment of advanced malignant hilar strictures. From April 2009 to August 2012, we prospectively collected data on patients treated with Y-shaped SEMS placement for advanced malignant hilar carcinoma. Data on technical success, clinical success, and complications were collected. Twenty patients (9 males) were treated (mean age 64.2 ± 15.3 years). The grade of malignant hilar strictures according to the Bismuth classification was II in 5 patients (25%), IIIa in 1 (5%), and IV in 14 (70%). The mean bilirubin level was 14.7 ± 4.9 mg/dL. Technical success was achieved in all patients, with a significant reduction in bilirubin levels (2.9 ± 1.7 mg/dL). One patient experienced cholangitis as early complication, while in 2 patients stent ingrowth was observed. No stents migration was recorded. There was no procedure-related mortality. At the end of the follow-up (7.1 ± 3.1 months), 13 of the 20 patients (65%) had died. Our experience confirms endoscopic bilateral self-expandable metallic stents placement with stent-in-stent technique (Y-shaped configuration) as a feasible, effective, and safe procedure for palliation of unresectable malignant hilar strictures.

Use of a real-time viewer for endoscopic deployment of capsule endoscope in the pediatric population.

PubMed

Bass, Lee M; Misiewicz, Lawrence

2012-11-01

Wireless capsule endoscopy (WCE) is an increasingly used procedure for visualization of the small intestine. One challenge in pediatric WCE is the placement of the capsule in a population unable to swallow it for a variety of reasons. Here we present a novel use of the real-time (RT) viewer in the endoscopic deployment of the capsule endoscope. We performed a retrospective chart review on all WCE completed at the Children's Memorial Hospital from February 2010 to May 2011. Following a diagnostic upper endoscopy, the RT viewer was attached to the capsule recorder and image was noted before insertion. The endoscope and AdvanCE capsule delivery device were slowly advanced into duodenum while maintaining visualization on the RT viewer. A total of 17 patients who underwent a WCE with endoscopic placement were identified. They ranged in ages from 2 to 19 years. Thirteen patients required endoscopic placement because of the inability to swallow the capsule, whereas 4 were placed during a scheduled procedure to take advantage of sedation and airway protection. All of the 17 patients had successful deployment of the capsule into the duodenal lumen. In each case, the endoscopist was able to confirm capsule location in duodenum during scope withdrawal. There was no evidence of iatrogenic trauma or bleeding in any patient. There were 5 incomplete studies, a completion rate consistent with that described in the literature. The use of the RT viewer for endoscopic deployment of WCE is an effective technique to improve visualization of capsule placement in the pediatric population.

The evolution of image-guided lumbosacral spine surgery.

PubMed

Bourgeois, Austin C; Faulkner, Austin R; Pasciak, Alexander S; Bradley, Yong C

2015-04-01

Techniques and approaches of spinal fusion have considerably evolved since their first description in the early 1900s. The incorporation of pedicle screw constructs into lumbosacral spine surgery is among the most significant advances in the field, offering immediate stability and decreased rates of pseudarthrosis compared to previously described methods. However, early studies describing pedicle screw fixation and numerous studies thereafter have demonstrated clinically significant sequelae of inaccurate surgical fusion hardware placement. A number of image guidance systems have been developed to reduce morbidity from hardware malposition in increasingly complex spine surgeries. Advanced image guidance systems such as intraoperative stereotaxis improve the accuracy of pedicle screw placement using a variety of surgical approaches, however their clinical indications and clinical impact remain debated. Beginning with intraoperative fluoroscopy, this article describes the evolution of image guided lumbosacral spinal fusion, emphasizing two-dimensional (2D) and three-dimensional (3D) navigational methods.

Managing malignant biliary obstruction in pancreas cancer: Choosing the appropriate strategy

PubMed Central

Boulay, Brian R; Parepally, Mayur

2014-01-01

Most patients with pancreatic cancer develop malignant biliary obstruction. Treatment of obstruction is generally indicated to relieve symptoms and improve morbidity and mortality. First-line therapy consists of endoscopic biliary stent placement. Recent data comparing plastic stents to self-expanding metallic stents (SEMS) has shown improved patency with SEMS. The decision of whether to treat obstruction and the means for doing so depends on the clinical scenario. For patients with resectable disease, preoperative biliary decompression is only indicated when surgery will be delayed or complications of jaundice exist. For patients with locally advanced disease, self-expanding metal stents are superior to plastic stents for long-term patency. For patients with advanced disease, the choice of metallic or plastic stent depends on life expectancy. When endoscopic stent placement fails, percutaneous or surgical treatments are appropriate. Endoscopic therapy or surgical approach can be used to treat concomitant duodenal and biliary obstruction. PMID:25071329

When approximate number acuity predicts math performance: The moderating role of math anxiety

PubMed Central

Libertus, Melissa E.

2018-01-01

Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS) have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments. PMID:29718939

Math anxiety and math performance in children: The mediating roles of working memory and math self-concept.

PubMed

Justicia-Galiano, M José; Martín-Puga, M Eva; Linares, Rocío; Pelegrina, Santiago

2017-12-01

Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. This study aimed to investigate the role of two possible mediational mechanisms between math anxiety and math performance. Specifically, we sought to test the simultaneous mediating role of working memory and math self-concept. A total of 167 children aged 8-12 years participated in this study. Children completed a set of questionnaires used to assess math and trait anxiety, math self-concept as well as measures of math fluency and math problem-solving. Teachers were asked to rate each student's math achievement. As measures of working memory, two backward span tasks were administered to the children. A series of multiple mediation analyses were conducted. Results indicated that both mediators (working memory and math self-concept) contributed to explaining the relationship between math anxiety and math achievement. Results suggest that working memory and self-concept could be worth considering when designing interventions aimed at helping students with math anxiety. Longitudinal designs could also be used to better understand the mediational mechanisms that may explain the relationship between math anxiety and math performance. © 2017 The British Psychological Society.

When approximate number acuity predicts math performance: The moderating role of math anxiety.

PubMed

Braham, Emily J; Libertus, Melissa E

2018-01-01

Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS) have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments.

Preparing minority undergraduate students for successful science careers.

NASA Astrophysics Data System (ADS)

Akundi, Murty

2008-03-01

Xavier University of Louisiana is well known for being number one in graduating the most minority students in physical and biological sciences. The reason for this success is built on the concept of Standards with Sympathy in the Sciences (Triple S). This is an outgrowth of over twenty years of planning and development by the Xavier science faculty to devise a program for preparing and retaining students in the sciences and engineering. Xavier has been successfully conducting for over ten years, Summer Science Academy (SSA) for middle and high school students; Science Technology, Engineering and Mathematics (STEM) Scholars and Howard Hughes Biomedical programs for in-coming freshmen. Recently, through a grant from NSF, we have developed the Experiential Problem-solving and Analytical Reasoning (EPsAR) summer bridge program for in-coming freshmen who were given conditional admission to the university (i.e., those students who scored below the acceptable range for placement into degree mathematics courses). In this program, EPsAR participants will be engaged in problem-solving and critical thinking activities for eight hours per day, five days per week, for six weeks. Additionally, an interdisciplinary approach is taken to convey the mathematical skills learned to relate to physics, chemistry, biology, and computer science. Sixty-six students have participated in the last two years in the EPsAR program. During the first year 23 of 28 students successfully bi-passed the algebra review course and were placed into a degree credit course in mathematics. In the second year, thirty-one (31) of the 38 were advanced to a higher-level mathematics course. Twenty-three (23) out of 38 went on to degree credit math course. To retain students in the sciences peer tutoring in all the science disciplines are made available to students throughout the day for 5 days per week. Faculty and students are available to give guidance to the needed students. The University has established a Graduate Placement Office and a Center for Undergraduate Research to facilitate students' pursuit of gradate studies. The results of these efforts indicate a 40 percent graduation rate in four years and increased to 90 percent in six years in the natural sciences and 50 percent of these graduates pursue graduate/professional careers.

NASA Automated Fiber Placement Capabilities: Similar Systems, Complementary Purposes

NASA Technical Reports Server (NTRS)

Wu, K. Chauncey; Jackson, Justin R.; Pelham, Larry I.; Stewart, Brian K.

2015-01-01

New automated fiber placement systems at the NASA Langley Research Center and NASA Marshall Space Flight Center provide state-of-art composites capabilities to these organizations. These systems support basic and applied research at Langley, complementing large-scale manufacturing and technology development at Marshall. These systems each consist of a multi-degree of freedom mobility platform including a commercial robot, a commercial tool changer mechanism, a bespoke automated fiber placement end effector, a linear track, and a rotational tool support structure. In addition, new end effectors with advanced capabilities may be either bought or developed with partners in industry and academia to extend the functionality of these systems. These systems will be used to build large and small composite parts in support of the ongoing NASA Composites for Exploration Upper Stage Project later this year.

Novel nonsurgical left ventricular assist device and system.

PubMed

Misiri, Juna; DeSimone, Christopher V; Park, Soon J; Kushwaha, Sudhir S; Friedman, Paul A; Bruce, Charles J; Asirvatham, Samuel J

2013-01-01

Treatment options for advanced stages of congestive heart failure remain limited. Left ventricular assist devices (LVADs) have emerged as a means to support failing circulation. However, these devices are not without significant risk such as major open chest surgery. We utilized a novel approach for device placement at the aorto-left atria continuity as a site to create a conduit capable of accommodating a percutaneous LVAD system. We designed and developed an expandable nitinol based device for placement at this site to create a shunt between the LA and aorta. Our experiments support this anatomic location as an accessible and feasible site for accommodation of an entirely percutaneous LVAD. The novelty of this approach would bypass the left ventricle, and thereby minimize complications and morbidities associated with current LVAD placement. Copyright © 2013 Elsevier Inc. All rights reserved.

Percutaneous Intraductal Radiofrequency Ablation Combined with Biliary Stent Placement for Nonresectable Malignant Biliary Obstruction Improves Stent Patency but not Survival.

PubMed

Wang, Jianfeng; Zhao, Lizhen; Zhou, Chuanguo; Gao, Kun; Huang, Qiang; Wei, Baojie; Gao, Jun

2016-04-01

Although radiofrequency (RF) ablation has been accepted as a curative treatment modality for solid organ tumors, intraductal RF ablation for malignant biliary obstruction has not been widely described. The aim of this study was to evaluate the feasibility, safety, and efficacy (in terms of stent patency and survival) of intraductal RF ablation combined with biliary stent placement for nonresectable malignant biliary obstruction. A search of the nonresectable malignant extrahepatic biliary obstruction database (179 patients) identified 18 consecutive patients who were treated with biliary intraluminal RF ablation during percutaneous transhepatic cholangiodrainage and inner stent placement (RF ablation group) and 18 patients who underwent inner stent placement without biliary intraluminal RF ablation (control group). The patients were matched for tumor type, location of obstruction, tumor stage, and Child-Pugh class status. Primary endpoints included safety, stent patency time, and survival rates. The secondary endpoint was effectiveness of the technique. The RF ablation and control groups were closely matched in terms of age, diagnosis, presence of metastases, presence of locally advanced tumor, American Society of Anesthesiologists (ASA) grade, and chemotherapy regimen (all P > 0.05). The technical success rate for both groups was 100%. The median time of stent patency in the RF ablation and control groups were 5.8 (2.8-11.5) months and 4.5 (2.4-8.0) months, respectively (Kaplan-Meier analysis: P = 0.03). The median survival times in the RF ablation and control groups were 6.1 (4.8-15.2) months and 5.8 (4.2-16.5) months, with no significant difference according to Kaplan-Meier analysis (P = 0.45). In univariate and multivariate analyses, poorer overall survival was associated with advanced age and presence of metastases (P < 0.05). Intraductal RF ablation combined with biliary stent placement for nonresectable malignant biliary obstruction is safe and feasible and effectively increases stent patency time. However, it does not improve patient survival.

Clinical Phenotype Predicts Early Staged Bilateral Deep Brain Stimulation in Parkinson’s Disease

PubMed Central

Sung, Victor W.; Watts, Ray L.; Schrandt, Christian J.; Guthrie, Stephanie; Wang, Deli; Amara, Amy W.; Guthrie, Barton L.; Walker, Harrison C.

2014-01-01

Object While many centers place bilateral DBS systems simultaneously, unilateral STN DBS followed by a staged contralateral procedure has emerged as a treatment option for many patients. However little is known about whether the preoperative phenotype predicts when staged placement of a DBS electrode in the opposite subthalamic nucleus will be required. We aimed to determine whether preoperative clinical phenotype predicts early staged placement of a second subthalamic deep brain stimulation (DBS) electrode in patients who undergo unilateral subthalamic DBS for Parkinson's disease (PD). Methods Eighty-two consecutive patients with advanced PD underwent unilateral subthalamic DBS contralateral to the most affected hemibody and had at least 2 years of follow-up. Multivariate logistic regression determined preoperative characteristics that predicted staged placement of a second electrode in the opposite subthalamic nucleus. Preoperative measurements included aspects of the Unified Parkinson Disease Rating Scale (UPDRS), motor asymmetry index, and body weight. Results At 2 years follow-up, 28 of the 82 patients (34%) had undergone staged placement of a contralateral electrode while the remainder chose to continue with unilateral stimulation. Statistically significant improvements in UPDRS total and part 3 scores were retained at the end of the 2 year follow-up period in both subsets of patients. Multivariate logistic regression showed that the most important predictors for early staged placement of a second subthalamic stimulator were low asymmetry index (odds ratio 13.4; 95% confidence interval 2.8, 64.9), high tremor subscore (OR 7.2; CI 1.5, 35.0), and low body weight (OR 5.5; CI 1.4, 22.3). Conclusions This single center study provides evidence that elements of the preoperative PD phenotype predict whether patients will require early staged bilateral subthalamic DBS. These data may aid in the management of patients with advanced PD who undergo subthalamic DBS. PMID:24074493

Enhancing the Efficacy of Teacher Incentives through Loss Aversion: A Field Experiment. NBER Working Paper No. 18237

ERIC Educational Resources Information Center

Fryer, Roland G., Jr.; Levitt, Steven D.; List, John; Sadoff, Sally

2012-01-01

Domestic attempts to use financial incentives for teachers to increase student achievement have been ineffective. In this paper, we demonstrate that exploiting the power of loss aversion--teachers are paid in advance and asked to give back the money if their students do not improve sufficiently--increases math test scores between 0.201 (0.076) and…

IQs in Italy Are Higher in the North: A Reply to Felice and Giugliano

ERIC Educational Resources Information Center

Lynn, Richard

2012-01-01

Criticisms advanced by Felice and Giugliano (2011) of the thesis that IQs in Italy are higher in the north than in the south are answered and new data confirming the thesis are given from the PISA 2009 study and for math and reading abilities in the recent INVALSI study. New genetic data are given showing higher frequency of blond hair the…

Images in Transition. Proceedings of the Annual Society for the Advancement of Gifted Education (SAGE) Conference (3rd, Calgary, Alberta, Canada, September 24-26, 1992) and the Canadian Symposium on Gifted Education (6th).

ERIC Educational Resources Information Center

Calgary Univ. (Alberta). Centre for Gifted Education.

This document presents the conference proceedings of the primary stakeholders in gifted education in Alberta (Canada): "Activities in Math for the Gifted Student" (Ballheim); "The Self Awareness Growth Experiences Approach" (Balogun); "Computer Simulations: An Integrating Tool" (Bilan); "The Portrayal of Gifted…

Accomplishment in Science, Technology, Engineering, and Mathematics (STEM) and Its Relation to STEM Educational Dose: A 25-Year Longitudinal Study

ERIC Educational Resources Information Center

Wai, Jonathan; Lubinski, David; Benbow, Camilla P.; Steiger, James H.

2010-01-01

Two studies examined the relationship between precollegiate advanced/enriched educational experiences and adult accomplishments in science, technology, engineering, and mathematics (STEM). In Study 1, 1,467 13-year-olds were identified as mathematically talented on the basis of scores [greater than or equal to] 500 (top 0.5%) on the math section…

Design and Manufacturing of Tow-Steered Composite Shells Using Fiber Placement

NASA Technical Reports Server (NTRS)

Wu, K. Chauncey; Tatting, Brian F.; Smith, Brett H.; Stevens, Randy S.; Occhipiniti, Gina P.; Swift, Jonathan B.; Achary, David C.; Thornburgh, Robert P.

2009-01-01

Advanced composite shells that may offer the potential to improve the structural performance of future aircraft fuselage structures were developed under this joint NASA-industry collaborative effort. Two cylindrical shells with tailored, tow-steered layups and continuously varying fiber angle orientations were designed and built at the National Center for Advanced Manufacturing - Louisiana Partnership. The shells were fabricated from unidirectional IM7/8552 graphite-epoxy pre-preg slit tape material fiber-placed on a constant-diameter mandrel. Each shell had the same nominal 8-ply [plus or minus 45/plus or minus Theta]s layup, where the nominal fiber angle in the tow-steered plies varied continuously from 10 degrees along the crown to 45 degrees on each side, then back to 10 degrees on the keel. One shell was fabricated with all 24 tows placed during each pass of the fiber placement machine, resulting in many tow overlaps on the shell surface. The fiber placement machine's individual tow cut/restart capability was also used to manufacture a second shell with tow drops and a more uniform laminate thickness. This paper presents an overview of the detailed design and manufacturing processes for these shells, and discusses issues encountered during their fabrication and post-cure evaluation. Future plans for structural testing and analyses of the shells are also discussed.

Measurement of math beliefs and their associations with math behaviors in college students.

PubMed

Hendy, Helen M; Schorschinsky, Nancy; Wade, Barbara

2014-12-01

Our purpose in the present study was to expand understanding of math beliefs in college students by developing 3 new psychometrically tested scales as guided by expectancy-value theory, self-efficacy theory, and health belief model. Additionally, we identified which math beliefs (and which theory) best explained variance in math behaviors and performance by college students and which students were most likely to have problematic math beliefs. Study participants included 368 college math students who completed questionnaires to report math behaviors (attending class, doing homework, reading textbooks, asking for help) and used a 5-point rating scale to indicate a variety of math beliefs. For a subset of 84 students, math professors provided final math grades. Factor analyses produced a 10-item Math Value Scale with 2 subscales (Class Devaluation, No Future Value), a 7-item single-dimension Math Confidence Scale, and an 11-item Math Barriers Scale with 2 subscales (Math Anxiety, Discouraging Words). Hierarchical multiple regression revealed that high levels of the newly discovered class devaluation belief (guided by expectancy-value theory) were most consistently associated with poor math behaviors in college students, with high math anxiety (guided by health belief model) and low math confidence (guided by self-efficacy theory) also found to be significant. Analyses of covariance revealed that younger and male students were at increased risk for class devaluation and older students were at increased risk for poor math confidence. (c) 2014 APA, all rights reserved.

When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math

PubMed Central

Lyons, Ian M.; Beilock, Sian L.

2012-01-01

Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs’ feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation – such as pain – about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one’s math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths. PMID:23118929

A Trial of Physics Education for Liberal Arts Students Using the Advancing Physics

NASA Astrophysics Data System (ADS)

Ochi, Nobuaki

A new approach to physics education for liberal arts students was performed in a Japanese university. The Advancing Physics, a modern textbook developed by the Institute of Physics, was employed as the base of this approach. The textbook includes a variety of modern topics about science and technology with beautiful pictures, while the use of math is kept to a minimum. From results of the questionnaire after one-semester lectures, it turned out that students' interest in science and technology rose substantially. On the other hand, there were some difficulties in lecturing, mathematical techniques in particular, which should be modified by the next trial. This result is an indication of a potential of the Advancing Physics for liberal arts education.

A latent profile analysis of math achievement, numerosity, and math anxiety in twins

PubMed Central

Hart, Sara A.; Logan, Jessica A.R.; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A.

2015-01-01

Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity and math anxiety. Latent profile analysis indicated five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial transmission. These results suggest that there may be distinct profiles of math achievement, numerosity and anxiety; particularly for students who struggle in math. PMID:26957650

A latent profile analysis of math achievement, numerosity, and math anxiety in twins.

PubMed

Hart, Sara A; Logan, Jessica A R; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A

2016-02-01

Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity and math anxiety. Latent profile analysis indicated five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial transmission. These results suggest that there may be distinct profiles of math achievement, numerosity and anxiety; particularly for students who struggle in math.

Determination of Heats of Fusion: Using Differential Scanning Calorimetry for the AP Chemistry Courses.

ERIC Educational Resources Information Center

Temme, Susan M.

1995-01-01

Describes an exercise designed to be used in an Advanced Placement (AP) chemistry course to accompany the study of thermodynamics. Uses Differential Scanning Calorimetry in teaching the concepts of thermochemistry and thermodynamics. (JRH)

The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness. REL 2015-096

ERIC Educational Resources Information Center

Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal

2015-01-01

The Effects of the Elevate Math summer program on math achievement and algebra readiness: This randomized trial examined the effects of the Elevate Math summer program on math achievement and algebra readiness, as well as math interest and self-efficacy, among rising 8th grade students in California's Silicon Valley. The Elevate Math summer math…

Using Computer-Assisted Argumentation Mapping to develop effective argumentation skills in high school advanced placement physics

NASA Astrophysics Data System (ADS)

Heglund, Brian

Educators recognize the importance of reasoning ability for development of critical thinking skills, conceptual change, metacognition, and participation in 21st century society. There is a recognized need for students to improve their skills of argumentation, however, argumentation is not explicitly taught outside logic and philosophy---subjects that are not part of the K-12 curriculum. One potential way of supporting the development of argumentation skills in the K-12 context is through incorporating Computer-Assisted Argument Mapping to evaluate arguments. This quasi-experimental study tested the effects of such argument mapping software and was informed by the following two research questions: 1. To what extent does the collaborative use of Computer-Assisted Argumentation Mapping to evaluate competing theories influence the critical thinking skill of argument evaluation, metacognitive awareness, and conceptual knowledge acquisition in high school Advanced Placement physics, compared to the more traditional method of text tables that does not employ Computer-Assisted Argumentation Mapping? 2. What are the student perceptions of the pros and cons of argument evaluation in the high school Advanced Placement physics environment? This study examined changes in critical thinking skills, including argumentation evaluation skills, as well as metacognitive awareness and conceptual knowledge, in two groups: a treatment group using Computer-Assisted Argumentation Mapping to evaluate physics arguments, and a comparison group using text tables to evaluate physics arguments. Quantitative and qualitative methods for collecting and analyzing data were used to answer the research questions. Quantitative data indicated no significant difference between the experimental groups, and qualitative data suggested students perceived pros and cons of argument evaluation in the high school Advanced Placement physics environment, such as self-reported sense of improvement in argument evaluation and low perceived value of the learning task, respectively. The discussion presents implications for practice and research, such as introducing motivation scaffolds to support appreciation of task value, and addressing major differences between the design of this study and similar published studies, respectively. This work provides contributions in that it tested the effect of Computer-Assisted Argumentation Mapping on the critical thinking skills of twelfth-grade students within the context of evaluating physics arguments, a previously unexplored age group and domain.

Journal of Special Operations Medicine, Volume 7, Edition 2, Spring 2007

DTIC Science & Technology

2007-01-01

to help preclude dislodgement. Single-lumen central venous /jugular catheters are not difficult to place in an otherwise fit and well-conditioned MWD...progressively lost favor since the intro- duction of the Seldinger technique of central venous line placement. In fact, recent editions of the Advanced...latest advancements in medicine and the history of unconventional warfare medicine. Disclosure Statement: The JSOM presents both medical and nonmedical