Early Lessons in Restructuring Schools.

ERIC Educational Resources Information Center

Lieberman, Ann; And Others

Restructuring schools has become a rallying cry among educators. It aims to create schools that are more centered on learner's needs for active, experiential, cooperative, and culturally connected learning opportunities supportive of individual talents and learning styles. This report is based on an early evaluation of the process of restructuring…

Using Early Learning Standards to Provide High-Quality Education for All Children: The Early Learning Guidelines Toolkit

ERIC Educational Resources Information Center

Flores, Roseanne L.; Curby, Timothy W.; Coleman, Hardin; Melo, Kristan

2016-01-01

Today with the rise in the number of 3- to 6-year-old children enrolled in center-based early childhood programs, and a focus on program quality, it becomes imperative for educators to have a better understanding of the role research plays in establishing high-quality programs as these programs provide much of the foundation that supports early…

A Study of Time Spent Working at Learning Centers. Technical Report #17.

ERIC Educational Resources Information Center

Omori, Sharon; And Others

This study examined the proportion of time children in the Kamehameha Early Education Program schools spend at actual school work in learning centers. Systematic time-sampled observations using multiple observers were conducted in December-January and again in March-April. The subjects, 12 children (6 kindergarteners and 6 first graders) were…

Naptime Data Meetings to Increase the Math Talk of Early Care and Education Providers

ERIC Educational Resources Information Center

Trawick-Smith, Jeffrey; Oski, Heather; DePaolis, Kim; Krause, Kristen; Zebrowski, Alyssa

2016-01-01

Classroom conversations about mathematics--math talk--between early care and education providers and young children have been associated with growth in mathematical thinking. However, professional development opportunities to learn about math teaching and learning are limited in many community-based child development centers. New approaches that…

Learning in the Early Grades: Parents and Teachers Talk.

ERIC Educational Resources Information Center

Leavitt, Midge, Ed.

This booklet contains four articles, from the perspective of both parents and teachers, concerned with learning in the early grades. "From Kindergarten to Grade One: Making the Transition" (J. Ward), is a teacher's narrative on the importance of creating a child-centered classroom and an integrated, play-based curriculum. This article…

Teacher Responses to Learning Cycle Science Lessons for Early Childhood Education

NASA Astrophysics Data System (ADS)

Kraemer, Emily N.

Three learning cycle science lessons were developed for preschoolers in an early childhood children's center in Costa Mesa, California. The lessons were field tested by both novice and experienced teachers with children ranging from three to five years old. Teachers were then interviewed informally to collect feedback on the structure and flow the lessons. The feedback was encouraging remarks towards the use of learning cycle science lessons for early childhood educators. Adjustments were made to the lessons based on teacher feedback. The lessons and their implications for preschool education are discussed.

Learning Center and Study Carrels: A Comparative Study. Technical Report #18.

ERIC Educational Resources Information Center

Chun, Sherlyn; And Others

This Kamehameha Early Education Program (KEEP) report presents a comparative study of the work rates of kindergarten and first grade children in two classroom environments: a learning-center and a study-carrel environment. The subjects, seven matched pairs of kindergarten and first grade students, were chosen on the basis of the results of a…

The Rationale for Experiential/Participatory Learning. Working Papers in Early Childhood Development 16.

ERIC Educational Resources Information Center

Torkington, Kate

Experiential learning has been defined as the process whereby knowledge is created through the transformation of the experience of the learner who is at the center of the learning process. Modern experiential learning theory begins with John Dewey and his "Experience and Education" (1938). Coleman (1976) describes traditional learning as…

Toward a New Way of Learning -- Promoting Inquiry and Reflection in Palestinian Early Childhood Teacher Education

ERIC Educational Resources Information Center

Khales, Buad; Meier, Daniel

2013-01-01

The article describes the integration of inquiry, reflective practice, and child-centered teaching approaches in preservice teacher education at the early childhood level. The article reviews relevant literature on the forms and functions of inquiry and reflection as a form of professional development and teacher learning and also describes the…

Environmental Influences on Preschoolers' Physical Activity Levels in Various Early-Learning Facilities

ERIC Educational Resources Information Center

Vanderloo, Leigh M.; Tucker, Patricia; Johnson, Andrew M.; Burke, Shauna M.; Irwin, Jennifer D.

2015-01-01

Purpose: This study aimed to: (a) compare the physical activity (PA) levels (i.e., moderate-to-vigorous PA [MVPA] and total PA [TPA]) of preschoolers in 3 different early-learning environments (center-based childcare, home-based childcare, and full-day kindergarten [FDK]); and (b) assess which characteristics (e.g., play equipment, policies, etc.)…

Quality Rating and Improvement System (QRIS) Validation Study Designs. CEELO FastFacts

ERIC Educational Resources Information Center

Schilder, D.

2013-01-01

In this "Fast Facts," a state has received Race to the Top Early Learning Challenge funds and is seeking information to inform the design of the Quality Rating and Improvement System (QRIS) validation study. The Center on Enhancing Early Learning Outcomes (CEELO) responds that according to Resnick (2012), validation of a QRIS is an…

Do Carrots Make You See Better? A Guide to Food and Nutrition in Early Childhood Programs.

ERIC Educational Resources Information Center

Appleton, Julie; McCrea, Nadine; Patterson, Carla

Noting that young children learn about food and nutrition through food preparation, eating together, play, science activities, and games, this resource guide addresses food learning and nutritional provisions in early childhood programs. The guide is designed to meet the needs of children and adults in child care centers, family child care…

[Families Involved in Learning.

ERIC Educational Resources Information Center

Ashby, Nicole, Ed.

2001-01-01

This issue of "Community Update" focuses on families involved in learning. The first article briefly discusses the "Ready to Read, Ready to Learn" White House summit that highlighted new research on early childhood learning. The center spread of this issue offers "Priming the Primary Educator: A Look at L. A. County's Parent Involvement Programs"…

Literacy Begins at Birth: What Caregivers Can Learn from Parents of Children Who Read Early.

ERIC Educational Resources Information Center

Barclay, Kathy; And Others

1995-01-01

Describes ways in which teachers in a preschool center structure the environment and provide supportive interactions that give children in their care, the same advantages found in homes of early readers. Summarizes how the center replicates characteristics of such homes. Suggests involvement with books and other print-related materials. (BAC)

Preschool is School: Early Childhood Educators Need Relevant, Collaborative, and Aligned Learning

ERIC Educational Resources Information Center

Alejandro, Zeke; Garland, Sarah; Kennedy, Suzanne; Van Soelen, Thomas

2017-01-01

Early childhood centers and classrooms perpetually dance between being a "center" or a "school." To many educators, the word "school" usually presumes K-12 students. It often means the school is part of a larger entity, like a district or a school board. To parents, school might connote importance or deference to a…

Do-It-Yourself Early Learning: Easy and Fun Activities from Everyday Home Center Materials

ERIC Educational Resources Information Center

Johnson, Jeff A.; Johnson, Tasha A.

2006-01-01

Learning through play is as natural and important for young children as breathing. With this book, parents and teachers can create toys that help children become more confident, develop their intellect, and encourage play and exploration--all with materials easily found at the local hardware store or home center. Written by two experienced family…

Building Capacity to Enact Change for Classroom Quality Improvement in New Jersey. CEELO Policy Brief

ERIC Educational Resources Information Center

Riley-Ayers, Shannon; Ryan, Sharon; Figueras-Daniel, Alexandra; Costanza, Vincent; Northey, Kaitlin

2018-01-01

The Center on Enhancing Early Learning Outcomes partnered with the New Jersey Department of Education from 2013 to 2017 to implement a peer learning community in selected districts. The goal of the PLC was to support effective implementation of key early childhood policies and improve the quality of instruction preschool through grade 3. This…

Effects of Emotional Needs on Participation of Children Aged 4-6 with Learning Disabilities in Early Childhood Centers in Starehe Division, Nairobi County, Kenya

ERIC Educational Resources Information Center

Lilian, Ganira Khavugwi; Odundo, Paul Amolo; Ngaruiya, Boniface

2015-01-01

During early childhood, the foundations for emotional, social and spiritual well being of children with learning disabilities (CWLD) are laid. The CWLD emotional well being is influenced by all the experiences they go through. It is essential to provide warm, trusting relationships, predictable and safe environment, affirmation and respect for all…

Residential Learning Communities Centered within a Discipline: The Psychology Early Awareness Program

ERIC Educational Resources Information Center

Grills, Cheryl N.; Fingerhut, Adam W.; Thadani, Vandana; Machon, Ricardo Arturo

2012-01-01

Learning communities have increasingly become a mechanism for education reform in elementary, secondary, and postsecondary education. Recognizing that learning occurs both inside and outside the classroom, their emergence is partly a response to the critique that undergraduate education at American research universities lacks integrated and…

Resources within "Reason"

ERIC Educational Resources Information Center

Catlett, Camille

2010-01-01

Federally funded national centers offer high-quality products and resources for use by teachers, family members, and others. By design, they offer resources that are low cost or no cost. This article presents details about several centers that may have resources to support your work. They include: (1) Center for Early Literacy Learning (CELL); (2)…

Resource-Based Intervention: Success with Community-Centered Practices

ERIC Educational Resources Information Center

Torrey, Michelle Kerber; Leginus, Mary Anne; Cecere, Susan

2011-01-01

In this commentary the authors share their experiences on the design and implementation of community-centered early intervention programs in Prince George's County, MD. Their aim in designing community-centered programs was to provide infants and toddlers opportunities for learning, language, and motor development in natural environments with…

Early Childhood Education: The Long-Term Benefits

ERIC Educational Resources Information Center

Bakken, Linda; Brown, Nola; Downing, Barry

2017-01-01

This study was designed to substantiate the positive, long-term outcomes demonstrated by children from economically disadvantaged homes who received a high-quality, early education. Children who attended The Opportunity Project (TOP) Early Learning Centers in a midwestern city in the United States were matched with a like control sample from a…

Computer Training for Early Childhood Educators.

ERIC Educational Resources Information Center

Specht, Jacqueline; Wood, Eileen; Willoughby, Teena

Recent research in early childhood education (ECE) centers suggests that some teacher characteristics are not at a level that would support computer learning opportunities for children. This study identified areas of support required by teachers to provide a smooth introduction of the computer into the early childhood education classroom.…

Quality and Equity in Early Childhood Care in Peru

ERIC Educational Resources Information Center

Izu, Regina Moromizato

2006-01-01

The present study examines educational policy documents and programs on early childhood development and education in Peru. The author provides an evaluation of early childhood learning programs and their outcomes in different education centers in Peru. Health, nutrition, development, and participation are identified as key areas of concern. The…

Rural Disparities in Baseline Data of the Early Childhood Longitudinal Study: A Chartbook

ERIC Educational Resources Information Center

Grace, Cathy; Shores, Elizabeth F.; Zaslow, Martha; Brown, Brett; Aufseeser, Dena; Bell, Lynn

2006-01-01

This report shows the rural disparities in the baseline data of the Birth and Kindergarten Cohorts of the national Early Childhood Longitudinal Study (ECLS). The National Center for Rural Early Childhood Learning Initiatives, known as Rural Early Childhood, commissioned Child Trends to perform the analysis of key indicators of child well-being and…

Stravinsky's "Firebird" and Young Children.

ERIC Educational Resources Information Center

Roebuck, Edith

1999-01-01

Describes how the young children of the Early Learning Center in the Chelsea (Massachusetts) school district learned about Igor Stravinsky's ballet suite, "The Firebird." Explains that children in three kindergarten classes depicted the ballet's characters in a participatory performance. Highlights some qualitative observations. (CMK)

Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV): Building Health and Early Development with the Pediatric Family-Centered Medical Home

ERIC Educational Resources Information Center

Willis, David W.

2013-01-01

President Obama announced his Early Learning Agenda during his Second Inaugural Address. This announcement has galvanized a special focus on early childhood policy and practices, for the prenatal to 5-year-old period, to improve educational outcomes for America's youth. The emergent science of early childhood development places an emphasis on…

Preschool Teachers' Child-Centered Beliefs: Direct and Indirect Associations with Work Climate and Job-Related Wellbeing

ERIC Educational Resources Information Center

Hur, Eunhye; Jeon, Lieny; Buettner, Cynthia K.

2016-01-01

Background: Early childhood teachers' child-centered beliefs, defined as teachers' attitudes about how children learn, have been associated with teachers' developmentally appropriate practices and positive child outcomes. The predictors of teachers' child-centered beliefs, however, are less frequently explored. Objective: This study tested whether…

Respiratory Infections: Respiratory Infections Challenge Child Care Centers. NCEDL Spotlights, No. 5.

ERIC Educational Resources Information Center

Collier, Albert M.; Henderson, Frederick W.

This report, the fifth in the National Center for Early Development & Learning's (NCEDL) "Spotlight" series, is based on excerpts from a paper presented during the "Research into Practice in Infant/Toddler Care" synthesis conference in fall 1997. The report addresses preventing respiratory infections in child care centers.…

Employer-Supported Child Care in Ontario.

ERIC Educational Resources Information Center

Ontario Ministry of Community and Social Services, Toronto.

Six case studies describing current employer-supported child care services in Ontario are presented. The studies describe the PLADEC Day Care Center of the Kingston Psychiatric Hospital, the day care center at the Chedoke-McMaster Hospitals in Hamilton, the Early Learning Centre at Durham College in Oshawa, the Hydrokids day care center at the…

Health Wellness and Hospital Learning Center.

ERIC Educational Resources Information Center

Bromberg, Bonnie; And Others

This paper describes activities conducted by an early childhood classroom in its health play center. A major purpose of this play center was to reduce children's fears and anxieties about medical personnel and emergency vehicles, and to raise awareness of the many aspects of health and wellness. The classroom environment contained a variety of…

Early College Designs: An Increasingly Popular College-Readiness Strategy for School Districts to Reach More Traditionally Underserved Students

ERIC Educational Resources Information Center

Vargas, Joel H.; Miller, Marc S.

2011-01-01

Once a radical concept, early college high schools are flying soundly today. The challenge today--and the excitement of those involved--centers on learning from this successful innovation and bringing the early college design to many more young people. Expansion is taking place through the creation of early college districts covering all students…

Strategies That Make Sense.

ERIC Educational Resources Information Center

Lifter, Karin

1995-01-01

This commentary responds to an article on using directives in early language intervention. It stresses that interventions that tap into the child's focus of attention optimize learning opportunities. When goals are child-centered and are linked to what the child is involved in learning, interventions will be enhanced. (SW)

Building Literacy Opportunities into Children's Block Play: What Every Teacher Should Know

ERIC Educational Resources Information Center

Wellhousen, Karyn; Giles, Rebecca M.

2005-01-01

Learning centers are a highly regarded and widely accepted practice in early childhood classrooms. Centers offer a variety of experiences during a single time segment that encourage children to explore materials, interact with peers, and accomplish new tasks. In this article, the author presents the block center, a popular mainstay among learning…

Quality and equity in early childhood care in Peru

NASA Astrophysics Data System (ADS)

Izu, Regina Moromizato

2007-01-01

The present study examines educational policy documents and programs on early childhood development and education in Peru. The author provides an evaluation of early childhood learning programs and their outcomes in different education centers in Peru. Health, nutrition, development, and participation are identified as key areas of concern. The study concludes with a reference to the importance of monitoring quality and equity in early childhood care.

Short-Term Professional Learning That Focuses on Beliefs and Practice: Improvements in Preschool Teachers' Ongoing Literacy Practice

ERIC Educational Resources Information Center

Lynch, Jacqueline

2017-01-01

An intervention study was conducted with preschool teachers to address their beliefs and practice in the area of language and literacy. A total of 27 preschool teachers, each from different early childcare centers, participated in three 1-day professional learning sessions over the course of 9 months. Learning sessions focused on three different…

If I Had a Hammer (and Several Million Dollars): The Saga of the AIHEC Cultural Learning Centers.

ERIC Educational Resources Information Center

Edinger, Anne; Ambler, Marjane

2002-01-01

Presents an interview with Gail Bruce and Anne Ediger, who, in the early 1990s, conceived the idea of building cultural centers on 30 tribal college campuses. States that they imagined the centers would simply serve as repositories for Indian artifacts; however, after years of fund-raising efforts and program obstacles, the buildings transformed…

Supporting Mathematical Discourse in the Early Grades. Interactive STEM Research + Practice Brief

ERIC Educational Resources Information Center

Stiles, Jennifer

2016-01-01

This research brief discusses the benefits of teachers using mathematical discourse--allowing students to explain, justify, and debate their individual techniques for solving math problems--to enhance learning. Using this strategy requires educators to discard traditional teacher-centered modes of instruction and adopt new student-centered modes…

Critical Thinking about Critical Periods. A Series from the National Center for Early Development and Learning.

ERIC Educational Resources Information Center

Bailey, Donald B., Jr., Ed.; Bruer, John T., Ed.; Symons, Frank J., Ed.; Lichtman, Jeff W., Ed.

The concept of critical or sensitive periods in child development provides an example around which to organize discussion of what is known and not known about brain development and the implications of brain science on early childhood policy and practice. This book reviews the early history of critical periods and evidence for their existence in…

Preservice Teachers' Perceptions of Culture in Early Care and Education Programs on a Native American Indian Reservation

ERIC Educational Resources Information Center

Moore, Rita; Gilliard, Jennifer L.

2007-01-01

Four early childhood preservice teachers interviewed and observed teachers and children in early learning centers on the Salish and Kootenai Flathead Indian Reservation in Montana. The purpose of this study was to explore the perceptions of preservice teachers versus those of the caregivers (in-service teachers) regarding the presence of family…

The KhoeSan Early Learning Center Pilot Project: Negotiating Power and Possibility in a South African Institute of Higher Learning

ERIC Educational Resources Information Center

De Wet, Priscilla

2011-01-01

As we search for a new paradigm in post-apartheid South Africa, the knowledge base and worldview of the KhoeSan first Indigenous peoples is largely missing. The South African government has established various mechanisms as agents for social change. Institutions of higher learning have implemented transformation programs. KhoeSan peoples, however,…

Early Lessons Learned from Extramural School Programs That Offer HPV Vaccine

ERIC Educational Resources Information Center

Hayes, Kim A.; Entzel, Pamela; Berger, Wendy; Caskey, Rachel N.; Shlay, Judith C.; Stubbs, Brenda W.; Smith, Jennifer S.; Brewer, Noel T.

2013-01-01

Background: There has been little evaluation of school-located vaccination programs that offer human papillomavirus (HPV) vaccine in US schools without health centers (ie, extramural programs). This article summarizes lessons learned from such programs. Methods: In July to August 2010, 5 programs were identi?ed. Semistructured, in-depth telephone…

Experience during early adulthood shapes the learning capacities and the number of synaptic boutons in the mushroom bodies of honey bees (Apis mellifera).

PubMed

Cabirol, Amélie; Brooks, Rufus; Groh, Claudia; Barron, Andrew B; Devaud, Jean-Marc

2017-10-01

The honey bee mushroom bodies (MBs) are brain centers required for specific learning tasks. Here, we show that environmental conditions experienced as young adults affect the maturation of MB neuropil and performance in a MB-dependent learning task. Specifically, olfactory reversal learning was selectively impaired following early exposure to an impoverished environment lacking some of the sensory and social interactions present in the hive. In parallel, the overall number of synaptic boutons increased within the MB olfactory neuropil, whose volume remained unaffected. This suggests that experience of the rich in-hive environment promotes MB maturation and the development of MB-dependent learning capacities. © 2017 Cabirol et al.; Published by Cold Spring Harbor Laboratory Press.

American Indian and Alaska Native Young Children: Findings from the ECLS-K and ECLS-B Baseline Data. Rural Early Childhood Brief Number 4

ERIC Educational Resources Information Center

National Center for Rural Early Childhood Learning Initiatives - Mississippi State University Early Childhood Institute, 2005

2005-01-01

The National Center for Rural Early Childhood Learning Initiatives at Mississippi State University, known as Rural Early Childhood, commissioned the nonpartisan research organization Child Trends to conduct such an analysis of the ECLS-K and ECLS-B baseline data, focusing on selected indicators related to child and family health and socioeconomic…

The Early Childhood Community Gives Back: Exchange Center Makeover Project

ERIC Educational Resources Information Center

Exchange: The Early Childhood Leaders' Magazine Since 1978, 2010

2010-01-01

The excitement, joy, and big smiles still permeate Jewel's Learning Center since the surprise announcement in June. Over the past several months the Makeover partners have been busy working with Miss Charlotte, Miss Jewel, and staff to create design plans necessary for final approval. Charlotte, with the help of Collaborative for Children and…

A Center Moves toward Multiage Grouping: What Have We Learned?

ERIC Educational Resources Information Center

Schrier, Deborah; Mercado, Betsy

1994-01-01

Notes that, despite concerns from parents and caregivers, recent research suggests that major benefits result from multiage grouping. Examines the concept of multiage grouping and explores practical issues raised by parents, teachers, and administrators in the Early Childhood Research Center at the State University of New York at Buffalo as it…

Implementing an Early Childhood Professional Development Course across 10 Sites and 15 Sections: Lessons Learned

ERIC Educational Resources Information Center

LoCasale-Crouch, Jennifer; Kraft-Sayre, Marcia; Pianta, Robert C.; Hamre, Bridget K.; Downer, Jason T.; Leach, Allison; Burchinal, Margaret; Howes, Carollee; La Paro, Karen; Scott-Little, Catherine

2011-01-01

In this article we describe the design and implementation of the National Center for Research on Early Childhood Education's (NCRECE's) college-level course and its delivery to teachers across 10 settings and 15 instructional sections. This professional development intervention, found effective in changing teachers' beliefs, knowledge, and actual…

Pre-Primary Education: Needs, Alternatives and Costs, 1971-1980.

ERIC Educational Resources Information Center

Colmen, Joseph G.; Sandoval, Corazon

The rationale for a national investment in early childhood learning, the needs to be met, and the costs are discussed. A number of current program models, diagnostic service centers, programs for parent education, and preparent programs at the secondary and college levels are described. Research studies and findings about different early childhood…

Patterns of Classroom Quality in Head Start and Center-Based Early Childhood Education Programs. REL 2017-199

ERIC Educational Resources Information Center

Irwin, Clare W.; Madura, John P.; Bamat, David; McDermott, Paul A.

2016-01-01

Measuring classroom quality and ensuring high-quality learning experiences for young children are interests of the Early Childhood Education Research Alliance, a research alliance of Regional Educational Laboratory Northeast & Islands. This study, conducted in collaboration with the alliance, addresses these interests by examining multiple…

Early Warning Signs. A Solution-Finding Report

ERIC Educational Resources Information Center

Sullivan, Robert, Comp.

2017-01-01

This Solution-Finding Report provides information, requested by Tara Zuber with the Great Lakes Comprehensive Center (GLCC) at American Institutes for Research (AIR), for resources with evidence-based practices that look at the social and emotional causes that impact the lack of student learning and engagement, for GLCC's Early Warning Signs work.…

Planning Appropriate Learning Environments for Children under Three. Australian Early Childhood Resource Booklets, No. 1.

ERIC Educational Resources Information Center

Harrison, Linda

This booklet provides suggestions for reassessing, modifying, and arranging child care center environments to best serve the needs of children and staff. The booklet notes that a well-planned environment can provide young children with appropriate and challenging learning experiences within a consistent and secure setting. Such an environment also…

A Report on the Technological Enhancements Project Evaluation: Deepening Early Learning Experiences through Technology

ERIC Educational Resources Information Center

Hupert, Naomi; Cervantes, Francisco; DeGroof, Emily

2010-01-01

As part of the "Ready to Learn" Initiative, Education Development Center, Inc. (EDC), was charged with addressing the evaluation of Technological Enhancements for the outreach efforts of three producers: Out of the Blue's Super WHY! Technology Add-On; Sesame Workshop's The Electric Company School's Initiative Curriculum; and WordWorld's eBook…

An Exploratory Case Study of an American-Style, Play-Based Curriculum in China

ERIC Educational Resources Information Center

Wang, Xinxin; Lam, Chun Bun

2017-01-01

An increasing number of parents in China are enrolling their preschool children in after-school programs provided by private, for-profit early learning centers. This study used a qualitative approach to explore how teachers in these centers understood and implemented play and play-based curricula. Data were collected by examining the curriculum…

The Center on the Social and Emotional Foundations for Early Learning.

ERIC Educational Resources Information Center

Corso, Rob

2003-01-01

Describes the work and organization of the Center, which focuses on strengthening the capacity of child care and Head Start programs to improve social and emotional outcomes for young children. Specifically examines two main activities: creation of a series of What Works Briefs and development of a set of comprehensive training modules. (SD)

Early Childhood Education and Care Content for the Social Work Curriculum

ERIC Educational Resources Information Center

Greenberg, Joy Pastan; Herman-Smith, Robert; Allen, Susan F.; Fram, Maryah Stella

2013-01-01

Social workers are poised to play an important role in early childhood education and care (ECEC) settings; however, they need the knowledge and skills necessary to make a meaningful contribution. This article presents learning activities that infuse ECEC content, centered on the following four areas for social work education: (1) history of the…

Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement

PubMed Central

Ebert-May, Diane

2010-01-01

We determined short- and long-term correlates of a revised introductory biology curriculum on understanding of biology as a process of inquiry and learning of content. In the original curriculum students completed two traditional lecture-based introductory courses. In the revised curriculum students completed two new learner-centered, inquiry-based courses. The new courses differed significantly from those of the original curriculum through emphases on critical thinking, collaborative work, and/or inquiry-based activities. Assessments were administered to compare student understanding of the process of biological science and content knowledge in the two curricula. More seniors who completed the revised curriculum had high-level profiles on the Views About Science Survey for Biology compared with seniors who completed the original curriculum. Also as seniors, students who completed the revised curriculum scored higher on the standardized Biology Field Test. Our results showed that an intense inquiry-based learner-centered learning experience early in the biology curriculum was associated with long-term improvements in learning. We propose that students learned to learn science in the new courses which, in turn, influenced their learning in subsequent courses. Studies that determine causal effects of learner-centered inquiry-based approaches, rather than correlative relationships, are needed to test our proposed explanation. PMID:21123693

Developing a "toolkit" to measure implementation of concurrent palliative care in rural community cancer centers.

PubMed

Zubkoff, Lisa; Dionne-Odom, J Nicholas; Pisu, Maria; Babu, Dilip; Akyar, Imatullah; Smith, Tasha; Mancarella, Gisella A; Gansauer, Lucy; Sullivan, Margaret Murray; Swetz, Keith M; Azuero, Andres; Bakitas, Marie A

2018-02-01

Despite national guidelines recommending early concurrent palliative care for individuals newly diagnosed with metastatic cancer, few community cancer centers, especially those in underserved rural areas do so. We are implementing an early concurrent palliative care model, ENABLE (Educate, Nurture, Advise, Before Life Ends) in four, rural-serving community cancer centers. Our objective was to develop a "toolkit" to assist community cancer centers that wish to integrate early palliative care for patients with newly diagnosed advanced cancer and their family caregivers. Guided by the RE-AIM (Reach, Effectiveness-Adoption, Implementation, Maintenance) framework, we undertook an instrument-development process based on the literature, expert and site stakeholder review and feedback, and pilot testing during site visits. We developed four instruments to measure ENABLE implementation: (1) the ENABLE RE-AIM Self-Assessment Tool to assess reach, adoption, implementation, and maintenance; (2) the ENABLE General Organizational Index to assess institutional implementation; (3) an Implementation Costs Tool; and (4) an Oncology Clinicians' Perceptions of Early Concurrent Oncology Palliative Care survey. We developed four measures to determine early palliative care implementation. These measures have been pilot-tested, and will be integrated into a comprehensive "toolkit" to assist community cancer centers to measure implementation outcomes. We describe the lessons learned and recommend strategies for promoting long-term program sustainability.

76 FR 25299 - Alpine County Resource Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-04

... Committee Act. The purpose of the committee is to improve collaborative relationships and to provide advice.... ADDRESSES: The meeting will be held in Alpine County at the Alpine Early Learning Center, 100 Foothill Road...

Lessons Learned from Developing a Patient Engagement Panel: An OCHIN Report.

PubMed

Arkind, Jill; Likumahuwa-Ackman, Sonja; Warren, Nate; Dickerson, Kay; Robbins, Lynn; Norman, Kathy; DeVoe, Jennifer E

2015-01-01

There is renewed interest in patient engagement in clinical and research settings, creating a need for documenting and publishing lessons learned from efforts to meaningfully engage patients. This article describes early lessons learned from the development of OCHIN's Patient Engagement Panel (PEP). OCHIN supports a national network of more than 300 community health centers (CHCs) and other primary care settings that serve over 1.5 million patients annually across nearly 20 states. The PEP was conceived in 2009 to harness the CHC tradition of patient engagement in this new era of patient-centered outcomes research and to ensure that patients were engaged throughout the life cycle of our research projects, from conception to dissemination. Developed by clinicians and researchers within our practice-based research network, recruitment of patients to serve as PEP members began in early 2012. The PEP currently has a membership of 18 patients from 3 states. Over the past 24 months, the PEP has been involved with 12 projects. We describe developing the PEP and challenges and lessons learned (eg, recruitment, funding model, creating value for patient partners, compensation). These lessons learned are relevant not only for research but also for patient engagement in quality improvement efforts and other clinical initiatives. © Copyright 2015 by the American Board of Family Medicine.

Early prediction of student goals and affect in narrative-centered learning environments

NASA Astrophysics Data System (ADS)

Lee, Sunyoung

Recent years have seen a growing recognition of the role of goal and affect recognition in intelligent tutoring systems. Goal recognition is the task of inferring users' goals from a sequence of observations of their actions. Because of the uncertainty inherent in every facet of human computer interaction, goal recognition is challenging, particularly in contexts in which users can perform many actions in any order, as is the case with intelligent tutoring systems. Affect recognition is the task of identifying the emotional state of a user from a variety of physical cues, which are produced in response to affective changes in the individual. Accurately recognizing student goals and affect states could contribute to more effective and motivating interactions in intelligent tutoring systems. By exploiting knowledge of student goals and affect states, intelligent tutoring systems can dynamically modify their behavior to better support individual students. To create effective interactions in intelligent tutoring systems, goal and affect recognition models should satisfy two key requirements. First, because incorrectly predicted goals and affect states could significantly diminish the effectiveness of interactive systems, goal and affect recognition models should provide accurate predictions of user goals and affect states. When observations of users' activities become available, recognizers should make accurate early" predictions. Second, goal and affect recognition models should be highly efficient so they can operate in real time. To address key issues, we present an inductive approach to recognizing student goals and affect states in intelligent tutoring systems by learning goals and affect recognition models. Our work focuses on goal and affect recognition in an important new class of intelligent tutoring systems, narrative-centered learning environments. We report the results of empirical studies of induced recognition models from observations of students' interactions in narrative-centered learning environments. Experimental results suggest that induced models can make accurate early predictions of student goals and affect states, and they are sufficiently efficient to meet the real-time performance requirements of interactive learning environments.

Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children

ERIC Educational Resources Information Center

Fuligni, Allison Sidle; Howes, Carollee; Huang, Yiching; Hong, Sandra Soliday; Lara-Cinisomo, Sandraluz

2012-01-01

This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which…

Dual Language Learners in the Early Childhood Classroom. National Center for Research on Early Childhood Education (NCRECE) Series

ERIC Educational Resources Information Center

Howes, Carollee, Ed.; Downer, Jason T., Ed.; Pianta, Robert C., Ed.

2011-01-01

The school readiness of young dual language learners depends on high-quality preschool programs that meet their needs--but how should schools promote and measure the progress of children learning two languages? Find out what the research says in this authoritative resource, which investigates the experiences of dual language learners in preschool…

Enhancing Early Child Care Quality and Learning for Toddlers at Risk: The Responsive Early Childhood Program

ERIC Educational Resources Information Center

Landry, Susan H.; Zucker, Tricia A.; Taylor, Heather B.; Swank, Paul R.; Williams, Jeffrey M.; Assel, Michael; Crawford, April; Huang, Weihua; Clancy-Menchetti, Jeanine; Lonigan, Christopher J.; Phillips, Beth M.; Eisenberg, Nancy; Spinrad, Tracy L.; de Viliers, Jill; de Viliers, Peter; Barnes, Marcia; Starkey, Prentice; Klein, Alice

2014-01-01

Despite reports of positive effects of high-quality child care, few experimental studies have examined the process of improving low-quality center-based care for toddler-age children. In this article, we report intervention effects on child care teachers' behaviors and children's social, social-emotional classroom activities (RECC).…

How to establish endoscopic submucosal dissection in Western countries.

PubMed

Oyama, Tsuneo; Yahagi, Naohisa; Ponchon, Thierry; Kiesslich, Tobias; Berr, Frieder

2015-10-28

Endoscopic submucosal dissection (ESD) has been invented in Japan to provide resection for cure of early cancer in the gastrointestinal tract. Professional level of ESD requires excellent staging of early neoplasias with image enhanced endoscopy (IEE) to make correct indications for ESD, and high skills in endoscopic electrosurgical dissection. In Japan, endodiagnostic and endosurgical excellence spread through personal tutoring of skilled endoscopists by the inventors and experts in IEE and ESD. To translocate this expertise to other continents must overcome two fundamental obstacles: (1) inadequate expectations as to the complexity of IEE and ESD; and (2) lack of suitable lesions and master-mentors for ESD trainees. Leading endoscopic mucosal resection-proficient endoscopists must pioneer themselves through the long learning curve to proficient ESD experts. Major referral centers for ESD must arise in Western countries on comparable professional level as in Japan. In the second stage, the upcoming Western experts must commit themselves to teach skilled endoscopists from other referral centers, in order to spread ESD in Western countries. Respect for patients with early gastrointestinal cancer asks for best efforts to learn endoscopic categorization of early neoplasias and skills for ESD based on sustained cooperation with the masters in Japan. The strategy is discussed here.

[The community-oriented experience of early intervention services in Taipei City].

PubMed

Chu, Feng-Ying

2007-10-01

The purpose of this paper is to emphasize the importance of early intervention. The purpose of early intervention in Taipei City is to help child development, promote parenting skills, and reduce educational and social costs. In order to meet these goals, parenting groups and Taipei City Council have made great efforts to make early intervention work in Taipei City. In April 1995, Taipei City Government started planning and setting up the service network. To date, Taipei City has set up one reporting and referral center?, ?six community resources centers, 22 medical assessment and intervention clinics, 12 child development centers, one early intervention training center, three non-profit foundations and more than 300 inclusion schools, such as kindergartens and day care centers. With parent participation, professional devotion and Taipei City Government's commitment, the number of assisted children has increased from 98 to 2,523 /year. By the end of 2006, Taipei had already funded 25,277 children. We estimate Taipei City early intervention services to have affected at least 75,000 persons, including development-delayed and disabled children, their parents?, ?grandparents and siblings. We found that early intervention services help the children to build up self esteem, grow their potential, learn how to socialize, and receive an education, while the most important aim is to help them to reduce their level of disability or to prevent them from getting worse. At the same time, their families get support and a diverse range of services. An integrated early intervention program should include children, families, and multidisciplinary professionals. The system should therefore be more "family-centered" and "community-oriented" to provide appropriate services to children and families through a positive and aggressive attitude.

Learning about Moths.

ERIC Educational Resources Information Center

Albrecht, Kay; Walsh, Katherine

1996-01-01

Describes an early childhood classroom project involving moths that teaches children about moths' development from egg to adult stage. Includes information about the moth's enemies, care, and feeding. Outlines reading, art, music and movement, science, and math activities centering around moths. (BGC)

Rationale and methodology of a collaborative learning project in congenital cardiac care.

PubMed

Wolf, Michael J; Lee, Eva K; Nicolson, Susan C; Pearson, Gail D; Witte, Madolin K; Huckaby, Jeryl; Gaies, Michael; Shekerdemian, Lara S; Mahle, William T

2016-04-01

Collaborative learning is a technique through which individuals or teams learn together by capitalizing on one another's knowledge, skills, resources, experience, and ideas. Clinicians providing congenital cardiac care may benefit from collaborative learning given the complexity of the patient population and team approach to patient care. Industrial system engineers first performed broad-based time-motion and process analyses of congenital cardiac care programs at 5 Pediatric Heart Network core centers. Rotating multidisciplinary team site visits to each center were completed to facilitate deep learning and information exchange. Through monthly conference calls and an in-person meeting, we determined that duration of mechanical ventilation following infant cardiac surgery was one key variation that could impact a number of clinical outcomes. This was underscored by one participating center's practice of early extubation in the majority of its patients. A consensus clinical practice guideline using collaborative learning was developed and implemented by multidisciplinary teams from the same 5 centers. The 1-year prospective initiative was completed in May 2015, and data analysis is under way. Collaborative learning that uses multidisciplinary team site visits and information sharing allows for rapid structured fact-finding and dissemination of expertise among institutions. System modeling and machine learning approaches objectively identify and prioritize focused areas for guideline development. The collaborative learning framework can potentially be applied to other components of congenital cardiac care and provide a complement to randomized clinical trials as a method to rapidly inform and improve the care of children with congenital heart disease. Copyright © 2016 Elsevier Inc. All rights reserved.

Celebrating Inclusivity at the Preschool Level: Early Intervention Success at St. Louis's Childgarden Child Care Center

ERIC Educational Resources Information Center

Ebsworth-Goold, Erika

2009-01-01

This article features Childgarden Child Development Center, located in the heart of St. Louis. It's a cheery, bright place with colorful self-portraits by pintsized Picassos hanging from every wall. More than 120 children aged six weeks to eight years old gather at Childgarden each day to learn all about themselves and the world around them. In…

Early Learning Visual Impairment Services Training and Advancement (EL VISTA) Project: Leading the Way for a New Profession within a Profession

ERIC Educational Resources Information Center

Landa-Vialard, Olaya; Ely, Mindy S.; Lartz, Maribeth Nelson

2018-01-01

The Frank Porter Graham (FPG) Child Development Institute, Early Intervention Training Center for Infants and Toddlers with Visual Impairments and Their Families, University of North Carolina at Chapel Hill, was a national project that developed resources with the goal of building the capacity of colleges and universities to prepare personnel to…

Why Don't You Just Ask Me? "Good Management Begins with Good People"

ERIC Educational Resources Information Center

Vicars, Dennis

2012-01-01

The author was attracted to early care and education from the first time he entered a center in 1984. It was a place of joy with children laughing and teachers making every moment a learning experience for children. Early care and education fascinated him in so many ways beyond the classroom as well. Whether for profit or nonprofit, public or…

Inclusion of Pre-Kindergarten and Other Early Childhood Staff in State Teacher Evaluation Systems. CEELO FastFacts

ERIC Educational Resources Information Center

Connors-Tadros, L.

2014-01-01

Federal Staff from the U.S. Department of Education asked the Center on Enhancing Early Learning Outcomes (CEELO) to provide information on the number of states that include prekindergarten teachers in state teacher evaluation systems. This was a quick turnaround response to a request from the Office of Management and Budget. In response to this…

Creating a Transdisciplinary Research Center to Reduce Cardiovascular Health Disparities in Baltimore, Maryland: Lessons Learned

PubMed Central

Boulware, L. Ebony; Miller, Edgar R.; Golden, Sherita Hill; Carson, Kathryn A.; Noronha, Gary; Huizinga, Mary Margaret; Roter, Debra L.; Yeh, Hsin-Chieh; Bone, Lee R.; Levine, David M.; Hill-Briggs, Felicia; Charleston, Jeanne; Kim, Miyong; Wang, Nae-Yuh; Aboumatar, Hanan; Halbert, Jennifer P.; Ephraim, Patti L.; Brancati, Frederick L.

2013-01-01

Cardiovascular disease (CVD) disparities continue to have a negative impact on African Americans in the United States, largely because of uncontrolled hypertension. Despite the availability of evidence-based interventions, their use has not been translated into clinical and public health practice. The Johns Hopkins Center to Eliminate Cardiovascular Health Disparities is a new transdisciplinary research program with a stated goal to lower the impact of CVD disparities on vulnerable populations in Baltimore, Maryland. By targeting multiple levels of influence on the core problem of disparities in Baltimore, the center leverages academic, community, and national partnerships and a novel structure to support 3 research studies and to train the next generation of CVD researchers. We also share the early lessons learned in the center’s design. PMID:24028238

Individuals with Alzheimer's learn to play a tile placement game: Results of a pilot study.

PubMed

Miltiades, Helen B; Thatcher, W Gregory

2016-10-25

With the ongoing need to determine effective memory interventions for persons with dementia and other memory impairments, the purpose of this study was to create a unique learning opportunity, where persons with early to moderate Alzheimer's engaged in game play activity. Six female participants, diagnosed with early to moderate dementia, were recruited from an adult day care center and participated in a 10-week study. The participants were placed in groups of three and were taught a tile placement game. Results indicate playing the game yielded inconsistent, but some significant, increases and eventual plateauing of knowing when it was their turn. The results also indicate the participant's maintained improvement in tile placement over the study period. Tile placement accuracy increased over rounds, which points to the importance of practice to maintain learned behavior. The game provided a platform for learning, social engagement, and occupied their time meaningfully. © The Author(s) 2016.

Adventures in Cooking: A Collection of Recipes for Use in Nursery Schools, Day Care Centers, Head Start Programs, Kindergartens, and Primary Classrooms.

ERIC Educational Resources Information Center

Foster, Florence P.

This is a collection of recipes which children involved in early childhood education centers can prepare for their own consumption. The recipes were contributed by teachers in such schools based on their own successful experiences in using cooking as a learning experience for children to incorporate and integrate a number of intellectual tasks,…

Building Literacy with Child-Constructed Sociodramatic Play Centers.

ERIC Educational Resources Information Center

Ferguson, Christine J.

1999-01-01

Presents suggestions for creating play-learning environments designed to promote children's early literacy. Suggests that stimulating and inviting environments, abundant in print-rich materials, realistic props, and manipulatives meaningful to children are most valuable. Themes include hospital, pizza restaurant, hardware store, flower shop, candy…

75 FR 8966 - Discretionary Grant Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-26

... Health and Safety--1 grant National Sudden and Unexpected Infant/Child Death and Pregnancy Loss Centers... programs into alignment with changes resulting from HRSA's Maternal and Child Health Bureau's developing strategic plan and the Early Learning and Development Initiative of the HHS and Department of Education. The...

Integrating nutrition and early child-development interventions among infants and preschoolers in rural India.

PubMed

Fernandez-Rao, Sylvia; Hurley, Kristen M; Nair, Krishnapillai Madhavan; Balakrishna, Nagalla; Radhakrishna, Kankipati V; Ravinder, Punjal; Tilton, Nicholas; Harding, Kimberly B; Reinhart, Greg A; Black, Maureen M

2014-01-01

This article describes the development, design, and implementation of an integrated randomized double-masked placebo-controlled trial (Project Grow Smart) that examines how home/preschool fortification with multiple micronutrient powder (MNP) combined with an early child-development intervention affects child development, growth, and micronutrient status among infants and preschoolers in rural India. The 1-year trial has an infant phase (enrollment age: 6-12 months) and a preschool phase (enrollment age: 36-48 months). Infants are individually randomized into one of four groups: placebo, placebo plus early learning, MNP alone, and MNP plus early learning (integrated intervention), conducted through home visits. The preschool phase is a cluster-randomized trial conducted in Anganwadi centers (AWCs), government-run preschools sponsored by the Integrated Child Development System of India. AWCs are randomized into MNP or placebo, with the MNP or placebo mixed into the children's food. The evaluation examines whether the effects of the MNP intervention vary by the quality of the early learning opportunities and communication within the AWCs. Study outcomes include child development, growth, and micronutrient status. Lessons learned during the development, design, and implementation of the integrated trial can be used to guide large-scale policy and programs designed to promote the developmental, educational, and economic potential of children in developing countries. © 2013 New York Academy of Sciences.

How Would Programs Rate under California's Proposed Quality Rating and Improvement System? Evidence from Statewide and County Data on Early Care and Education Program Quality. Documented Briefing

ERIC Educational Resources Information Center

Karoly, Lynn A.; Zellman, Gail L.

2012-01-01

In 2010, the California Early Learning Quality Improvement System (CAEL QIS) Advisory Committee recommended a structure for a voluntary quality rating and improvement system (QRIS) that could apply to the state's 11,000 licensed centers and 36,600 licensed family child care homes (FCCHs). The proposed design consisted of an unweighted block system…

Contradictions in Theorizing and Implementing Communities in Education

ERIC Educational Resources Information Center

Roth, Wolff-Michael; Lee, Yew-Jin

2006-01-01

Past educational improvement endeavors were fundamentally centered on the learner as an individual. This changed by the early 1990s after an increasing number of educators and researchers embraced sociocultural learning concepts such as "communities of practice," "communities of learners," and "knowledge-building communities." These ideas are…

Investigators lead first human trials of new immunotherapy drug | Center for Cancer Research

Cancer.gov

In two early-phase trials, CCR investigators and colleagues show that the immunotherapy drug avelumab can prevent the growth and formation of a variety of advanced solid tumors, including those in previously treated non-small cell lung cancer.  Learn more...

Start Young!

ERIC Educational Resources Information Center

Rubin, Penni

2002-01-01

Discusses the importance of early interest in science and how effective it is on career choice in adult stages of life. Recommends starting mathematics and science activities in preschool and kindergarten. Describes how to create a career-oriented learning center in the classroom with examples of kitchen chemistry, nutrition/botany, zoology,…

Advances in medical education and practice: student perceptions of the flipped classroom

PubMed Central

Ramnanan, Christopher J; Pound, Lynley D

2017-01-01

The flipped classroom (FC) approach to teaching has been increasingly employed in undergraduate medical education in recent years. In FC applications, students are first exposed to content via online resources. Subsequent face-to-face class time can then be devoted to student-centered activities that promote active learning. Although the FC has been well received by students in other contexts, the perceptions of medical students regarding this innovation are unclear. This review serves as an early exploration into medical student perceptions of benefits and limitations of the FC. Medical students have generally expressed strong appreciation for the pre-class preparation activities (especially when facilitated by concise, readily accessed online tools) as well as for interactive, engaging small group classroom activities. Some students have expressed concerns with the FC and noted that suboptimal student preparation and insufficient direction and structure during active learning sessions may limit the student-centered benefits. Although students generally perceive that FC approaches can improve their learning and knowledge, this has not been conclusively shown via performances on assessment tools, which may be related to caveats with the assessment tools used. In any case, lifelong self-directed learning skills are perceived by medical students to be enhanced by the FC. In conclusion, medical students have generally expressed strong satisfaction with early applications of the FC to undergraduate medical education, and generally prefer this method to lecture-based instruction. PMID:28144171

Advances in medical education and practice: student perceptions of the flipped classroom.

PubMed

Ramnanan, Christopher J; Pound, Lynley D

2017-01-01

The flipped classroom (FC) approach to teaching has been increasingly employed in undergraduate medical education in recent years. In FC applications, students are first exposed to content via online resources. Subsequent face-to-face class time can then be devoted to student-centered activities that promote active learning. Although the FC has been well received by students in other contexts, the perceptions of medical students regarding this innovation are unclear. This review serves as an early exploration into medical student perceptions of benefits and limitations of the FC. Medical students have generally expressed strong appreciation for the pre-class preparation activities (especially when facilitated by concise, readily accessed online tools) as well as for interactive, engaging small group classroom activities. Some students have expressed concerns with the FC and noted that suboptimal student preparation and insufficient direction and structure during active learning sessions may limit the student-centered benefits. Although students generally perceive that FC approaches can improve their learning and knowledge, this has not been conclusively shown via performances on assessment tools, which may be related to caveats with the assessment tools used. In any case, lifelong self-directed learning skills are perceived by medical students to be enhanced by the FC. In conclusion, medical students have generally expressed strong satisfaction with early applications of the FC to undergraduate medical education, and generally prefer this method to lecture-based instruction.

Graduation Coaching in a Rural District School

ERIC Educational Resources Information Center

Zeller, Pamela J.; Carpenter, Shelly; Lacefield, Warren E.; Applegate, E. Brooks

2013-01-01

The GEAR UP graduation coach intervention developed by the GEAR UP Learning Centers at Western Michigan University (WMU) addresses the issue of academic failure of at-risk students in high school. This personalized early intervention strategy begins by assessing students' unique circumstances, academic histories, and strengths and weaknesses in…

Tell Me Lies: Confronting the Preschool Closet

ERIC Educational Resources Information Center

Wright, Travis

2011-01-01

This case explores the impact of being closeted on a gay, male preschool educator and the ways in which homophobic culture is fostered in one early learning center. Although sometimes protective, being challenged to hide one's sexual orientation most always has negative consequences for the individual and society. Internalized homophobia silences…

Preparing for Algebra by Building Fraction Sense

ERIC Educational Resources Information Center

Rodrigues, Jessica; Dyson, Nancy I.; Hansen, Nicole; Jordan, Nancy C.

2016-01-01

Fractions are troublesome for many children, especially students with learning difficulties and disabilities in mathematics. To address this serious educational concern, this article recommends the use of number lines to build fraction sense. Math activities that center on the number line build fraction concepts as early as third grade. A number…

Early Child Care and Education at Hull House: Voices from the Past, Challenges for the Future.

ERIC Educational Resources Information Center

Carlson, Helen L.

1993-01-01

Discussion of Chicago's Hull House centers on the physical and social environments, types of child care offered, learning experiences and environment in the day nursery and kindergarten, and professional education. Implications of Hull House for contemporary child care are described. (BG)

An Approach To Enhance Kindergarten Transition. NCEDL Spotlights, No. 17.

ERIC Educational Resources Information Center

National Center for Early Development & Learning, Chapel Hill, NC.

The Kindergarten Transition Project at the National Center for Early Development and Learning (NCEDL) has developed a school-based approach designed to enhance connections among children, families, teachers, and peers during the transition to kindergarten. This report excerpts from a paper describing this approach to ease transition. The paper…

A Priceless Playground for Exceptional Children.

ERIC Educational Resources Information Center

Adkins, Patricia G.

Described are 20 pieces of therapeutic playground equipment constructed by volunteers and fathers of children in the Early Learning Center for Exceptional Children (El Paso, Texas). It is noted that discarded and readily available materials (such as old tires) were used, and that no commercial playground equipment was purchased. Information on the…

Learning through Drama.

ERIC Educational Resources Information Center

Jensen, Ina; Rechis, Ruth; Luna, J. Don

This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and…

Faculty Development for Fostering Clinical Reasoning Skills in Early Medical Students Using a Modified Bayesian Approach.

PubMed

Addy, Tracie Marcella; Hafler, Janet; Galerneau, France

2016-01-01

Clinical reasoning is a necessary skill for medical students to acquire in the course of their education, and there is evidence that they can start this process at the undergraduate level. However, physician educators who are experts in their given fields may have difficulty conveying their complex thought processes to students. Providing faculty development that equips educators with tools to teach clinical reasoning may support skill development in early medical students. We provided faculty development on a modified Bayesian method of teaching clinical reasoning to clinician educators who facilitated small-group, case-based workshops with 2nd-year medical students. We interviewed them before and after the module regarding their perceptions on teaching clinical reasoning. We solicited feedback from the students about the effectiveness of the method in developing their clinical reasoning skills. We carried out this project during an institutional curriculum rebuild where clinical reasoning was a defined goal. At the time of the intervention, there was also increased involvement of the Teaching and Learning Center in elevating the status of teaching and learning. There was high overall satisfaction with the faculty development program. Both the faculty and the students described the modified Bayesian approach as effective in fostering the development of clinical reasoning skills. Through this work, we learned how to form a beneficial partnership between a clinician educator and Teaching and Learning Center to promote faculty development on a clinical reasoning teaching method for early medical students. We uncovered challenges faced by both faculty and early learners in this study. We observed that our faculty chose to utilize the method of teaching clinical reasoning in a variety of manners in the classroom. Despite obstacles and differing approaches utilized, we believe that this model can be emulated at other institutions to foster the development of clinical reasoning skills in preclerkship students.

Rationale and methodology of a collaborative learning project in congenital cardiac care

PubMed Central

Wolf, Michael J.; Lee, Eva K.; Nicolson, Susan C.; Pearson, Gail D.; Witte, Madolin K.; Huckaby, Jeryl; Gaies, Michael; Shekerdemian, Lara S.; Mahle, William T.

2018-01-01

Background Collaborative learning is a technique through which individuals or teams learn together by capitalizing on one another’s knowledge, skills, resources, experience, and ideas. Clinicians providing congenital cardiac care may benefit from collaborative learning given the complexity of the patient population and team approach to patient care. Rationale and development Industrial system engineers first performed broad-based time-motion and process analyses of congenital cardiac care programs at 5 Pediatric Heart Network core centers. Rotating multidisciplinary team site visits to each center were completed to facilitate deep learning and information exchange. Through monthly conference calls and an in-person meeting, we determined that duration of mechanical ventilation following infant cardiac surgery was one key variation that could impact a number of clinical outcomes. This was underscored by one participating center’s practice of early extubation in the majority of its patients. A consensus clinical practice guideline using collaborative learning was developed and implemented by multidisciplinary teams from the same 5 centers. The 1-year prospective initiative was completed in May 2015, and data analysis is under way. Conclusion Collaborative learning that uses multidisciplinary team site visits and information sharing allows for rapid structured fact-finding and dissemination of expertise among institutions. System modeling and machine learning approaches objectively identify and prioritize focused areas for guideline development. The collaborative learning framework can potentially be applied to other components of congenital cardiac care and provide a complement to randomized clinical trials as a method to rapidly inform and improve the care of children with congenital heart disease. PMID:26995379

Report from the School of Experience: Lessons-Learned on NASA's EOS/ICESat Mission

NASA Technical Reports Server (NTRS)

Anselm, William

2003-01-01

Abstract-NASA s Earth Observing System EOS) Ice, Cloud, and Land Elevation Satellite (ICESat) mission was one of the first missions under Goddard Space Flight Center s (then-) new Rapid Spacecraft Development Office. This paper explores the lessons-learned under the ICESat successful implementation and launch, focusing on four areas: Procurement., Management, Technical, and Launch and Early Operations. Each of these areas is explored in a practical perspective of communication, the viewpoint of the players, and the interactions among the organizations. Conclusions and lessons-learned are summarized in the final section.

Learning to Encode Timing: Mechanisms of Plasticity in the Auditory Brainstem

PubMed Central

Tzounopoulos, Thanos; Kraus, Nina

2009-01-01

Mechanisms of plasticity have traditionally been ascribed to higher-order sensory processing areas such as the cortex, whereas early sensory processing centers have been considered largely hard-wired. In agreement with this view, the auditory brainstem has been viewed as a nonplastic site, important for preserving temporal information and minimizing transmission delays. However, recent groundbreaking results from animal models and human studies have revealed remarkable evidence for cellular and behavioral mechanisms for learning and memory in the auditory brainstem. PMID:19477149

Genesis of a flexible turning center

NASA Astrophysics Data System (ADS)

Sanclemente, Paul; French, Robert D.

GE - Aircraft Engines has designed, built, and is operating a flexible turning center for jet engine hardware. Although the plant is in the forefront of manufacturing technology development, it was intended from the start to be a production facility. So while there was much to learn from being involved in all phases of the project, meeting production schedules was, and is, key to its success. This paper reviews the early history of the project and ends with a view of its recent production status.

OSC in the 1970s: a springboard for a career in optical engineering

NASA Astrophysics Data System (ADS)

Harvey, James E.

2014-09-01

Anecdotes and recollections from a graduate student at the Optical Sciences Center (OSC) in the late 1960s and early 1970s. The early faculty of the OCS fostered an exciting environment where even graduate students served significant roles on major government research contracts. Teamwork and collaboration between research groups was often required to meet the contract goals. This unique learning experience at the OSC almost 50 years ago served as a springboard for a satisfying and rewarding career in Optical Engineering.

77 FR 33573 - Final Priorities, Requirements, and Selection Criteria-Comprehensive Centers Program (CFDA Number...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-06

... college- and career-readiness and success for students, addressing early learning, ensuring great teachers... are far below grade level or who are not on track to becoming college- or career- ready by graduation... the opportunity to graduate ready for college and a career. Further, when educators do not have...

STEM for All Children: Preschool Teachers Supporting Engagement of Children With Special Needs in Physical Science Learning Centers

ERIC Educational Resources Information Center

Donegan-Ritter, Mary

2017-01-01

Early childhood STEM activities are part of developmentally appropriate practices that are the foundation of quality preschool experiences for all young children (Copple & Bredekamp, 2009). However, young children with developmental delays or disabilities require planning and specialized practices that allow them to participate and engage…

A Telephone Support Program for Adult Day Center Caregivers: Early Indications of Impact

ERIC Educational Resources Information Center

Gendron, Tracey; Pelco, Lynn E.; Pryor, Jennifer; Barsness, Sonya; Seward, Lynne

2013-01-01

The Virginia Commonwealth University/A Grace Place Caregiver Telephone Support Pilot Program was developed as a service-learning experience for graduate students to address the need for family caregiver support services. The Telephone Support Program was developed by the Virginia Commonwealth University Department of Gerontology, in collaboration…

Working with a Head Start Population with Asthma: Lessons Learned

ERIC Educational Resources Information Center

Nelson, Belinda W.; Clark, Noreen M.; Valerio, Melissa A.; Houle, Christy R.; Brown, Randall W.; Brown, Clive

2006-01-01

The Early Childhood Asthma Project involved asthma case identification in 35 Head Start centers in Detroit, MI, and attempted implementation of an intervention designed to help families manage a child's asthma more effectively. Surveys were distributed to the parents of all Head Start children (3408), and 2198 complete surveys were returned. Case…

Definitions and Approaches to Measuring Reading Proficiency. CEELO FastFact

ERIC Educational Resources Information Center

Connors-Tadros, Lori

2014-01-01

A state contacted the Center on Enhancing Early Learning Outcomes (CEELO) for guidance in developing a definition of "reading proficiency" and what it means to "read on grade level by third grade." The state also requested information on how national sources or states define and measure proficiency. The state was particularly…

A Case Study of the Implementation of Chinese Kindergarten Mathematics Curriculum

ERIC Educational Resources Information Center

Hu, Bi Ying; Fuentes, Sarah Quebec; Wang, Chun Yan; Ye, Feiwei

2014-01-01

In 2001, the Chinese Ministry of Education issued Guidelines for Preschool Education (GPE) (trial version) to call on early childhood practitioners to use a child-centered and play-based approach to teaching and learning. The guidelines also include mathematics within the science domain and described its standards in a way that significantly…

Science and Rhetoric From Bacon to Hobbes; Responses to the Problem of Eloquence.

ERIC Educational Resources Information Center

Zappen, James P.

Decisive changes in the history of rhetoric occurred with the publication of Francis Bacon's "Advancement of Learning" and "De augmentis scientiarum" and "Leviathan" by Thomas Hobbes. Bacon and Hobbes responded to the problem of eloquence common to scientists in the early seventeenth century, which centered on three…

The Power of Family Literacy.

ERIC Educational Resources Information Center

National Center for Family Literacy, Louisville, KY.

This report presents the early findings from the analysis of a family literacy demonstration project under the direction of the National Center for Family Literacy. The data in this report are based upon the experiences of over 300 families who participated in the Toyota Families for Learning Program during the 1992-1993 school year. The first…

Ethnic Differences in the Effects of Parental Depression on Preschool Children's Socioemotional Functioning

ERIC Educational Resources Information Center

Aikens, Nikki L.; Coleman, Cheri P.; Barbarin, Oscar A.

2008-01-01

The present study describes the depressive symptomatology of 393 parents of prekindergarten children and assesses ethnic differences in the depression scores of these parents and their differential consequences for children's social competence. Data are drawn from the National Center for Early Development and Learning (NCEDL) classroom study, a…

Case Studies in Diversity: Individual Differences in Abilities and Traits of Young Gifted Children.

ERIC Educational Resources Information Center

Hafenstein, Norma Lu; Tucker, Brooke

This study documented how individual differences in personal experiences, cultures, learning styles, and interests affect the demonstrated abilities of children who are gifted, based on qualitative case study research with five children from early childhood classes at the University of Denver's Ricks Center for Gifted Children. Information was…

Learning from Cancer Precursors | Center for Cancer Research

Cancer.gov

Cancers that are preceded by distinct nonmalignant lesions provide an opportunity to study cancer progression and develop early detection and intervention strategies. Multiple myeloma—a cancer of the bone marrow that originates in a type of white blood cell called plasma cells—is consistently preceded by one of two nonmalignant precursor diseases: monoclonal gammopathy of

Symbolic Play and Novel Noun Learning in Deaf and Hearing Children: Longitudinal Effects of Access to Sound on Early Precursors of Language.

PubMed

Quittner, Alexandra L; Cejas, Ivette; Wang, Nae-Yuh; Niparko, John K; Barker, David H

2016-01-01

In the largest, longitudinal study of young, deaf children before and three years after cochlear implantation, we compared symbolic play and novel noun learning to age-matched hearing peers. Participants were 180 children from six cochlear implant centers and 96 hearing children. Symbolic play was measured during five minutes of videotaped, structured solitary play. Play was coded as "symbolic" if the child used substitution (e.g., a wooden block as a bed). Novel noun learning was measured in 10 trials using a novel object and a distractor. Cochlear implant vs. normal hearing children were delayed in their use of symbolic play, however, those implanted before vs. after age two performed significantly better. Children with cochlear implants were also delayed in novel noun learning (median delay 1.54 years), with minimal evidence of catch-up growth. Quality of parent-child interactions was positively related to performance on the novel noun learning, but not symbolic play task. Early implantation was beneficial for both achievement of symbolic play and novel noun learning. Further, maternal sensitivity and linguistic stimulation by parents positively affected noun learning skills, although children with cochlear implants still lagged in comparison to hearing peers.

Symbolic Play and Novel Noun Learning in Deaf and Hearing Children: Longitudinal Effects of Access to Sound on Early Precursors of Language

PubMed Central

Quittner, Alexandra L.; Cejas, Ivette; Wang, Nae-Yuh; Niparko, John K.; Barker, David H.

2016-01-01

In the largest, longitudinal study of young, deaf children before and three years after cochlear implantation, we compared symbolic play and novel noun learning to age-matched hearing peers. Participants were 180 children from six cochlear implant centers and 96 hearing children. Symbolic play was measured during five minutes of videotaped, structured solitary play. Play was coded as "symbolic" if the child used substitution (e.g., a wooden block as a bed). Novel noun learning was measured in 10 trials using a novel object and a distractor. Cochlear implant vs. normal hearing children were delayed in their use of symbolic play, however, those implanted before vs. after age two performed significantly better. Children with cochlear implants were also delayed in novel noun learning (median delay 1.54 years), with minimal evidence of catch-up growth. Quality of parent-child interactions was positively related to performance on the novel noun learning, but not symbolic play task. Early implantation was beneficial for both achievement of symbolic play and novel noun learning. Further, maternal sensitivity and linguistic stimulation by parents positively affected noun learning skills, although children with cochlear implants still lagged in comparison to hearing peers. PMID:27228032

From Car Park to Children's Park: A Childcare Centre in Development. Working Papers in Early Childhood Development.

ERIC Educational Resources Information Center

Wunschel, Gerda

This working paper describes the development of a child care center in Berlin, Germany, focusing on how the program's pedagogical principles support children's learning, how respect for diversity is integrated in everyday practice, and how program quality and accessibility are defined within a multicultural context. Chapter 1 describes the…

Links between Parent-Teacher Relationships and Kindergartners' Social Skills: Do Child Ethnicity and Family Income Matter?

ERIC Educational Resources Information Center

Iruka, Iheoma U.; Winn, Donna-Marie C.; Kingsley, Susan J.; Orthodoxou, Yannick J.

2011-01-01

This study uses National Center for Early Development and Learning (NCEDL) data to examine the moderating effects of child ethnicity and family income on the links between parent-teacher relationships and kindergartners' social skills. This study includes 481 Caucasian, African American, and Latino children from low-income households. Overall,…

Signs All Around Us: A Project Approach Unit for Kindergarten

ERIC Educational Resources Information Center

MacDonell, Colleen

2007-01-01

There is no better way to start young children on the road to research skills than through the project approach. Designed with the distinctive characteristics of early childhood in mind, this article talks about child-centered approach to learning that allows individuals to work at their level of skill, comfort, and interest. The project approach…

Wrestling the Devil in the Details: An Early Look at Restructuring in California

ERIC Educational Resources Information Center

Scott, Caitlin

2006-01-01

To learn more about district and school decision making for No Child Left Behind (NCLB) restructuring, the Center on Education Policy (CEP) turned to California, a state with a substantial number of schools in restructuring and several state and regional supports for making decisions about restructuring. In the summer and fall of 2005, CEP…

Revealing the Experience of Children and Teachers Even in Their Absence: Documenting in the Early Childhood Studio

ERIC Educational Resources Information Center

Parnell, Will

2011-01-01

Inspired by the educational approach in the municipal pre-primary schools and infant-toddler centers of Reggio Emilia, Italy, two studio teachers and a researcher participant in Portland, Oregon capture classroom work, make investigations and interpretations in the studio as a laboratory space of learning, help children represent thinking, and…

Reconstructing the Past: Historical Interpretations and Native Experiences at Contemporary California Missions

ERIC Educational Resources Information Center

Lorimer, Michelle Marie

2013-01-01

Spanish missions that dot the landscape in California today exist as centers of historical interpretation. Visitors to California, residents of the state, and school children often turn to these sites to learn about the early history of the region. Unbeknownst to many visitors, the history presented at many contemporary California mission sites…

Research on Literacy Policy and Professional Development: National, State, District, and Teacher Contexts

ERIC Educational Resources Information Center

Wixson, Karen K.; Yochum, Nina

2004-01-01

The purpose of this article is to review the research on policy and professional development undertaken by the Center for the Improvement of Early Reading Achievement (CIERA) and to suggest how this work has advanced knowledge in these areas. This research provides a base for understanding the relations between effective teaching and learning in…

Patterns of Play Behaviors and Learning Center Choices between High Ability and Typical Children

ERIC Educational Resources Information Center

Wilson, Hope E.

2015-01-01

There is a dearth of research regarding young children with high intellectual abilities, particularly research involving the direct observation of children in naturalistic settings. The current study examines 2 years of observations of young children (aged 37-71 months; n = 34) at an early childhood facility. The children were observed during the…

Schools of Ground Zero: Early Lessons Learned in Children's Environmental Health.

ERIC Educational Resources Information Center

Bartlett, Sarah; Petrarca, John

This book examines the health and safety implications of September 11, 2001, for seven public schools that were in the World Trade Center impact zone. From accounts of students, parents, teachers, and administrators, the report describes: (1) evacuation procedures of these schools on September 11; (2) communication flow between the New York City…

A Systemic Approach to Implementing a Protective Factors Framework

ERIC Educational Resources Information Center

Parsons, Beverly; Jessup, Patricia; Moore, Marah

2014-01-01

The leadership team of the national Quality Improvement Center on early Childhood ventured into the frontiers of deep change in social systems by funding four research projects. The purpose of the research projects was to learn about implementing a protective factors approach with the goal of reducing the likelihood of child abuse and neglect. In…

Diarrhea & Child Care: Controlling Diarrhea in Out-of-Home Child Care. NCEDL Spotlights, No. 4.

ERIC Educational Resources Information Center

Churchill, Robin B.; Pickering, Larry K.

This report, the fourth in the National Center for Early Development and Learning's (NCEDL) "Spotlights" series, is based on excerpts from a paper presented during a "Research into Practice in Infant/Toddler Care" synthesis conference in fall 1997. The report addresses controlling diarrhea in out-of-home child care. The report…

Shaping the Library to the Life of the User: Adapting, Empowering, Partnering, Engaging

ERIC Educational Resources Information Center

Proffitt, Merrilee; Michalko, James; Renspie, Melissa

2015-01-01

What began with a few libraries' early application of ethnographic methods to learn more about user behaviors and needs has grown to become a significant body of work done across many institutions using a broad range of methods. User-centered investigations are increasingly influential in discussions about the shape and future of the research…

2014 Summer Series - Lewis Braxton III - Lessons Learned Enroute to Becoming Deputy Center Director

NASA Image and Video Library

2014-07-01

This talk will take you on a journey of Mr. Lewis Braxton's successful career through the lens of an African American. You will gain insights to his success as he shares the wisdom he gained through personal and professional experiences. He will walk you through his early childhood, education, NASA internship at Dryden Flight Research Center (DFRC), and his transition to Ames as he developed and matured into a senior leader. Mr. Braxton will also provide a special focus on his CFO and Deputy Director roles at NASA Ames.

How Can We Find Out Together? Investigating, Reflecting on, and Celebrating Learning in the Early Childhood Classroom

ERIC Educational Resources Information Center

DiNatale, Lorenza; Steele, Tammy; Elliott, Crystal

2009-01-01

In order for teachers to create child-centered and emergent curriculum for their classrooms it is important for them to observe children to discover their interests and then develop investigations around these interests by using the enthusiasm, knowledge, and curiosity of the other children in the classroom. It is equally as important to allow…

The Blended Librarian: John D. Shankl Center for Learning Technologies, Penn State Berks Lehigh Valley College

ERIC Educational Resources Information Center

Library Journal, 2005

2005-01-01

Early in his library career, John Shank realized that not only were students choosing Internet resources over library, resources, but Faculty members were, too. Shank is now widely recognized as a librarian who's likely to change that. In his current positions as instructional design librarian at Penn State Berks--Lehigh Valley College and…

Professionalizing the Field and Increasing Quality: A Community Effort

ERIC Educational Resources Information Center

Montes, Gladys

2012-01-01

It started with a dream: to create a national best practices teaching and learning center that would not only provide the best available care and education to children ages 0 to 5 years old, but would also serve as a model for adult learners and like-minded entities and individuals in the early education arena. Committed to elevating the quality…

Head Start Evaluation and Research Center, The University of Chicago. Report F, Socialization into the Role of Pupil.

ERIC Educational Resources Information Center

Shipman, Virginia C.; Hess, Robert D.

Early childhood experience is often crucial in establishing the cognitive and affective structures of the child. In particular, the preschool experience of the lower class child establishes patterns of responsive behavior and ways of relating to the authority structure of the school which are not conducive to academic learning and prevent the…

"Flying the Plane while We Build It": A Case Study of an Early College High School

ERIC Educational Resources Information Center

Thompson, Candace; Ongaga, Kennedy

2011-01-01

Over the past two decades, the perceived failed promise of the comprehensive high school to effectively educate America's youth has generated a national interest in high school reform. One such area of reform is a movement to restructure high schools as small learning communities centered around unique curriculum and state-of-the-art teaching.…

Advancing the Early Learning Workforce through State Policies. Policy Update. Vol. 23, No. 25

ERIC Educational Resources Information Center

Hao, Winona

2016-01-01

Although children's earliest years are widely acknowledged as critical for achievement in school and in life, the bar for joining the US preschool workforce is low. One-third of preschool teachers in childcare centers or public school programs hold bachelor's degrees, and most preschoolers are likely to end up with a teacher who is not trained in…

How Young Children Learn To Read in High/Scope Programs: A Series of Position Papers.

ERIC Educational Resources Information Center

High/Scope Educational Research Foundation, Ypsilanti, MI.

Current debates regarding teaching children to read are centered around the most effective way to establish a foundation for literacy in the early years. This document is comprised of a set of three position papers on how the High/Scope Educational Research Foundation teaches young children to read in its infant-toddler, preschool, and early…

Learning To Lead: Effective Leadership Skills for Teachers of Young Children.

ERIC Educational Resources Information Center

Sullivan, Debra Ren-Etta

Whether a center director or teacher aide, child care professionals share in the leadership process every day. This guide draws on the author's more than 23 years of experiences to help early childhood teachers at all levels make the most of their roles as leaders in the lives of children, families, and fellow educators. The guide combines…

The 2017 AANS Presidential Address. A world of innovation.

PubMed

Boop, Frederick A

2017-12-01

The 2016 scientific meeting of the American Association of Neurological Surgeons (AANS) focused on the theme "A World of Innovation." In his presidential address, 2016 AANS President Frederick Boop compared the historical development of the specialty of neurological surgery with that of the development of global communications. In the early years, general surgeons training in the United States would spend post-residency time abroad learning from surgical masters in Europe and other places. Since Harvey Cushing's day, neurosurgeons from around the world continue to travel abroad, with many now coming to America for training at centers of excellence. Current clinical practice is defined by multi-national, multi-center clinical trials, and the AANS subsidiary NeuroPoint Alliance has positioned itself to serve as an international center for the oversight of such trials. The Neurosurgery Research & Education Foundation and the Journal of Neurosurgery Publishing Group have made it possible for a neurosurgeon anywhere with Internet access to learn relevant surgical anatomy, learn new neurosurgical procedures, and watch masters in the field perform operations via high-definition surgical videos at no cost via learning platforms such as the Rhoton Collection, the Neurosurgical Atlas, and Neurosurgical Focus video supplements. At the same time, patients are now traveling abroad to seek medical specialty care. Although the globalization of health care poses certain threats, it also presents neurosurgeons with a world of opportunities.

MC-1 Engine Valves, Lessons Learned

NASA Technical Reports Server (NTRS)

Laszar, John

2003-01-01

Many lessons were learned during the development of the valves for the MC-1 engine. The purpose of this report is to focus on a variety of issues related to the engine valves and convey the lessons learned. This paper will not delve into detailed technical analysis of the components. None of the lessons learned are new or surprising, but simply reinforce the importance of addressing the details of the design early, at the component level. The Marshall Space Flight Center (MSFC), Huntsville, Alabama developed the MC-1 engine, a LOX / FW-1, 60,000 pound thrust engine. This engine was developed under the Low Cost Boost Technology office at MSFC and proved to be a very successful project for the MSFC Propulsion team and the various subcontractors working the development of the engine and its components.

Startle reduces recall of a recently learned internal model.

PubMed

Wright, Zachary; Patton, James L; Ravichandran, Venn

2011-01-01

Recent work has shown that preplanned motor programs are released early from subcortical areas by the using a startling acoustic stimulus (SAS). Our question is whether this response might also contain a recently learned internal model, which draws on experience to predict and compensate for expected perturbations in a feedforward manner. Studies of adaptation to robotic forces have shown some evidence of this, but were potentially confounded by cocontraction caused by startle. We performed a new adaptation experiment using a visually distorted field that could not be confounded by cocontraction. We found that in all subjects that exhibited startle, the startle stimulus (1) reduced performance of the recently learned task (2) reduced after-effect magnitudes. Because startle reduced but did not eliminate the recall of learned control, we suggest that multiple neural centers (cortical and subcortical) are involved in such learning and adaptation, which can impact training areas such as piloting, teleoperation, sports, and rehabilitation. © 2011 IEEE

Apollo Missions to the Lunar Surface

NASA Technical Reports Server (NTRS)

Graff, Paige V.

2018-01-01

Six Apollo missions to the Moon, from 1969-1972, enabled astronauts to collect and bring lunar rocks and materials from the lunar surface to Earth. Apollo lunar samples are curated by NASA Astromaterials at the NASA Johnson Space Center in Houston, TX. Samples continue to be studied and provide clues about our early Solar System. Learn more and view collected samples at: https://curator.jsc.nasa.gov/lunar.

Faculty Development Units at Mexican Higher Education Institutions: A Descriptive Study of Characteristics, Common Practices and Challenges

ERIC Educational Resources Information Center

Chavela Guerra, Rocio del Carmen

2011-01-01

The rapid expansion in higher education in the 1960s and early 1970s brought a reexamination of university teaching and learning, placing significant attention on the role of faculty development. The steady growth of this field has been reflected in the establishment of centers, offices, and divisions at many colleges and universities that are in…

Utilizing a Collaborative Learning Model to Promote Early Extubation Following Infant Heart Surgery.

PubMed

Mahle, William T; Nicolson, Susan C; Hollenbeck-Pringle, Danielle; Gaies, Michael G; Witte, Madolin K; Lee, Eva K; Goldsworthy, Michelle; Stark, Paul C; Burns, Kristin M; Scheurer, Mark A; Cooper, David S; Thiagarajan, Ravi; Sivarajan, V Ben; Colan, Steven D; Schamberger, Marcus S; Shekerdemian, Lara S

2016-10-01

To determine whether a collaborative learning strategy-derived clinical practice guideline can reduce the duration of endotracheal intubation following infant heart surgery. Prospective and retrospective data collected from the Pediatric Heart Network in the 12 months pre- and post-clinical practice guideline implementation at the four sites participating in the collaborative (active sites) compared with data from five Pediatric Heart Network centers not participating in collaborative learning (control sites). Ten children's hospitals. Data were collected for infants following two-index operations: 1) repair of isolated coarctation of the aorta (birth to 365 d) and 2) repair of tetralogy of Fallot (29-365 d). There were 240 subjects eligible for the clinical practice guideline at active sites and 259 subjects at control sites. Development and application of early extubation clinical practice guideline. After clinical practice guideline implementation, the rate of early extubation at active sites increased significantly from 11.7% to 66.9% (p < 0.001) with no increase in reintubation rate. The median duration of postoperative intubation among active sites decreased from 21.2 to 4.5 hours (p < 0.001). No statistically significant change in early extubation rates was found in the control sites 11.7% to 13.7% (p = 0.63). At active sites, clinical practice guideline implementation had no statistically significant impact on median ICU length of stay (71.9 hr pre- vs 69.2 hr postimplementation; p = 0.29) for the entire cohort. There was a trend toward shorter ICU length of stay in the tetralogy of Fallot subgroup (71.6 hr pre- vs 54.2 hr postimplementation, p = 0.068). A collaborative learning strategy designed clinical practice guideline significantly increased the rate of early extubation with no change in the rate of reintubation. The early extubation clinical practice guideline did not significantly change postoperative ICU length of stay.

Unique characteristics of motor adaptation during walking in young children.

PubMed

Musselman, Kristin E; Patrick, Susan K; Vasudevan, Erin V L; Bastian, Amy J; Yang, Jaynie F

2011-05-01

Children show precocious ability in the learning of languages; is this the case with motor learning? We used split-belt walking to probe motor adaptation (a form of motor learning) in children. Data from 27 children (ages 8-36 mo) were compared with those from 10 adults. Children walked with the treadmill belts at the same speed (tied belt), followed by walking with the belts moving at different speeds (split belt) for 8-10 min, followed again by tied-belt walking (postsplit). Initial asymmetries in temporal coordination (i.e., double support time) induced by split-belt walking were slowly reduced, with most children showing an aftereffect (i.e., asymmetry in the opposite direction to the initial) in the early postsplit period, indicative of learning. In contrast, asymmetries in spatial coordination (i.e., center of oscillation) persisted during split-belt walking and no aftereffect was seen. Step length, a measure of both spatial and temporal coordination, showed intermediate effects. The time course of learning in double support and step length was slower in children than in adults. Moreover, there was a significant negative correlation between the size of the initial asymmetry during early split-belt walking (called error) and the aftereffect for step length. Hence, children may have more difficulty learning when the errors are large. The findings further suggest that the mechanisms controlling temporal and spatial adaptation are different and mature at different times.

After the Tests: How States Share Assessment Data. A Special Report in the Series, "Planning for Progress: States Reflect on Year One Implementation of ESSA"

ERIC Educational Resources Information Center

Frizzell, Matthew; Rentner, Diane Stark; Kober, Nancy

2018-01-01

In September and October of 2017, the Center on Education Policy conducted a survey of state deputy superintendents of education or their designees to learn about states' early efforts in implementing the Every Student Succeeds Act (ESSA). Most of those survey findings are described in the CEP publication "Planning for Progress: States…

Accelerating Science with the NERSC Burst Buffer Early User Program

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

Bhimji, Wahid; Bard, Debbie; Romanus, Melissa

NVRAM-based Burst Buffers are an important part of the emerging HPC storage landscape. The National Energy Research Scientific Computing Center (NERSC) at Lawrence Berkeley National Laboratory recently installed one of the first Burst Buffer systems as part of its new Cori supercomputer, collaborating with Cray on the development of the DataWarp software. NERSC has a diverse user base comprised of over 6500 users in 700 different projects spanning a wide variety of scientific computing applications. The use-cases of the Burst Buffer at NERSC are therefore also considerable and diverse. We describe here performance measurements and lessons learned from the Burstmore » Buffer Early User Program at NERSC, which selected a number of research projects to gain early access to the Burst Buffer and exercise its capability to enable new scientific advancements. To the best of our knowledge this is the first time a Burst Buffer has been stressed at scale by diverse, real user workloads and therefore these lessons will be of considerable benefit to shaping the developing use of Burst Buffers at HPC centers.« less

NASA Goddard All Hands Meeting

NASA Image and Video Library

2017-12-08

Monday, September 30, 2013 - NASA Goddard civil servant and contractor employees were invited to an all hands meeting with Center Director Chris Scolese and members of the senior management team to learn the latest information about a possible partial government shutdown that could happen as early as midnight. Credit: NASA/Goddard/Bill Hrybyk NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

Starflo glaucoma implant: early experience in Hungary

PubMed Central

István, Cseke; Péter, Vámosi; Mária, Bausz

2016-01-01

Aim: To present the early experience with the implantation technique, safety and efficiency of STARflo™ device for open angle glaucoma (OAG). Methods: referring intra- and postoperative clinical experience with a series of seven cases in three glaucoma centers in Hungary. Results: No intraoperative complications were observed. Postoperative inflammatory signs disappeared rapidly. The mean IOP reduction was from 27,6 ± 5,0 mmHg to 18,9±3,4 mmHg (32% reduction/ patient) at six months postoperatively. Conclusion: STARflo™ implant was safe and (except for one case with neovascular glaucoma) effective in our cases. The learning curve for experienced anterior segment surgeons was short. PMID:27220226

A Comparative Study of Pathways to Care for Children with Specific Learning Disability and Mental Retardation

PubMed Central

Chakraborty, Suhash; Kommu, John Vijay Sagar; Srinath, Shoba; Seshadri, Shekhar P.; Girimaji, Satish C.

2014-01-01

Context: Early intervention in specific learning disability (SpLD) results in better outcome and prevents comorbidity. Understanding the pathways is therefore important. Aims: To study and compare the pathways to care for children with SpLD and mental retardation (MR) before reaching a tertiary care center. Settings and Design, Material and Methods: A cross-sectional study was conducted for pathways to care of two groups: SpLD and MR with 50 children in each group from 8 to 16 years. MINI-KID for comorbidity and Goldberg's pathway to care instrument was used. The groups were divided into early contact (up to three carers) and late contact (more than three carers) and compared. Statistical Analysis: Data were analyzed using Statistical Packages for Social Sciences (SPSS) version 10.0 software. Results: Majority (n = 24 or 48%) of SpLD children visited “others” (teachers, neighbors, relatives, and guardians of fellow classmates) as first carer. Allopathic practitioners were the first choice for MR children (n = 31 or 62%). Six children (12%) in SpLD group and 10 of MR (20%) group have seen either traditional practitioner or healer as first carer. Maximum referral to the tertiary center in both groups was done by others (62% in SpLD and 56% in MR group). Early contacts in SpLD group belonged to younger age group (P = 0.01). While comparing both groups on the basis of early and late contact, mother's education was found to be significant in early contact group (P = 0.036) and having comorbidity was significant among late contacts (P = 0.038). Conclusions: The pathways to care for SpLD children are more or less similar to MR children whose parents recognize MR late. Both the groups visit multiple carers including traditional healers substantiating the strong belief for supernatural causation of developmental disorders in India. PMID:24701006

Improving Memory for Optimization and Learning in Dynamic Environments

DTIC Science & Technology

2011-07-01

algorithm uses simple, in- cremental clustering to separate solutions into memory entries. The cluster centers are used as the models in the memory. This is...entire days of traffic with realistic traffic de - mands and turning ratios on a 32 intersection network modeled on downtown Pittsburgh, Pennsyl- vania...early/tardy problem. Management Science, 35(2):177–191, 1989. [78] Daniel Parrott and Xiaodong Li. A particle swarm model for tracking multiple peaks in

PREDICTORS OF INFANT AND TODDLER BLACK BOYS' EARLY LEARNING: SEIZING OPPORTUNITIES AND MINIMIZING RISKS.

PubMed

Iruka, Iheoma U

2017-01-01

Using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) data set (U.S. Department of Education Institute of Education Sciences, National Center for Education Statistics, 2001), this study examined child, family, and community factors in the early years (infant and toddler years) to predict the cognitive and language outcomes for preschool-age Black boys in relation to Black girls and White boys. Findings indicate that Black children face many challenges, with Black boys experiencing less sensitive parenting as compared to their peers. We live in a highly complex, racialized environment. While there are universal indicators that predict children's preschool outcomes such as strong social positioning and positive parenting, there are, in addition, some indicators that are more beneficial for Black boys' early development, including a stable, less urban home environment with parents engaging in "tough love." © 2016 Michigan Association for Infant Mental Health.

Illinois Early Learning Project Tip Sheets: Parenting and Family Life.

ERIC Educational Resources Information Center

2003

The Illinois Early Learning Project (IEL) is funded by the Illinois State Board of Education to provide information resources on early learning and training related to implementing the Illinois Early Learning Standards for parents and for early childhood personnel in all settings. The IEL tip sheets offer suggestions to parents and early childhood…

Illinois Early Learning Project Tip Sheets: Physical Development and Health.

ERIC Educational Resources Information Center

2003

The Illinois Early Learning Project (IEL) is funded by the Illinois State Board of Education to provide information resources on early learning and training related to implementing the Illinois Early Learning Standards for parents and for early childhood personnel in all settings. The IEL tip sheets offer suggestions to parents and early childhood…

Visual learning with reduced adaptation is eccentricity-specific.

PubMed

Harris, Hila; Sagi, Dov

2018-01-12

Visual learning is known to be specific to the trained target location, showing little transfer to untrained locations. Recently, learning was shown to transfer across equal-eccentricity retinal-locations when sensory adaptation due to repetitive stimulation was minimized. It was suggested that learning transfers to previously untrained locations when the learned representation is location invariant, with sensory adaptation introducing location-dependent representations, thus preventing transfer. Spatial invariance may also fail when the trained and tested locations are at different distance from the center of gaze (different retinal eccentricities), due to differences in the corresponding low-level cortical representations (e.g. allocated cortical area decreases with eccentricity). Thus, if learning improves performance by better classifying target-dependent early visual representations, generalization is predicted to fail when locations of different retinal eccentricities are trained and tested in the absence sensory adaptation. Here, using the texture discrimination task, we show specificity of learning across different retinal eccentricities (4-8°) using reduced adaptation training. The existence of generalization across equal-eccentricity locations but not across different eccentricities demonstrates that learning accesses visual representations preceding location independent representations, with specificity of learning explained by inhomogeneous sensory representation.

Measuring the Usability of Augmented Reality e-Learning Systems: A User-Centered Evaluation Approach

NASA Astrophysics Data System (ADS)

Pribeanu, Costin; Balog, Alexandru; Iordache, Dragoş Daniel

The development of Augmented Reality (AR) systems is creating new challenges and opportunities for the designers of e-learning systems. The mix of real and virtual requires appropriate interaction techniques that have to be evaluated with users in order to avoid usability problems. Formative usability aims at finding usability problems as early as possible in the development life cycle and is suitable to support the development of such novel interactive systems. This work presents an approach to the user-centered usability evaluation of an e-learning scenario for Biology developed on an Augmented Reality educational platform. The evaluation has been carried on during and after a summer school held within the ARiSE research project. The basic idea was to perform usability evaluation twice. In this respect, we conducted user testing with a small number of students during the summer school in order to get a fast feedback from users having good knowledge in Biology. Then, we repeated the user testing in different conditions and with a relatively larger number of representative users. In this paper we describe both experiments and compare the usability evaluation results.

How do early emotional experiences in the operating theatre influence medical student learning in this environment?

PubMed

Bowrey, David J; Kidd, Jane M

2014-01-01

The emotions experienced by medical students on first exposure to the operating theatre are unknown. It is also unclear what influence these emotions have on the learning process. To understand the emotions experienced by students when in the operating theatre for the first time and the impact of these emotions on learning. Nine 3rd-year medical students participated in semistructured interviews to explore these themes. A qualitative approach was used; interviews were transcribed and coded thematically. All participants reported initial negative emotions (apprehension, anxiety, fear, shame, overwhelmed), with excitement being reported by 3. Six participants considered that their anxiety was so overwhelming that it was detrimental to their learning. Participants described a period of familiarization to the environment, after which learning was facilitated. Early learning experiences centered around adjustment to the physical environment of the operating theatre. Factors driving initial negative feelings were loss of familiarity, organizational issues, concerns about violating protocol, and a fear of syncope. Participants considered that it took a median of 1 week (range = 1 day-3 weeks) or 5 visits to the operating theatre (range = 1-10) before feeling comfortable in the new setting. Emotions experienced on subsequent visits to the operating theatre were predominantly positive (enjoyment, happiness, confident, involved, pride). Two participants reported negative feelings related to social exclusion. Being included in the team was a powerful determinant of enjoyment. These findings indicate that for learning in the operating theatre to be effective, addressing the negative emotions of the students might be beneficial. This could be achieved by a formal orientation program for both learners and tutors in advance of attendance in the operating theatre. For learning to be optimized, students must feel a sense of inclusion in the theatre community of practice.

Service system and cognitive outcomes for young children with autism spectrum disorders in a rural area of Taiwan.

PubMed

Chu, Ching-Lin; Chiang, Chung-Hsin; Wu, Chin-Chin; Hou, Yuh-Ming; Liu, Jiun-Horng

2017-07-01

Chiayi is a rural county located in southwestern Taiwan, and the effectiveness of its early intervention service system for autism spectrum disorders was studied in detail. A total of 71 children with autism spectrum disorders ( n = 35) and developmental delay ( n = 36) aged 2.5 years were referred from the only Early Intervention Reporting and Referral Center in Chiayi and followed up at 4 years. Results showed relatively low and varied services of early intervention for both groups during two time-point periods and a relative lack of specific early intervention programs for children with autism spectrum disorders. It was found, however, that cognitive abilities were increased for autism spectrum disorders and developmental delay groups. Additionally, the Early Learning Score at the initial evaluation could contribute to the high learner autism spectrum disorders subgroup. Parental socio-economic level was also determined to benefit the high learner developmental delay subgroup.

Strategies for Longitudinal Analysis of the Career Paths of Beginning Teachers: Results from the First through Fourth Waves of the 2007-08 Beginning Teacher Longitudinal Study. Research and Development Report. NCES 2013-336

ERIC Educational Resources Information Center

Gray, Lucinda; Brauen, Marsha

2013-01-01

To learn more about the early career patterns of beginning teachers, the National Center for Education Statistics (NCES) of the Institute of Education Sciences within the U.S. Department of Education undertook the Beginning Teacher Longitudinal Study (BTLS). The ultimate purpose of this report is to develop a strategy for the longitudinal analysis…

Early Clinical Experiences for Second-Year Student Pharmacists at an Academic Medical Center.

PubMed

McLaughlin, Jacqueline E; Amerine, Lindsey B; Chen, Sheh-Li; Luter, David N; Arnall, Justin; Smith, Shayna; Roth, Mary T; Rodgers, Philip T; Williams, Dennis M; Pinelli, Nicole R

2015-11-25

To examine student outcomes associated with the Student Medication and Reconciliation Team (SMART) program, which was designed to provide second-year student pharmacists at the University of North Carolina (UNC) Eshelman School of Pharmacy direct patient care experience at UNC Medical Center. Twenty-two second-year student pharmacists were randomly selected from volunteers, given program training, and scheduled for three 5-hour evening shifts in 2013-2014. Pre/post surveys and reflection statements were collected from 19 students. Data were analyzed with a mixed methods approach. Survey results revealed an increase in student self-efficacy (p<0.05) and positive perceptions of SMART. Qualitative findings suggest the program provided opportunities for students to develop strategies for practice, promoted an appreciation for the various roles pharmacists play in health care, and fostered an appreciation for the complexity of real-world practice. Early clinical experiences can enhance student learning and development while fostering an appreciation for pharmacy practice.

Man with a Mission: Jean-Dominique Cassini

NASA Astrophysics Data System (ADS)

Belkora, Leila

2004-03-01

Jean-Dominique Cassini, for whom the Cassini mission to Saturn is named, is best known for his early understanding of that planet's rings. This article is an overview of his influential career in astronomy and other scientific fields.= Born in Italy in1625 and formally educated at an early age, he was a professor of astronomy at the University of Bologna, a leading center of learning in Europe of the time. He was an early observer of Jupiter, Mars, and Venus. He is best known for constructing a giant pinhole camera in a cathedral that he used with a meridian line on the floor to track the Sun's image through the year, thus providing the Catholic Church with a reliable calendar. Cassini also used the pinhole camera observations to calculate the variation in the distance between the Sun and Earth, thus lending support to the Copernican (Sun-centered) view of the solar system. Cassini moved to Paris at the request of King Louis XIV, originally to oversee the surveying needed for a new map system of France, but ultimately he took over as the director of the Paris Observatory. Cassini's descendants ran the observatory there for the following century.

Neural Correlates of Motor Learning, Transfer of Learning, and Learning to Learn

PubMed Central

Seidler, Rachael D.

2009-01-01

Recent studies on the neural bases of sensorimotor adaptation demonstrate that the cerebellar and striatal thalamocortical pathways contribute to early learning. Transfer of learning involves a reduction in the contribution of early learning networks, and increased reliance on the cerebellum. The neural correlates of learning to learn remain to be determined, but likely involve enhanced functioning of general aspects of early learning. PMID:20016293

The Saskatchewan/New Brunswick Healthy Start-Départ Santé intervention: implementation cost estimates of a physical activity and healthy eating intervention in early learning centers.

PubMed

Sari, Nazmi; Muhajarine, Nazeem; Froehlich Chow, Amanda

2017-01-19

Participation in daily physical activity and consuming a balanced diet high in fruits and vegetables and low in processed foods are behaviours associated with positive health outcomes during all stages of life. Previous literature suggests that the earlier these behaviours are established the greater the health benefits. As such, early learning settings have been shown to provide an effective avenue for exploring and influencing the physical activity and healthy eating behaviours of children before school entry. However, in addition to improving individual level health of children, such interventions may also result in a number of social benefits for the society. In fact, research among adult populations has shown that sufficient participation in physical activity can significantly lower hospital stays and physician visits, in turn leading to positive economic outcomes. To our knowledge there is very limited literature about economic evaluations of interventions implemented in early learning centers to increase physical activity and healthy eating behaviours among children. The primary purpose of this paper is to identify inputs and costs needed to implement a physical activity and healthy eating intervention (Healthy Start-Départ Santé (HS-DS)) in early learning centres throughout Saskatchewan and New Brunswick over the course of three years. In doing so, implementation cost is estimated to complete the first phase of a social return on investment analysis of this intervention. In order to carry out this evaluation the first step was to identify the inputs and costs needed to implement the intervention, along with the corresponding outputs. With stakeholder interviews and using existing database, we estimated the implementation cost by measuring, valuing and monetizing each individual input. Our results show that the total annual cost of implementing HS-DS was $378,753 in the first year, this total cost decreased slightly in the second year ($356,861) and again in the third year ($312,179). On average, the total annual cost is about $350,000 which implies an annual cost of $285 per child. Among all inputs, time-cost accounted for the larger share of total resources need to implement the intervention. Overall, administration and support services accounted for the largest portion of the total implementation cost each year: 74% (year 1), 79% (year 2), and 75% (year 3). The results from this study shed lights for future implementation of similar interventions in this context. It also helps to assess the cost effectiveness of future interventions.

Strategies, Systems and Services: A Northern Ireland Early Years Policy Perspective

ERIC Educational Resources Information Center

McMillan, Dorothy J.; McConnell, Barbara

2015-01-01

Following a lengthy consultation process across Northern Ireland (NI), 2013 saw the publication of Learning to Learn: A Framework for Early Years Education and Learning [DE (Department of Education). 2013. "Learning to Learn: A Framework for Early Years Education and Learning." Accessed July 15, 2014.…

Accounting Early for Life Long Learning: The AcE Project.

ERIC Educational Resources Information Center

University Coll. Worcester (England). Centre for Research in Early Childhood Education.

Building upon the work of the Effective Early Learning (EEL) Project in raising the quality of early learning for young children in the United Kingdom, the 3-year Accounting Early for Life Long Learning Project (AcE Project) focuses on enhancing in 3- to 6-year-olds those attitudes and dispositions that are important to life-long learning. This…

Growing the Next Generation of Data Professionals at the National Center for Atmospheric Research

NASA Astrophysics Data System (ADS)

Hou, C. Y.; Worley, S. J.; Mayernik, M. S.

2017-12-01

As a federally funded research and development center by the National Science Foundation, being able to provide education in order to advance scientific research is a top priority at the National Center for Atmospheric Research (NCAR). Among the various education programs available at the NCAR, the Data Stewardship Engineering Team (DSET) is working with students and early career professionals from the Library and Information Science (LIS) discipline. This LIS group is passionate about learning more about how to optimize the value of research information and often have innovative ideas regarding how to meet current as well as emerging information needs. As a new data initiative that focuses on developing the next generation data services, the NCAR DSET and its Digital Asset Services Hub is a rich, practical environment that provides opportunities for attaining experience and growing dedicated data stewards for the atmospheric and geosciences. In this presentation, the authors will describe the NCAR DSET's new outreach program. We will highlight the process that we are using to engage students and early career information scientists/librarians. This process allows them to acquire practical, hands-on data management and curation skills specific to the Earth sciences by enabling them to participate in an interdisciplinary environment as well as contribute to collaborative activities. We will also discuss the factors that influenced the structuring of the program, and share the current results and lessons learned. Ultimately, we aim to strengthen the NCAR's educational contribution to and collaboration with the LIS discipline by: 1) documenting the experience and soliciting feedback regarding the ways in which we could further expand the mutual interests of Earth sciences and LIS education curricula, and 2) sharing the findings and impacts of the outreach program at NCAR with the education community.

Earthquake Education and Public Information Centers: A Collaboration Between the Earthquake Country Alliance and Free-Choice Learning Institutions in California

NASA Astrophysics Data System (ADS)

Degroot, R. M.; Springer, K.; Brooks, C. J.; Schuman, L.; Dalton, D.; Benthien, M. L.

2009-12-01

In 1999 the Southern California Earthquake Center initiated an effort to expand its reach to multiple target audiences through the development of an interpretive trail on the San Andreas fault at Wallace Creek and an earthquake exhibit at Fingerprints Youth Museum in Hemet. These projects and involvement with the San Bernardino County Museum in Redlands beginning in 2007 led to the creation of Earthquake Education and Public Information Centers (EPIcenters) in 2008. The impetus for the development of the network was to broaden participation in The Great Southern California ShakeOut. In 2009 it has grown to be more comprehensive in its scope including its evolution into a statewide network. EPIcenters constitute a variety of free-choice learning institutions, representing museums, science centers, libraries, universities, parks, and other places visited by a variety of audiences including families, seniors, and school groups. They share a commitment to demonstrating and encouraging earthquake preparedness. EPIcenters coordinate Earthquake Country Alliance activities in their county or region, lead presentations or organize events in their communities, or in other ways demonstrate leadership in earthquake education and risk reduction. The San Bernardino County Museum (Southern California) and The Tech Museum of Innovation (Northern California) serve as EPIcenter regional coordinating institutions. They interact with over thirty institutional partners who have implemented a variety of activities from displays and talks to earthquake exhibitions. While many activities are focused on the time leading up to and just after the ShakeOut, most EPIcenter members conduct activities year round. Network members at Kidspace Museum in Pasadena and San Diego Natural History Museum have formed EPIcenter focus groups on early childhood education and safety and security. This presentation highlights the development of the EPIcenter network, synergistic activities resulting from this collaboration, and lessons learned from interacting with free-choice learning institutions.

Infant born preterm have delayed development of adaptive postural control in the first 5 months of life.

PubMed

Dusing, Stacey C; Thacker, Leroy R; Galloway, James C

2016-08-01

Infants born preterm are at increased risk of developmental disabilities, that may be attributed to their early experiences and ability to learn. The purpose of this paper was to evaluate the ability of infants born preterm to adapt their postural control to changing task demands. This study included 18 infants born at 32 weeks of gestation or less whose posture was compared in supine under 2 conditions, with and without a visual stimulus presented. The postural variability, measured with root mean squared displacement of the center of pressure, and postural complexity, measured with the approximate entropy of the center of pressure displacement were measured longitudinally from 2.5 to 5 months of age. The infants looked at the toys in midline for several months prior to adapting their postural variability in a manner similar to full term infants. Only after postural variability was reduced in both the caudal cephalic and medial lateral direction in the toy condition did the infants learn to reach for the toy. Postural complexity did not vary between conditions. These findings suggest that infants used a variety of strategies to control their posture. In contrast to research with infants born full term, the infants born preterm in this study did not identify the successful strategy of reducing movement of the center of pressure until months after showing interest in the toy. This delayed adaptation may impact the infants ability to learn over time. Copyright © 2016 Elsevier Inc. All rights reserved.

Effect of a Local Vision Care Center on Eyeglasses Use and School Performance in Rural China: A Cluster Randomized Clinical Trial.

PubMed

Ma, Yue; Congdon, Nathan; Shi, Yaojiang; Hogg, Ruth; Medina, Alexis; Boswell, Matthew; Rozelle, Scott; Iyer, Mony

2018-05-10

Visual impairment is common among children in rural China, but fewer than one-third of children with poor vision own and wear eyeglasses. To study the effect of hospital-based vision centers on academic performance, ownership of eyeglasses, and eyeglasses-wearing behavior in rural Chinese children. Cluster randomized, investigator-masked, clinical trial from September 2014 through June 2015. A vision center capable of providing refractive services was established in the Hospital of Yongshou County, a nationally designated poor county in rural Shaanxi Province, western China. All 31 rural primary schools in Yongshou County participated; participants were all children in grades 4 through 6 (aged approximately 10-12 years) with uncorrected visual acuity of Snellen 6/12 or worse in either eye (2613 children). Data analysis was conducted March through May 2016, and data were analyzed by the intention-to-treat principle. After teacher-led vision screening early in the school year (September-October 2014), schools were randomly assigned to either early referral (December 2014-February 2015) to the vision center for refraction and free eyeglasses if needed or late referral (March-June 2015) for the identical intervention. The primary outcome was score on a study-administered mathematics test (June 2015) adjusted for baseline score. Secondary outcomes were self-reported eyeglasses ownership and wear at final examination (June 2015). All 2613 children evaluated were of Han Chinese race/ethnicity, and 1209 (46.3%) were female. Twelve hundred children (45.9%) met the vision criteria. Among these, 543 (45.3%) were randomized to early screening and 657 (54.7%) to late screening; 433 (79.7%) of the early screening group and 516 (78.5%) of the late screening group completed the study. Of eligible children, 120 (27.7%) owned eyeglasses at baseline. The adjusted effect on test scores comparing early and late groups was 0.25 SD (95% CI, 0.01-0.48; 1-sided P = .04), with the point estimate equivalent to half a semester of additional learning. At the end of the study, 347 of the 433 participants in the early group (80%) reported owning eyeglasses and 326 (75%) reported wearing eyeglasses; among the 516 participants in the late group, 371 (61%) reported owning and 286 (55%) reported wearing eyeglasses. In this study, early provision of free eyeglasses was seen to improve children's academic performance and wearing of spectacles. These findings suggest that a county hospital-based vision center may be an effective way to improve children's educational opportunities in rural China. isrctn.org Identifier: ISRCTN03252665.

Orbit Determination and Navigation of the Time History of Events and Macroscale Interactions during Substorms (THEMIS)

NASA Technical Reports Server (NTRS)

Morinelli, Patrick; Cosgrove, Jennifer; Blizzard, Mike; Robertson, Mike

2007-01-01

This paper provides an overview of the launch and early orbit activities performed by the NASA Goddard Space Flight Center's (GSFC) Flight Dynamics Facility (FDF) in support of five probes comprising the Time History of Events and Macroscale Interactions during Substorms (THEMIS) spacecraft. The FDF was tasked to support THEMIS in a limited capacity providing backup orbit determination support for validation purposes for all five THEMIS probes during launch plus 30 days in coordination with University of California Berkeley Flight Dynamics Center (UCB/FDC)2. The FDF's orbit determination responsibilities were originally planned to be as a backup to the UCB/FDC for validation purposes only. However, various challenges early on in the mission and a Spacecraft Emergency declared thirty hours after launch placed the FDF team in the role of providing the orbit solutions that enabled contact with each of the probes and the eventual termination of the Spacecraft Emergency. This paper details the challenges and various techniques used by the GSFC FDF team to successfully perform orbit determination for all five THEMIS probes during the early mission. In addition, actual THEMIS orbit determination results are presented spanning the launch and early orbit mission phase. Lastly, this paper enumerates lessons learned from the THEMIS mission, as well as demonstrates the broad range of resources and capabilities within the FDF for supporting critical launch and early orbit navigation activities, especially challenging for constellation missions.

Orbit Determination and Navigation of the Time History of Events and Macroscale Interactions during Substorms (THEMIS)

NASA Technical Reports Server (NTRS)

Morinelli, Patrick; Cosgrove, jennifer; Blizzard, Mike; Nicholson, Ann; Robertson, Mika

2007-01-01

This paper provides an overview of the launch and early orbit activities performed by the NASA Goddard Space Flight Center's (GSFC) Flight Dynamics Facility (FDF) in support of five probes comprising the Time History of Events and Macroscale Interactions during Substorms (THEMIS) spacecraft. The FDF was tasked to support THEMIS in a limited capacity providing backup orbit determination support for validation purposes for all five THEMIS probes during launch plus 30 days in coordination with University of California Berkeley Flight Dynamics Center (UCB/FDC). The FDF's orbit determination responsibilities were originally planned to be as a backup to the UCB/FDC for validation purposes only. However, various challenges early on in the mission and a Spacecraft Emergency declared thirty hours after launch placed the FDF team in the role of providing the orbit solutions that enabled contact with each of the probes and the eventual termination of the Spacecraft Emergency. This paper details the challenges and various techniques used by the GSFC FDF team to successfully perform orbit determination for all five THEMIS probes during the early mission. In addition, actual THEMIS orbit determination results are presented spanning the launch and early orbit mission phase. Lastly, this paper enumerates lessons learned from the THEMIS mission, as well as demonstrates the broad range of resources and capabilities within the FDF for supporting critical launch and early orbit navigation activities, especially challenging for constellation missions.

Training Early Career Scientists in Flight Instrument Design Through Experiential Learning: NASA Goddard's Planetary Science Winter School.

NASA Technical Reports Server (NTRS)

Bleacher, L. V.; Lakew, B.; Bracken, J.; Brown, T.; Rivera, R.

2017-01-01

The NASA Goddard Planetary Science Winter School (PSWS) is a Goddard Space Flight Center-sponsored training program, managed by Goddard's Solar System Exploration Division (SSED), for Goddard-based postdoctoral fellows and early career planetary scientists. Currently in its third year, the PSWS is an experiential training program for scientists interested in participating on future planetary science instrument teams. Inspired by the NASA Planetary Science Summer School, Goddard's PSWS is unique in that participants learn the flight instrument lifecycle by designing a planetary flight instrument under actual consideration by Goddard for proposal and development. They work alongside the instrument Principal Investigator (PI) and engineers in Goddard's Instrument Design Laboratory (IDL; idc.nasa.gov), to develop a science traceability matrix and design the instrument, culminating in a conceptual design and presentation to the PI, the IDL team and Goddard management. By shadowing and working alongside IDL discipline engineers, participants experience firsthand the science and cost constraints, trade-offs, and teamwork that are required for optimal instrument design. Each PSWS is collaboratively designed with representatives from SSED, IDL, and the instrument PI, to ensure value added for all stakeholders. The pilot PSWS was held in early 2015, with a second implementation in early 2016. Feedback from past participants was used to design the 2017 PSWS, which is underway as of the writing of this abstract.

Problem-Based Learning: Instructor Characteristics, Competencies, and Professional Development

DTIC Science & Technology

2011-01-01

cognitive learning objectives addressed by student -centered instruction . For instance, experiential learning , a variation of which is used at the...based learning in grade school science or mathematics . However, the measures could be modified to focus on adult PBL (or student -centered learning ... student -centered learning methods, the findings should generalize across instructional methods of interest to the Army. Further research is required

Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach.

PubMed

McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

2018-01-01

Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

PubMed Central

McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

2018-01-01

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction. PMID:29707649

Early Learning Canada: Workshop Leader Guide [and] Participant Resource [and] Trainer Manual. Learning & Reading Partners Adult Learning System.

ERIC Educational Resources Information Center

Estey, Nancy; MacIsaac, Maitland; Rendell, Sandra

Based on the understanding that the capacity to learn is optimized in the early years, Early Learning Canada (ELC) is a community workshop program for parents and adults who work with children from birth to age 6 and their families to facilitate life-long learning. This workshop leader guide explains the ELC principles, examines learning styles…

Communicating shared knowledge in infancy.

PubMed

Egyed, Katalin; Király, Ildikó; Gergely, György

2013-07-01

Object-directed emotion expressions provide two types of information: They can convey the expressers' person-specific subjective disposition toward objects, or they can be used communicatively as referential symbolic devices to convey culturally shared valence-related knowledge about referents that can be generalized to other individuals. By presenting object-directed emotion expressions in communicative versus noncommunicative contexts, we demonstrated that 18-month-olds can flexibly assign either a person-centered interpretation or an object-centered interpretation to referential emotion displays. When addressed by ostensive signals of communication, infants generalized their object-centered interpretation of the emotion display to other individuals as well, whereas in the noncommunicative emotion-expression context, they attributed to the emoting agent a person-specific subjective dispositional attitude without generalizing this attribution as relevant to other individuals. The findings indicate that, as proposed by natural pedagogy theory, infants are prepared to learn shared cultural knowledge from nonverbal communicative demonstrations addressed to them at a remarkably early age.

Paris terrorist attack: early lessons from the intensivists.

PubMed

2016-04-08

During the night of 13-14 November, the city of Paris was exposed, within a few hours, to three bomb explosions, four shooting scenes, and one 3-hour hostage-taking of several hundred people causing at least 130 deaths and more than 250 injured victims. Most unstable patients were transferred to the six trauma centers of the Paris area, all members of the TRAUMABASE Group. A rapid adaptation of the organization of trauma patients' admittance was required in all centers to face the particular needs of the situation. Everything went relatively well in all centers, with overall hospital mortality below 2 %. Nevertheless, most physicians nowadays agree that anticipation, teaching, and training are crucial to appropriately face such events. All of us have learned many additional issues from this experience. Following a meeting of the TRAUMABASE Group, the most relevant issues are detailed in the following.

Diverse Pathways in Early Childhood Professional Development: An Exploration of Early Educators in Public Preschools, Private Preschools, and Family Child Care Homes

PubMed Central

Fuligni, Allison Sidle; Howes, Carollee; Lara-Cinisomo, Sandraluz; Karoly, Lynn

2009-01-01

This paper presents a naturalistic investigation of the patterns of formal education, early childhood education training, and mentoring of a diverse group of urban early childhood educators participating in the Los Angeles: Exploring Children's Early Learning Settings (LA ExCELS) study. A total of 103 preschool teachers and family child care providers serving primarily low-income 3- and 4-year-old children in Los Angeles County provided data on their education, training, and beliefs about teaching. This sample worked in public center based preschool programs including Head Start classrooms and State preschool classrooms (N=42), private non-profit preschools including community based organizations and faith-based preschools (N=42), and licensed family child care homes (N=19). This study uses a person-centered approach to explore patterns of teacher preparation, sources of support, supervision, and mentoring across these 3 types of education settings, and how these patterns are associated with early childhood educators' beliefs and practices. Findings suggest a set of linkages between type of early education setting, professional development, and supervision of teaching. Public preschools have the strongest mandates for formal professional development and typically less variation in levels of monitoring, whereas family child care providers on average have less formal education and more variability in their access to and use of other forms of training and mentorship. Four distinct patterns of formal education, child development training, and ongoing mentoring or support were identified among the educators in this study. Associations between professional development experiences and teachers' beliefs and practices suggested the importance of higher levels of formal training for enhancing the quality of teacher-child interactions. Implications of the findings for changing teacher behaviors are discussed with respect to considering the setting context. PMID:20072719

Rehabilitation after stroke.

PubMed

Knecht, Stefan; Hesse, Stefan; Oster, Peter

2011-09-01

Stroke is becoming more common in Germany as the population ages. Its long-term sequelae can be alleviated by early reperfusion in stroke units and by complication management and functional restoration in early-rehabilitation and rehabilitation centers. Selective review of the literature. Successful rehabilitation depends on systematic treatment by an interdisciplinary team of experienced specialists. In the area of functional restoration, there has been major progress in our understanding of the physiology of learning, relearning, training, and neuroenhancement. There have also been advances in supportive pharmacotherapy and robot technology. Well-organized acute and intermediate rehabilitation after stroke can provide patients with the best functional results attainable on the basis of our current scientific understanding. Further experimental and clinical studies will be needed to expand our knowledge and improve the efficacy of rehabilitation.

The effectiveness of early head start for 3-year-old children and their parents: lessons for policy and programs.

PubMed

Love, John M; Kisker, Ellen Eliason; Ross, Christine; Raikes, Helen; Constantine, Jill; Boller, Kimberly; Brooks-Gunn, Jeanne; Chazan-Cohen, Rachel; Tarullo, Louisa Banks; Brady-Smith, Christy; Fuligni, Allison Sidle; Schochet, Peter Z; Paulsell, Diane; Vogel, Cheri

2005-11-01

Early Head Start, a federal program begun in 1995 for low-income pregnant women and families with infants and toddlers, was evaluated through a randomized trial of 3,001 families in 17 programs. Interviews with primary caregivers, child assessments, and observations of parent-child interactions were completed when children were 3 years old. Caregivers were diverse in race-ethnicity, language, and other characteristics. Regression-adjusted impact analyses showed that 3-year-old program children performed better than did control children in cognitive and language development, displayed higher emotional engagement of the parent and sustained attention with play objects, and were lower in aggressive behavior. Compared with controls, Early Head Start parents were more emotionally supportive, provided more language and learning stimulation, read to their children more, and spanked less. The strongest and most numerous impacts were for programs that offered a mix of home-visiting and center-based services and that fully implemented the performance standards early. ((c) 2005 APA, all rights reserved).

Constructs of Student-Centered Online Learning on Learning Satisfaction of a Diverse Online Student Body: A Structural Equation Modeling Approach

ERIC Educational Resources Information Center

Ke, Fengfeng; Kwak, Dean

2013-01-01

The present study investigated the relationships between constructs of web-based student-centered learning and the learning satisfaction of a diverse online student body. Hypotheses on the constructs of student-centered learning were tested using structural equation modeling. The results indicated that five key constructs of student-centered…

Beyond the Art Lesson: Free-Choice Learning Centers

ERIC Educational Resources Information Center

Werth, Laurie

2010-01-01

In this article, the author emphasizes that by providing learning centers in the art studio environment and by providing "free-choice time," art educators can encourage and reinforce the natural learning styles of students. Learning centers give elementary students the freedom to pursue individual artistic expression. They give students an…

Validating a Technology Enhanced Student-Centered Learning Model

ERIC Educational Resources Information Center

Kang, Myunghee; Hahn, Jungsun; Chung, Warren

2015-01-01

The Technology Enhanced Student Centered Learning (TESCL) Model in this study presents the core factors that ensure the quality of learning in a technology-supported environment. Although the model was conceptually constructed using a student-centered learning framework and drawing upon previous studies, it should be validated through real-world…

Role of Theories in the Design of Web-Based Person-Centered Support: A Critical Analysis

PubMed Central

Ranerup, Agneta; Sparud-Lundin, Carina; Koinberg, Ingalill; Skärsäter, Ingela; Jenholt-Nolbris, Margaretha; Berg, Marie

2014-01-01

Objective. The aim of this study was to provide a critical understanding of the role of theories and their compatibility with a person-centered approach in the design and evaluation of web-based support for the management of chronic illness. Methods. Exploration of web-based support research projects focusing on four cases: (1) preschool children aged 4–6 with bladder dysfunction and urogenital malformation; (2) young adults aged 16–25 living with mental illness; (3) women with type 1 diabetes who are pregnant or in early motherhood; and (4) women who have undergone surgery for breast cancer. Data comprised interviews with research leaders and documented plans. Analysis was performed by means of a cross-case methodology. Results. The used theories concerned design, learning, health and well-being, or transition. All web support products had been developed using a participatory design (PD). Fundamental to the technology design and evaluation of outcomes were theories focusing on learning and on health and well-being. All theories were compatible with a person-centered approach. However, a notable exception was the relatively collective character of PD and Communities of Practice. Conclusion. Our results illustrate multifaceted ways for theories to be used in the design and evaluation of web-based support. PMID:26464860

Learning through teaching: empowering students and culturally diverse patients at a community-based nursing care center.

PubMed

Sensenig, Julia A

2007-08-01

This article addresses the effect of a nursing care center on student learning. Associate degree nursing students spend clinical days at a nursing care center that was created in collaboration with an inner-city clinic serving individuals who are uninsured and underinsured. The nursing students learn cultural sensitivity, teaching strategies, and interdisciplinary skills. The service-learning experience benefits the nursing students, the nursing department of the college, the patients who visit the nursing care center, the clinic, and the community. This article describes the development of the nursing care center, examples of teaching-learning opportunities, and evidence of student learning. This successful collaboration between a community college and an inner-city clinic can be Associareplicated by other nursing programs.

Early Years Practitioners' Views on Early Personal, Social and Emotional Development

ERIC Educational Resources Information Center

Aubrey, Carol; Ward, Karen

2013-01-01

Current policy guidance stresses the need for early identification of obstacles to learning and appropriate intervention. New standards for learning (Early Years Foundation Stage) place personal, social and emotional development (PSED) as central to learning and development. This paper reports a survey and follow-up interviews with early years…

Improving Work Outcome in Supported Employment for Serious Mental Illness: Results From 2 Independent Studies of Errorless Learning.

PubMed

Kern, Robert S; Zarate, Roberto; Glynn, Shirley M; Turner, Luana R; Smith, Kellie M; Mitchell, Sharon S; Sugar, Catherine A; Bell, Morris D; Liberman, Robert P; Kopelowicz, Alex; Green, Michael F

2018-01-13

Heterogeneity in work outcomes is common among individuals with serious mental illness (SMI). In 2 studies, we sought to examine the efficacy of adding errorless learning, a behavioral training intervention, to evidence-based supported employment to improve SMI work outcomes. Work behavior problems were targeted for intervention. We also explored associations between early work behavior and job tenure. For both studies (VA: n = 71; community mental health center: n = 91), randomization occurred at the time of job obtainment with participants randomized (1:1) to either errorless learning plus ongoing supported employment or ongoing supported employment alone and then followed for 12 months. Dependent variables included job tenure, work behavior, and hours worked and wages earned per week. For the primary intent-to-treat analyses, data were combined across studies. Findings revealed that participants in the errorless learning plus supported employment group stayed on their jobs significantly longer than those in the supported employment alone group (32.8 vs 25.6 wk). In addition, differential treatment effects favoring errorless learning were found on targeted work behavior problems (50.5% vs 27.4% improvement from baseline to follow-up assessment). There were no other differential treatment effects. For the prediction analyses involving work behavior, social skills explained an additional 18.3% of the variance in job tenure beyond levels of cognition, symptom severity, and past work history. These data support errorless learning as an adjunctive intervention to enhance supported employment outcomes and implicate the relevance of workplace social difficulties as a key impediment to prolonged job tenure. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center 2017.

NATO Command Structure: Considerations for the Future

DTIC Science & Technology

2010-09-01

Learned Center3 3JALLC in Monsanto , Portugal Estimated ACT Strength: 1265* NATO Maritime Interdiction Operational Training Center5 5 NMIOTC at Souda...NATO to national funding. Second, the Joint Analysis and Lessons Learned Center (JALLC) in Monsanto could be brought back to ACT in Virginia or (as...Center1 Joint Warfare Center1 Joint Analysis and Lessons Learned Center2 2JALLC relocated from Monsanto , Portugal to ACT in Norfolk, VA to improve

Culture and the Brain: Making the Most of Learning in the Early Childhood Classroom

ERIC Educational Resources Information Center

Thomas-Fair, Ursula

2007-01-01

This article reviews the impetus for higher quality, culturally appropriate early learning experiences. It investigates the economic costs of low quality learning and the absence of early learning programs as well. The article identifies and explores the tenets of brain-based learning and its connection to culture. Finally, the article describes…

A Learning Center Approach to Infant Education.

ERIC Educational Resources Information Center

Adams, Polly K.; Taylor, Michaell K.

Following a prefatory description of infant development and high-quality infant day care centers, this paper focuses on the construction of learning centers for infants and toddlers in day care. Issues for consideration are specified, and 18 different care/learning centers and 6 work sstations for parents/staff are briefly described. In addition…

Science Learning Outcomes in Alignment with Learning Environment Preferences

NASA Astrophysics Data System (ADS)

Chang, Chun-Yen; Hsiao, Chien-Hua; Chang, Yueh-Hsia

2011-04-01

This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis of covariance also revealed that the STBIM students' cognitive achievement and attitude toward earth science were enhanced when the learning environment was congruent with their learning environment preference.

Early Childhood Educator and Administrator Surveys on the Use of Assessments and Standards in Early Childhood Settings. REL 2014-019

ERIC Educational Resources Information Center

Irwin, Clare W.; O'Dwyer, Laura; Cook, Kyle DeMeo

2014-01-01

The Early Childhood Educator Survey and the Early Childhood Administrator Survey allow users to collect consistent data on the use of child assessments and learning standards in early childhood learning settings. Each survey includes modules on educator/administrator background information, assessment use, and learning standards implementation.…

The Center for Informal Learning and Schools' Informal Learning Certificate (ILC) Program: Professional Development and Community for Informal Science Educators Working with Schools. An Evaluation Report

ERIC Educational Resources Information Center

Smith, Anita; Helms, Jenifer V.; St. John, Mark

2007-01-01

Inverness Research Associates served as external evaluators for the Center for Informal Learning and Schools (CILS) from its inception in 2002 as a National Science Foundation (NSF)-funded Center for Learning and Teaching. One of the programs that CILS developed was the Informal Learning Certificate (ILC) for informal science educators (mostly…

Second-Language Learning in Early Childhood: Some Thoughts for Practitioners.

ERIC Educational Resources Information Center

McLaughlin, Barry

There is much that can be done in early childhood education programs to foster second language learning in young children. The research literature on early childhood bilingualism clearly indicates that children can learn two languages simultaneously without apparent effort, without cognitive strain or interference in learning either language…

A New Approach for Laboratory Exercise of Pathophysiology in China Based on Student-Centered Learning

ERIC Educational Resources Information Center

Chen, Jian; Zhou, Junhai; Sun, Li; Wu, Qiuhui; Lu, Huiling; Tian, Jing

2015-01-01

Student-centered learning is generally defined as any instructional method that purportedly engages students in active learning and critical thinking. The student-centered method of teaching moves the focus from teaching to learning, from the teachers' conveying course concepts via lecture to the understanding of concepts by students. The…

A Culture of Learning: Inside a Living-Learning Center

ERIC Educational Resources Information Center

Kranzow, Jeannine; Hinkle, Sara E.; Muthiah, Richard; Davis, Colin

2015-01-01

Exploring the culture of a living-learning center, this study examines the educational practices that aim to link in- and out-of-class experiences. Through a cultural lens, the authors offer a glimpse into a living-learning center located within a state institution in the Midwest that models a way of effectively connecting the curricular and…

Monthly Themes and Learning Centers for Young Children with Visual and Multiple Impairments.

ERIC Educational Resources Information Center

Hamilton, Paula J.

This paper describes the learning center approach of the preschool and kindergarten programs at the Maryland School for the Blind. Units are presented in monthly themes suggested by the local school curriculum, and this thematic approach is incorporated into the specific learning centers. The classroom is divided into six main learning areas: (1)…

Development and feasibility of smartphone application for cognitive-behavioural case management of individuals with early psychosis.

PubMed

Kim, Sung-Wan; Lee, Ga-Young; Yu, Hye-Young; Jung, Eun-I; Lee, Ju-Yeon; Kim, Seon-Young; Kim, Jae-Min; Shin, Il-Seon; Yoon, Jin-Sang

2017-05-18

This article describes the development of the smartphone application for cognitive-behavioural case management of young individuals with early psychosis and examines the acceptance and potential clinical benefits of this application through a pilot survey. Gwangju Bukgu-Community Mental Health Center developed and launched a smartphone application (Heal Your Mind [HYM]) for cognitive-behavioural case management and symptom monitoring. The HYM application for clients includes 6 main modules including thought record, symptom record, daily life record, official notices, communication and scales. The key module is the "thought record" for self-directed cognitive-behavioural treatment. When the client writes and sends the self-cognitive-behavioural therapy sheet to the case manager, the latter receives a notification and can provide feedback in real time. We conducted a survey to investigate the acceptance and feasibility of this approach among young clients with early psychosis. A total of 24 clients with early psychosis participated in this survey. More than 80% of participants reported that it was easy to learn to use this application, and no one described this application as very complicated or reported that they needed a long time to learn how to use it. About 80% of participants were satisfied with this application, and 70% reported that they received help as a result of using this application. This study suggests that this smartphone application is useful for young individuals with early psychosis and that it may contribute to the development of both young customer- and case manager-friendly systems for this clinical population. © 2017 John Wiley & Sons Australia, Ltd.

Center Stage: A Platform for the Discussion of Teaching/Learning Ideas. 1991-1992.

ERIC Educational Resources Information Center

O'Heron, Paul, Ed.

1992-01-01

"Center Stage" is a monthly publication of Broome Community College (Binghamton, New York), sponsored by the Teaching Resources Center as a platform for the discussion of ideas about teaching and learning by Broome College faculty. The second volume (nine issues) of "Center Stage" includes the following articles: "Towards a Learning Community:…

Chaos in the Classroom: Center Learning in a 1st Grade Setting

ERIC Educational Resources Information Center

Lanaux, Courtney F.; Vice, Kristen E.; Fashing-Varner, Kenneth J.

2014-01-01

How can centers be utilized in a classroom so students have full control of what they are learning and when? Can centers be used effectively post-kindergarten? During student teaching in a first grade classroom in southeast Louisiana, two student teachers, their classroom mentor teacher, and the 1st grade students experienced center learning that…

Early Learning and Educational Technology Policy Brief

ERIC Educational Resources Information Center

Lee, Joan

2016-01-01

Recognizing the growth of technology use in early learning settings, the U.S. Department of Education and U.S. Department of Health and Human Services collaborated in the development of the "Early Learning and Educational Technology Policy Brief" to promote developmentally appropriate use of technology in homes and early learning…

Race to the Top--Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs

ERIC Educational Resources Information Center

Bohjanen, Sharon L.

2016-01-01

Infants and toddlers who live in poverty are more likely to experience developmental delays or disabilities and less likely to access early intervention (EI) services. The federal initiative Race to the Top--Early Learning Challenge (RTT-ELC) was designed to increase access to high quality early learning programs for children at risk for…

Blending Formal and Informal Learning Networks for Online Learning

ERIC Educational Resources Information Center

Czerkawski, Betül C.

2016-01-01

With the emergence of social software and the advance of web-based technologies, online learning networks provide invaluable opportunities for learning, whether formal or informal. Unlike top-down, instructor-centered, and carefully planned formal learning settings, informal learning networks offer more bottom-up, student-centered participatory…

Effectiveness of peer education for breast cancer screening and health beliefs in eastern Turkey.

PubMed

Gözüm, Sebahat; Karayurt, Ozgul; Kav, Sultan; Platin, Nurgun

2010-01-01

The primary site of cancer in Turkish women is breast cancer. The incidence of breast cancer is increasing in Turkey. The aim of the research was to educate women 40 years and older to increase their awareness on early detection and diagnosis, to facilitate the use of the early diagnosis methods, to improve the women's beliefs in relation breast cancer, and to increase the use of Cancer Early Diagnosis and Screening Centers available in the city. The target population of the research was 5000 women. Forty selected women were educated as peer educators. Twenty-five of them were selected as principal peer educator. Each peer educator was expected to educate 200 women. Peer trainers educated their peer and also arranged for the mammography appointment of the women who decided to have theirs taken. Data were obtained before and after the training by Champion's Health Belief Model Scale, questionnaire forms, and Cancer Early Diagnosis and Screening Centers data for mammography practice. Breast cancer was detected in 8 women. Statistical analyses showed positive changes in women's health beliefs and breast self-examination knowledge. There were 20.4% of women (n = 1040) who did get mammograms, and 8% (n = 8) of women were found to have cancer in all of those screened. Peer education was found to be effective for increasing the knowledge, beliefs, and practice of women related to breast cancer. Peers can reinforce learning through ongoing contact. Peer education can be used to improve early diagnosis of breast cancer and breast cancer awareness in asymptomatic women.

Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. Wisconsin

ERIC Educational Resources Information Center

Race to the Top - Early Learning Challenge, 2015

2015-01-01

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Wisconsin's accomplishments, lessons learned, challenges, and strategies Wisconsin will implement to address those challenges. During the second year of the Race to the Top - Early Learning Challenge (RTT-ELC) in Wisconsin, there have…

Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. Delaware

ERIC Educational Resources Information Center

Race to the Top - Early Learning Challenge, 2015

2015-01-01

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Delaware's accomplishments, lessons learned, challenges, and strategies Delaware will implement to address those challenges. At the end of Year Three of the Early Learning Challenge Grant, Delaware continues to make significant progress…

Early Learning Foundations. Indiana's Early Learning Development Framework Aligned to the Indiana Academic Standards, 2014

ERIC Educational Resources Information Center

Indiana Department of Education, 2015

2015-01-01

The "Foundations" (English/language arts, mathematics, social emotional skills, approaches to play and learning, science, social studies, creative arts, and physical health and growth) are Indiana's early learning development framework and are aligned to the 2014 Indiana Academic Standards. This framework provides core elements that…

Consolidation at the Top ... At Last: Eighteenth Annual Status Report on For Profit Child Care

ERIC Educational Resources Information Center

Neugebauer, Roger

2005-01-01

This article presents an interview with the chief executive officer of the Knowledge Learning Corporation, Mr. Thomas Heymann. Recently, KLC has acquired two of the largest learning centers organizations: the KinderCare Learning Centers and the Children's World Learning Centers. As a result of these mergers KLC is now the largest for profit child…

The Application of Carl Rogers' Person-Centered Learning Theory to Web-Based Instruction.

ERIC Educational Resources Information Center

Miller, Christopher T.

This paper provides a review of literature that relates research on Carl Rogers' person-centered learning theory to Web-based learning. Based on the review of the literature, a set of criteria is described that can be used to determine how closely a Web-based course matches the different components of Rogers' person-centered learning theory. Using…

A Fourth Dimension: Tapping the Artist within the Early Childhood Educator

ERIC Educational Resources Information Center

Dehouske, Ellen J.

2006-01-01

This article examines the concept of an early childhood teacher learning, in stages, a new method for integrating the arts into the early childhood curriculum. An early childhood graduate course, Aesthetics as Learning, is the learning ground. In this course, the graduate students discover the "Adult Within," the "Child Within," the "Teacher…

SELF (Supports for Early Learning Foundations): A Non-Directed Model Demonstration Project. Final Report.

ERIC Educational Resources Information Center

Harrison, Holly

This final report describes achievements and activities of Project SELF (Supports for Early Learning Foundations), a federally funded project in New Mexico which developed, evaluated, and replicated an innovative model that provides strategies for early interventionists and families to support early learning foundations. The project identified…

Animal-Centered Learning Activities in Pharmacy Education

PubMed Central

Lust, Elaine

2006-01-01

Objectives To assess the contribution of animal-centered activities to students achieving learning outcomes in a veterinary therapeutics course. Design Qualitative methods were used to assess the outcome of using “hands-on” animal interactions as tools of engagement in the course. Reflective commentary on animal-centered activities was collected and analyzed. Assessment Animal-centered learning activities are effective tools for engaging students and facilitating their understanding and application of veterinary therapeutic knowledge, skills, and attitudes. Analysis of qualitative data revealed themes of professional caring and caring behaviors as a direct result of animal-centered activities. Elements of empathy, caring, compassion, and self-awareness were strong undercurrents in student's comments. Conclusions Animal-centered learning activities provide an innovative learning environment for the application of veterinary pharmacy knowledge, skills, and attitudes directly to animal patients. The use of animals in the course is a successful active-learning technique to engage pharmacy students and assist them in developing caring attitudes and behaviors beneficial to future health care providers. PMID:17149415

Integrating Learning, Problem Solving, and Engagement in Narrative-Centered Learning Environments

ERIC Educational Resources Information Center

Rowe, Jonathan P.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

2011-01-01

A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to…

Science Learning Centers--An Aid to Instruction.

ERIC Educational Resources Information Center

Orlich, Donald C.; And Others

1982-01-01

Rationale for and examples of science learning centers are provided. "Life Beneath the Sea,""Humans in Space,""World of Insects" and "Experimentation" centers are described. Instructions for constructing centers from readily available materials are included. (JN)

Action learning enhances professional development of research supervisors: an Australian health science exemplar.

PubMed

Davis, Kierrynn; Brownie, Sonya; Doran, Frances; Evans, Sue; Hutchinson, Marie; Mozolic-Staunton, Beth; Provost, Stephen; van Aken, Rosalie

2012-03-01

The worldwide academic workforce is ageing. At the same time, health and human services workforces are expanding. The preparation of educators to fill gaps in expertise and to position the health sciences for future growth is an urgent need. The findings from a recent action learning project that aimed to enhance the professional growth and development of higher degree researcher student supervisors in a School of Health and Human Sciences are presented. Seven early career researchers and the facilitator met for two hours every two to three weeks over 4 months between April and July 2010, in a rural and regional university in New South Wales, Australia. The processes initiated were a combination of experiential knowledge, referral to relevant published reports, use of an effective supervision checklist, and critical conversations. Learning outcomes centered on higher degree management and supervision pedagogy, communities of practice, knowledge translation, and the establishment of a research culture. The contextual barriers and implications of the methodology and learning outcomes for the professional development of health and human science practitioners, researchers and educators is also discussed. © 2012 Blackwell Publishing Asia Pty Ltd.

User-Centered Computer Aided Language Learning

ERIC Educational Resources Information Center

Zaphiris, Panayiotis, Ed.; Zacharia, Giorgos, Ed.

2006-01-01

In the field of computer aided language learning (CALL), there is a need for emphasizing the importance of the user. "User-Centered Computer Aided Language Learning" presents methodologies, strategies, and design approaches for building interfaces for a user-centered CALL environment, creating a deeper understanding of the opportunities and…

Leadership of Learning in Early Years Practice: A Professional Learning Resource [Includes DVD

ERIC Educational Resources Information Center

Hallet, Elaine

2014-01-01

This book focuses upon effective pedagogical leadership and practice in the leadership of learning within early years settings and children's centres. The book and accompanying DVD, containing real-life examples of early years leaders, provides a framework for reflective thinking and learning for those leading practice and working with children,…

Challenges to the Global Concept of Student-Centered Learning with Special Reference to the United Arab Emirates: "Never Fail a Nahayan"

ERIC Educational Resources Information Center

Jackson, Liz

2015-01-01

Student-centered learning has been conceived as a Western export to the East and the developing world in the last few decades. Philosophers of education often associate student-centered learning with frameworks related to meeting the needs of individual pupils: from Deweyan experiential learning, to the "pedagogy of the oppressed" and…

Designing an Assistive Learning Aid for Writing Acquisition: A Challenge for Children with Dyslexia.

PubMed

Latif, Seemab; Tariq, Rabbia; Tariq, Shehla; Latif, Rabia

2015-01-01

In Pakistan, the biggest challenge is to provide high quality education to the individuals with learning disabilities. Besides the well known affordance issue, there is a lack of awareness regarding the term dyslexia and remedial teaching training that causes the identification as well as remediation of the dyslexic individuals at early stages in Pakistan. The research was focused to exploit the benefits of using the modern mobile technology features in providing a learning platform for young dyslexic writers. Based on potential usability requirements of young dyslexic writers stated by remedial teachers of dyslexics, an android based application is designed and implemented using the usability engineering process model to encourage the learning process and help dyslexic children improve their fundamental handwriting skill. In addition, a handwriting learning algorithm based on concepts of machine learning is designed and implemented to decide the learning content, evaluate the learning performance, display the performance results and record the learning growth to show the strengths and weaknesses of a dyslexic child. The research was also aimed to assess the usability of the learner-centered application by the targeted population by conducting a user acceptance test to evaluate their learning experience and benefits of the developed application to dyslexic users. The results of the evaluation provided by the participants revealed that application has potential benefits to foster the learning process and help children with dyslexia by improving their foundational writing skills.

A Meta-Analysis of the Relationship between Learning Outcomes and Parental Involvement during Early Childhood Education and Early Elementary Education

ERIC Educational Resources Information Center

Ma, Xin; Shen, Jianping; Krenn, Huilan Y.; Hu, Shanshan; Yuan, Jing

2016-01-01

This meta-analysis examined the relationship between learning outcomes of children and educational involvement of parents during a unique period of early childhood education and early elementary education based on 100 independent effect sizes from 46 studies. Learning outcomes are academic achievement, and frameworks of parental involvement…

Children's Participation Rights in Early Childhood Education and Care: The Case of Early Literacy Learning and Pedagogy

ERIC Educational Resources Information Center

Dunphy, Elizabeth

2012-01-01

This position article argues that educators' knowledge of young children's perspectives on aspects of early learning, including literacy learning, and subsequent interpretations of the ways that these perspectives can inform and shape pedagogy are key to promoting children's participation rights in early childhood education and care. Drawing on…

User-Centered Design of Online Learning Communities

ERIC Educational Resources Information Center

Lambropoulos, Niki, Ed.; Zaphiris, Panayiotis, Ed.

2007-01-01

User-centered design (UCD) is gaining popularity in both the educational and business sectors. This is due to the fact that UCD sheds light on the entire process of analyzing, planning, designing, developing, using, evaluating, and maintaining computer-based learning. "User-Centered Design of Online Learning Communities" explains how…

FaculTea: Professional Development for Learning Centered Academic Advising

ERIC Educational Resources Information Center

Voller, Julie Givans

2013-01-01

The theory of learning centered academic advising states that the purpose of advising is to teach undergraduate students about the logic and purpose of their education. Previous scholarship on learning centered advising has focused on the theoretical or on implementation by faculty at small colleges and universities. Methods for supporting…

76 FR 41523 - Steelcase, Inc., North America Division, Including Workers From Steelcase University Also Known...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-14

... America Division, Including Workers From Steelcase University Also Known as Steelcase Learning Center, a..., also known as Steelcase Learning Center, is a subsidiary of Steelcase, Inc. Since Steelcase University, also known as Steelcase Learning Center, a subsidiary of Steelcase, Inc. operates internally with...

Anytime, Anywhere: Student-Centered Learning for Schools and Teachers

ERIC Educational Resources Information Center

Wolfe, Rebecca E., Ed.; Steinberg, Adria, Ed.; Hoffman, Nancy, Ed.

2013-01-01

"Anytime, Anywhere" synthesizes existing research and practices in the emerging field of student-centered learning, and includes profiles of schools that have embraced this approach. Educators have argued that students should be at the center of learning, constructing new knowledge based on what is interesting to them, and receiving…

The Columbia-Bronx VA amalgamative clerkship: an effective, 12-week, integrated, longitudinal clinical experience

PubMed Central

Diuguid-Gerber, Jillian; Porter, Samuel; Quiah, Samuel C.; Nickerson, Katherine; Jones, Deborah; Audi, Zeena; Richards, Boyd F.

2017-01-01

ABSTRACT Background: Many medical schools have adopted the longitudinal integrated clerkship (LIC) model in response to calls for increased continuity in clinical learning environments. However, because of implementation challenges, such programs are not feasible at some institutions or are limited to a small number of students. Objective: In January 2014, Columbia University College of Physicians and Surgeons (P&S) recognized the need to explore different LIC formats and began offering four, 12-week amalgamative clerkships (AC). Students within this curricular track experienced primary care, internal medicine ‘away’, orthopedic surgery, urology, and an elective in an integrated format. Design: P&S developed the AC in partnership with the James J. Peters VA Medical Center in Bronx, NY (BVA). All patient care and educational conferences took place at the BVA during the 12-week experience. The learning objectives of the AC were aligned to the learning objectives of a 52-week LIC also offered at Columbia. An evaluation process was developed to determine student learning experiences and preliminary outcomes, including how well the LIC-related objectives could be achieved in a shorter period of time. Results: In 2015, P&S collected AC evaluation data through three student feedback sessions. Students reported that the AC provided opportunity for patient continuity, patient-centered care approaches, meaningful roles for students, career development opportunities, and health systems awareness. Conclusions: Early outcomes indicate that the BVA AC provides a degree of longitudinality that can influence student perceptions of patient care, career development, and health systems, consistent with the larger LIC. The team continues to gather additional data on students’ experiences and investigate additional sites that have potential to serve as future AC learning environments. PMID:28317473

Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention.

PubMed

Raghubar, Kimberly P; Barnes, Marcia A

2017-02-01

The goals are to (1) provide a review of the typical and atypical development of early numeracy; (2) present what is known about the neurocognitive underpinnings of early numeracy; and (3) discuss the implications for early assessment and intervention. Studies on the development of typical and atypical early numeracy are reviewed with a particular focus on longitudinal findings including those from our work on spina bifida myelomeningocele. Implications of this research for assessment are presented. The paper ends with a discussion of early math interventions. Learning to count, identify numbers, and compare and manipulate quantities are key early numeracy skills. These are powerful predictors of school-age mathematical learning and performance. General neurocognitive abilities such as working memory and language, are also important for the development of early numeracy. It is recommended that early assessment for risk of mathematical learning difficulties include tests of both early number knowledge and key neurocognitive abilities. Math-specific interventions are most effective for improving early numeracy. There is currently little evidence that training of general cognitive functions transfers to mathematical learning. Understanding the development of early numeracy skills and their neurocognitive predictors offer important insights into early assessment and intervention for children at risk for or with mathematical learning difficulties.

75 FR 20830 - Early Learning

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-21

... meetings and written submissions, is seeking input from State agencies responsible for early learning and... intervention service providers and other providers of services to young children), students, technical... receive all written submissions of comments on the four early learning topics on or before 5 p.m...

Learning Challenges Involved in Developing Leading for Learning

ERIC Educational Resources Information Center

Timperley, Helen S.

2006-01-01

The study in this article seeks to understand the learning challenges involved in developing learning-centered leadership in schools. It is based on Southworth's (1998, 2004) ideas of leadership for improving schools, which comprise promoting learning-centered improvement at all levels through professional development and a focus on the quality of…

Active Learning Environment with Lenses in Geometric Optics

ERIC Educational Resources Information Center

Tural, Güner

2015-01-01

Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…

Improving education under work-hour restrictions: comparing learning and teaching preferences of faculty, residents, and students.

PubMed

Jack, Megan C; Kenkare, Sonya B; Saville, Benjamin R; Beidler, Stephanie K; Saba, Sam C; West, Alisha N; Hanemann, Michael S; van Aalst, John A

2010-01-01

Faced with work-hour restrictions, educators are mandated to improve the efficiency of resident and medical student education. Few studies have assessed learning styles in medicine; none have compared teaching and learning preferences. Validated tools exist to study these deficiencies. Kolb describes 4 learning styles: converging (practical), diverging (imaginative), assimilating (inductive), and accommodating (active). Grasha Teaching Styles are categorized into "clusters": 1 (teacher-centered, knowledge acquisition), 2 (teacher-centered, role modeling), 3 (student-centered, problem-solving), and 4 (student-centered, facilitative). Kolb's Learning Style Inventory (HayGroup, Philadelphia, Pennsylvania) and Grasha-Riechmann's TSS were administered to surgical faculty (n = 61), residents (n = 96), and medical students (n = 183) at a tertiary academic medical center, after informed consent was obtained (IRB # 06-0612). Statistical analysis was performed using χ(2) and Fisher exact tests. Surgical residents preferred active learning (p = 0.053), whereas faculty preferred reflective learning (p < 0.01). As a result of a comparison of teaching preferences, although both groups preferred student-centered, facilitative teaching, faculty preferred teacher-centered, role-modeling instruction (p = 0.02) more often. Residents had no dominant teaching style more often than surgical faculty (p = 0.01). Medical students preferred converging learning (42%) and cluster 4 teaching (35%). Statistical significance was unchanged when corrected for gender, resident training level, and subspecialization. Significant differences exist between faculty and residents in both learning and teaching preferences; this finding suggests inefficiency in resident education, as previous research suggests that learning styles parallel teaching styles. Absence of a predominant teaching style in residents suggests these individuals are learning to be teachers. The adaptation of faculty teaching methods to account for variations in resident learning styles may promote a better learning environment and more efficient faculty-resident interaction. Additional, multi-institutional studies using these tools are needed to elucidate these findings fully. Copyright © 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Diffusion of surgical techniques in early stage breast cancer: variables related to adoption and implementation of sentinel lymph node biopsy.

PubMed

Vanderveen, Kimberly A; Paterniti, Debora A; Kravitz, Richard L; Bold, Richard J

2007-05-01

Understanding how physicians acquire and adopt new technologies for cancer diagnosis and treatment is poorly understood, yet is critical to the dissemination of evidence-based practices. Sentinel lymph node biopsy (SLNB) has recently become a standard technique for axillary staging in early breast cancer and is an ideal platform for studying medical technology diffusion. We sought to describe the timing of SLNB adoption and patterns of surgeon interactions with the following educational sources: local university training program, surgical literature, national meetings/courses, national specialty centers, and other local surgeons. A cross-sectional survey that used semistructured interviews was used to assess timing of adoption, practice patterns, and learning sources for SLNB among surgical oncologists and general surgeons in a single metropolitan area. A total of 44 eligible surgeons were identified; 38 (86%) participated. All surgical oncologists (11 of 11) and most general surgeons (26 of 27) had implemented SLNB. Surgical oncologists were older (mean 51 vs. 48 years, P = .02) and had used SLNB longer (6.1 vs. 3.3 years, P = .01) than general surgeons. By use of social network diagrams, surgical oncologists and the university training program were shown to be key intermediaries between general surgeons and national specialty centers. Surgeons in group practice tended to use more learning sources than solo practitioners. Surgical oncologists and university-based surgeons play key educational roles in disseminating new cancer treatments and therefore have a professional responsibility to educate other community physicians to increase the use of the most current, evidence-based practices.

Preservice Early Childhood Teachers' Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model

ERIC Educational Resources Information Center

Saçkes, Mesut; Trundle, Kathy Cabe

2014-01-01

This study investigated the predictive ability of an intentional learning model in the change of preservice early childhood teachers' conceptual understanding of lunar phases. Fifty-two preservice early childhood teachers who were enrolled in an early childhood science methods course participated in the study. Results indicated that the use…

The Organisation for Economic Co-Operation and Development's International Early Learning Study: Opening for Debate and Contestation

ERIC Educational Resources Information Center

Moss, Peter; Dahlberg, Gunilla; Grieshaber, Susan; Mantovani, Susanna; May, Helen; Pence, Alan; Rayna, Sylvie; Swadener, Beth Blue; Vandenbroeck, Michel

2016-01-01

The Organisation for Economic Co-operation and Development is initiating the International Early Learning Study, a cross-national assessment of early learning outcomes involving the testing of 5-year-old children in participating countries. The authors use this colloquium to inform members of the early childhood community about this project and to…

A Learning Center Can Happen to You.

ERIC Educational Resources Information Center

Currey, Mary Nell; Hancock, Vickie

This booklet describes the development and activities of the Clinton Park Elementary School Media Center, a first and second grade learning center located in Clinton, Mississippi. Following introductory materials on the establishment of the media center in September 1975 and federal funding of media center projects from 1975 to 1978, information…

Library Media Learning and Play Center.

ERIC Educational Resources Information Center

Faber, Therese; And Others

Preschool educators developed a library media learning and play center to enable children to "experience" a library; establish positive attitudes about the library; and encourage respect for self, others, and property. The center had the following areas: check-in and check-out desk, quiet reading section, computer center, listening center, video…

Early adversity and learning: implications for typical and atypical behavioral development.

PubMed

Hanson, Jamie L; van den Bos, Wouter; Roeber, Barbara J; Rudolph, Karen D; Davidson, Richard J; Pollak, Seth D

2017-07-01

Children who experience early adversity often develop emotion regulatory problems, but little is known about the mechanisms that mediate this relation. We tested whether general associative learning processes contribute to associations between adversity, in the form of child maltreatment, and negative behavioral outcomes. Eighty-one participants between 12 and 17 years of age were recruited for this study and completed a probabilistic learning Task. Forty-one of these participants had been exposed to physical abuse, a form of early adversity. Forty additional participants without any known history of maltreatment served as a comparison group. All participants (and their parents) also completed portions of the Youth Life Stress Interview to understand adolescent's behavior. We calculated measures of associative learning, and also constructed mathematical models of learning. We found that adolescents exposed to high levels of adversity early in their lives had lower levels of associative learning than comparison adolescents. In addition, we found that impaired associative learning partially explained the higher levels of behavioral problems among youth who suffered early adversity. Using mathematical models, we also found that two components of learning were specifically affected in children exposed to adversity: choice variability and biases in their beliefs about the likelihood of rewards in the environment. Participants who had been exposed to early adversity were less able than their peers to correctly learn which stimuli were likely to result in reward, even after repeated feedback. These individuals also used information about known rewards in their environments less often. In addition, individuals exposed to adversity made decisions early in the learning process as if rewards were less consistent and occurred more at random. These data suggest one mechanism through which early life experience shapes behavioral development. © 2017 Association for Child and Adolescent Mental Health.

Early adversity and learning: implications for typical and atypical behavioral development

PubMed Central

Hanson, Jamie L.; van den Bos, Wouter; Roeber, Barbara J.; Rudolph, Karen D.; Davidson, Richard J.; Pollak, Seth D.

2017-01-01

Background Children who experience early adversity often develop emotion regulatory problems, but little is known about the mechanisms that mediate this relation. We tested whether general associative learning processes contribute to associations between adversity, in the form of child maltreatment, and negative behavioral outcomes. Methods Eighty-one participants between 12 and 17 years of age were recruited for this study and completed a probabilistic learning Task. Forty-one of these participants had been exposed to physical abuse, a form of early adversity. Forty additional participants without any known history of maltreatment served as a comparison group. All participants (and their parents) also completed portions of the Youth Life Stress Interview to understand adolescent’s behavior. We calculated measures of associative learning, and also constructed mathematical models of learning. Results We found that adolescents exposed to high levels of adversity early in their lives had lower levels of associative learning than comparison adolescents. In addition, we found that impaired associative learning partially explained the higher levels of behavioral problems among youth who suffered early adversity. Using mathematical models, we also found that two components of learning were specifically affected in children exposed to adversity: choice variability and biases in their beliefs about the likelihood of rewards in the environment. Conclusions Participants who had been exposed to early adversity were less able than their peers to correctly learn which stimuli were likely to result in reward, even after repeated feedback. These individuals also used information about known rewards in their environments less often. In addition, individuals exposed to adversity made decisions early in the learning process as if rewards were less consistent and occurred more at random. These data suggest one mechanism through which early life experience shapes behavioral development. PMID:28158896

75 FR 70931 - Proposed Information Collection Activity; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-19

... Information Collection Activity; Comment Request Title: Evaluation of Head Start Early Learning Mentor Coach... implementation evaluation of the Head Start Early Learning Mentor-Coach Initiative. The study will collect... awarded funds under the American Recovery and Reinvestment Act of 2009--Early Learning Mentor Coach...

2005 Workforce Study: Ohio Early Childhood Centers. General Analysis

ERIC Educational Resources Information Center

Stoneburner, Chris

2006-01-01

The purpose of this study was to understand the characteristics of the current workforce in early childhood. This report highlights key characteristics of the 2005 early childhood center workforce in Ohio. Survey packets were sent to 3.600 randomly selected centers in April 2005, representing centers licensed by the Ohio Department of Job and…

Acoustic Neuroma Association

MedlinePlus

... Gold Sponsor NSPC Brain & Spine Surgery Learn More Gold Sponsor University of Colorado Acoustic Neuroma Program and Rocky Mountain Gamma Knife Center Learn More Gold Sponsor USC Acoustic Neuroma Center Learn More Gold ...

Developing Community-Based Learning Centers for Older Adults. A Technical Assistance Manual.

ERIC Educational Resources Information Center

Sprouse, Betsy M.; Brown, Karen

Designed for community groups and organizations, groups of older adults, senior clubs, and agencies, this manual documents the process of developing community education programs for older adults. The first section introduces the concept of a community learning center, while the second section considers whether a learning center should be…

Contextualized Writing: Promoting Audience-Centered Writing through Scenario-Based Learning

ERIC Educational Resources Information Center

Golden, Paullett

2018-01-01

Scenario-based learning is an approach for student-centered learning used in the medical and legal fields, but is little used in liberal arts. In this study, I examine students' understanding and application of audience-centered writing techniques after a semester of formal scenario-based essays and problem-based activities. Comparing the grades…

A Treasure Chest of Primary Learning Center Ideas.

ERIC Educational Resources Information Center

Kessler, Margaret; Kessler, John

Defining a learning center as a classroom area containing several learning stations where students may work independently with materials which teach, reinforce, or enrich their skills, this guide presents a number of ideas for use in the visual motivation display area of such a center. Suggestions for displays for the various teaching stations are…

A Design Case of Scaffolding Hybrid/Online Student-Centered Learning with Multimedia

ERIC Educational Resources Information Center

Hsiao, E-Ling; Mikolaj, Peter; Shih, Ya-Ting

2017-01-01

Implementing student-centered learning in hybrid/online settings is very challenging due to the physical separation of instructor and students. This article discusses the need for instructors to provide scaffolds and multimedia modules to facilitate knowledge construction in the student-centered learning process. To offer students solid learning…

Learning Centers in the Classroom (Part of the Series: Developments in Classroom Instruction). Description of Teacher Inservice Education Materials.

ERIC Educational Resources Information Center

National Education Association, Washington, DC. Project on Utilization of Inservice Education R & D Outcomes.

The inservice teacher education package described here focuses on skill building in instructional, organizational, and managerial classroom techniques for developing and implementing learning centers. Seven specific learning centers are discussed, the subjects including microscopes, telling time, China, mathematics, economics, and adjectives.…

Use a Building Learning Center Enrichment Program to Meet Needs of Gifted/Talented.

ERIC Educational Resources Information Center

Schurr, Sandra

The paper describes the Learning Center Enrichment Program for elementary school gifted and talented children. The nomenclature associated with the program model (learning center, enrichment, and management system) is defined; and it is explained that the program is organized according to the enrichment triad model advocated by J. Renzulli because…

Learning Centers: A Report of the 1977 NEH Institute at Ohio State University.

ERIC Educational Resources Information Center

Allen, Edward D.

1978-01-01

A description of the twenty learning center units for advanced classes developed by the French and Spanish teacher-participants. Learning centers permit students to work independently at well-defined tasks. The units deal with housing, shopping, cooking, transportation, sports, fiestas, literature, history, architecture, painting, and music.…

Wireless Internet and Student-Centered Learning: A Partial Least-Squares Model

ERIC Educational Resources Information Center

Lu, Eric Y.; Ma, Hongyan; Turner, Sandra; Huang, Wayne

2007-01-01

Wireless Internet technology is gaining a foothold on more and more campuses, yet few studies have investigated how wireless Internet supports and enhances a student-centered learning environment. This study seeks to fill the gap by developing an instrument to measure how wireless Internet supports student-centered learning. A web survey was…

Child Development Associate. Learning Centers.

ERIC Educational Resources Information Center

Oscar Rose Junior Coll., Midwest City, OK.

One of a series of 18, this Child Development Associate (CDA) training module provides a guide to the construction of learning centers in preschool settings. Upon completion of the module the CDA trainee is expected to be able to analyze and improve the arrangement of space, materials and equipment; specify and rotate learning centers in the…

The Planned and the Emergent: An Alternative Model of Learning and Literacy

ERIC Educational Resources Information Center

Rogers, Lori S.

2013-01-01

Within academic institutions, writing centers are uniquely situated, socially rich sites for exploring learning and literacy. I examine the work of the Michigan Tech Writing Center's UN 1002 World Cultures study teams primarily because student participants and Writing Center coaches are actively engaged in structuring their own learning and…

76 FR 40712 - Reopening, Applications for New Awards; Technology and Media Services for Individuals With...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-11

... and Media Services for Individuals With Disabilities--Center on Online Learning and Students With... competition for the Center on Online Learning and Students with Disabilities (84.327U) that was announced in... extension under the Center on Online Learning and Students with Disabilities competition does not need to...

Putting The "Yee-Hah!" In Astronomy Outreach: Professional Development Through The ASP "Sky Rangers" Project

NASA Astrophysics Data System (ADS)

Manning, Jim; Gurton, S.; Hurst, A.

2010-05-01

The Astronomical Society of the Pacific is conducting a NASA-funded professional development program to help increase astronomy education and outreach capacity at national parks, nature centers, and other outdoor and environmental centers--venues that still have a dark night sky as a natural resource and a yen to interpret it for their visitors. Through online workshops and on-site workshops at national parks, the ASP staff, working in conjunction with partners from the National Park Service, National Association for Interpretation, and the Association of Science and Technology Centers, provides materials and training focusing on the sky. Participants become part of ASP's "Astronomy from the Ground Up" informational education community of practice, with ongoing options to hone their new skills. The presenter will report on early progress and lessons learned, as well as future plans, as the ASP and its partners work to help wilderness and nature interpreters put a little more "yee-hah!" in their visitor presentations aimed at the sky.

U.S. Department of the Interior Climate Science Centers and U.S. Geological Survey National Climate Change and Wildlife Science Center—Annual report for 2015

USGS Publications Warehouse

Varela Minder, Elda; Padgett, Holly A.

2016-04-07

2015 was another great year for the Department of the Interior (DOI) Climate Science Centers (CSCs) and U.S. Geological Survey (USGS) National Climate Change and Wildlife Science Center (NCCWSC) network. The DOI CSCs and USGS NCCWSC continued their mission of providing the science, data, and tools that are needed for on-the-ground decision making by natural and cultural resource managers to address the effects of climate change on fish, wildlife, ecosystems, and communities. Our many accomplishments in 2015 included initiating a national effort to understand the influence of drought on wildlife and ecosystems; providing numerous opportunities for students and early career researchers to expand their networks and learn more about climate change effects; and working with tribes and indigenous communities to expand their knowledge of and preparation for the impacts of climate change on important resources and traditional ways of living. Here we illustrate some of these 2015 activities from across the CSCs and NCCWSC.

Solid-State Lighting. Early Lessons Learned on the Way to Market

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

Sandahl, L. J.; Cort, K. A.; Gordon, K. L.

2014-01-01

Analysis of issues and lessons learned during the early stages of solid-state lighting market introduction in the U.S., which also summarizes early actions taken to avoid potential problems anticipated based on lessons learned from the market introduction of compact fluorescent lamps.

Nebraska Early Learning Guidelines for Ages Birth to 3: Nurturing the Development and Learning of Infants and Toddlers through Responsive Caregiving

ERIC Educational Resources Information Center

Nebraska Department of Education, 2006

2006-01-01

This resource provides information to assist parents, family members, early childhood teachers, caregivers, and other adults in promoting the learning and development of young children ages birth to three. It is a companion to the Nebraska Early Learning Guidelines for Ages 3 to 5, and uses the same format and domains of development. This…

Learning a Music Instrument in Early Childhood: What Can We Learn from Professional Musicians' Childhood Memories?

ERIC Educational Resources Information Center

Smith, Wyverne

2008-01-01

Professional early childhood educators are often asked for advice about whether or when a young child should learn to play a music instrument. Many educators who do not have a background in music education may not be confident in providing such advice. A range of overseas research has supported learning a music instrument in the early childhood…

Active-Learning versus Teacher-Centered Instruction for Learning Acids and Bases

ERIC Educational Resources Information Center

Sesen, Burcin Acar; Tarhan, Leman

2011-01-01

Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of "acids and bases". Sample: The sample of this…

20 CFR 670.515 - What responsibilities do the center operators have in managing work-based learning?

Code of Federal Regulations, 2010 CFR

2010-04-01

... have in managing work-based learning? 670.515 Section 670.515 Employees' Benefits EMPLOYMENT AND... managing work-based learning? (a) The center operator must emphasize and implement work-based learning... arrangements with employers. Work-based learning must be under actual working conditions and must be designed...

20 CFR 670.515 - What responsibilities do the center operators have in managing work-based learning?

Code of Federal Regulations, 2011 CFR

2011-04-01

... have in managing work-based learning? 670.515 Section 670.515 Employees' Benefits EMPLOYMENT AND... managing work-based learning? (a) The center operator must emphasize and implement work-based learning... arrangements with employers. Work-based learning must be under actual working conditions and must be designed...

'Learn the signs. Act early': a campaign to help every child reach his or her full potential.

PubMed

Daniel, K L; Prue, C; Taylor, M K; Thomas, J; Scales, M

2009-09-01

To examine the application of a social marketing approach to increase the early identification and treatment of autism and other developmental disorders. The intervention used formative research, behaviour change theory and traditional social marketing techniques to develop a campaign targeting parents, healthcare professionals and early educators to increase awareness of autism and other developmental delays, and to prompt action if a developmental delay was suspected. Using social marketing principles, the Centers for Disease Control and Prevention applied baseline research with the target audiences to understand the barriers and motivators to behaviour change, which included a lack of knowledge and resources (barriers), along with a willingness to learn and do more (motivators). Focus group testing of potential campaign concepts led to one particular approach and accompanying images, which together increased perceived severity of the problem and encouraged taking action. The audience research also helped to shape the marketing mix (product, price, place and promotion). Three-year follow-up research in this case study indicates a significant change in parent target behaviours, particularly among parents aware of the campaign, and substantially more healthcare professionals believe that they have the resources to educate parents about monitoring their child's cognitive, social and physical development. Qualitative results from early educators and childcare professional associations have been positive about products developed for daycare settings. The application of social marketing principles, behavior change theory and audience research was an effective approach to changing behaviours in this case. Understanding what the target audiences want and need, looking beyond parents to engage healthcare professionals and early educators, and engaging many strategic partners to extend the reach of the message helped campaign planners to develop a campaign that resonated with the target audiences and, importantly, moved them towards action.

Early Career Boot Camp: a novel mechanism for enhancing early career development for psychologists in academic healthcare.

PubMed

Foran-Tuller, Kelly; Robiner, William N; Breland-Noble, Alfiee; Otey-Scott, Stacie; Wryobeck, John; King, Cheryl; Sanders, Kathryn

2012-03-01

The purpose of this article is to describe a pilot mentoring program for Early Career Psychologists (ECPs) working in Academic Health Centers (AHCs) and synthesize the lessons learned to contribute to future ECP and AHC career development training programs. The authors describe an early career development model, named the Early Career Boot Camp. This intensive experience was conducted as a workshop meant to build a supportive network and to provide mentorship and survival tools for working in AHCs. Four major components were addressed: professional effectiveness, clinical supervision, strategic career planning, and academic research. Nineteen attendees who were currently less than 5 years post completion of doctoral graduate programs in psychology participated in the program. The majority of boot camp components were rated as good to excellent, with no component receiving below average ratings. Of the components offered within the boot camp, mentoring and research activities were rated the strongest, followed by educational activities, challenges in AHCS, and promotion and tenure. The article describes the purpose, development, implementation, and assessment of the program in detail in an effort to provide an established outline for future organizations to utilize when mentoring ECPs.

Language and Learning: A Practical Guide To Help with Planning Your Early Childhood Programme. Series of Caribbean Volunteer Publications, No. 12.

ERIC Educational Resources Information Center

Watkins, Anne

Language should be viewed as one of the most important areas of early childhood development and learning. This document was produced to assist early childhood educators in Grenada, Carriacou, and Petit Martinique with fostering early language learning. The guide should be viewed mainly as a supplement to be used in conjunction with national…

Comparing physical activity and sedentary time among overweight and nonoverweight preschoolers enrolled in early learning programs: a cross-sectional study.

PubMed

Tucker, Patricia; Maltby, Alana M; Burke, Shauna M; Vanderloo, Leigh M; Irwin, Jennifer D

2016-09-01

Establishing appropriate physical activity and sedentary behaviours during early childhood is important to ensure children accrue the many associated health benefits. While physical activity levels have been reported as low within early learning programs, little research has explored the physical activity and sedentary time of Canadian preschoolers classified as overweight within these facilities. The purpose of this study was to compare objectively measured physical activity and sedentary time among preschoolers classified as overweight and nonoverweight in early learning programs. Direct assessment of physical activity and sedentary time of 216 preschool-aged children was collected via Actical accelerometers during early learning hours, while body mass index percentile was calculated based on preschoolers' objectively measured height and weight. Results of three 3-way ANOVAs suggest that rates of moderate to vigorous physical activity, total physical activity, and sedentary time (p > 0.05) did not significantly differ based on weight status, sex, and type of early learning facility. This study is one of few that has examined differences in overweight and nonoverweight preschoolers' sedentary time, and adds to the limited research exploring physical activity levels among overweight and nonoverweight preschoolers during early learning hours. Given the high rates of sedentary time reported, programming within early learning facilities is necessary to support preschoolers, regardless of weight status, to achieve increased physical activity levels and decreased sedentary time.

Patient and Stakeholder Engagement in the PCORI Pilot Projects: Description and Lessons Learned.

PubMed

Forsythe, Laura P; Ellis, Lauren E; Edmundson, Lauren; Sabharwal, Raj; Rein, Alison; Konopka, Kristen; Frank, Lori

2016-01-01

Patients and healthcare stakeholders are increasingly becoming engaged in the planning and conduct of biomedical research. However, limited research characterizes this process or its impact. We aimed to characterize patient and stakeholder engagement in the 50 Pilot Projects funded by the Patient-Centered Outcomes Research Institute (PCORI), and identify early contributions and lessons learned. A self-report instrument was completed by researchers between 6 and 12 months following project initiation. Forty-seven principal investigators or their designees (94 % response rate) participated in the study. MAIN MEASURES Self-report of types of stakeholders engaged, stages and levels of engagement, facilitators and barriers to engagement, lessons learned, and contributions from engagement were measured. Most (83 %) reported engaging more than one stakeholder in their project. Among those, the most commonly reported groups were patients (90 %), clinicians (87 %), health system representatives (44 %), caregivers (41 %), and advocacy organizations (41 %). Stakeholders were commonly involved in topic solicitation, question development, study design, and data collection. Many projects engaged stakeholders in data analysis, results interpretation, and dissemination. Commonly reported contributions included changes to project methods, outcomes or goals; improvement of measurement tools; and interpretation of qualitative data. Investigators often identified communication and shared leadership strategies as "critically important" facilitators (53 and 44 % respectively); lack of stakeholder time was the most commonly reported challenge (46 %). Most challenges were only partially resolved. Early lessons learned included the importance of continuous and genuine partnerships, strategic selection of stakeholders, and accommodation of stakeholders' practical needs. PCORI Pilot Projects investigators report engaging a variety of stakeholders across many stages of research, with specific changes to their research attributed to engagement. This study identifies early lessons and barriers that should be addressed to facilitate engagement. While this research suggests potential impact of stakeholder engagement, systematic characterization and evaluation of engagement at multiple stages of research is needed to build the evidence base.

Development of a 12-Thrust Chamber Kerosene /Oxygen Primary Rocket Sub-System for an Early (1964) Air-Augmented Rocket Ground-Test System

NASA Technical Reports Server (NTRS)

Pryor, D.; Hyde, E. H.; Escher, W. J. D.

1999-01-01

Airbreathing/Rocket combined-cycle, and specifically rocket-based combined- cycle (RBCC), propulsion systems, typically employ an internal engine flow-path installed primary rocket subsystem. To achieve acceptably short mixing lengths in effecting the "air augmentation" process, a large rocket-exhaust/air interfacial mixing surface is needed. This leads, in some engine design concepts, to a "cluster" of small rocket units, suitably arrayed in the flowpath. To support an early (1964) subscale ground-test of a specific RBCC concept, such a 12-rocket cluster was developed by NASA's Marshall Space Flight Center (MSFC). The small primary rockets used in the cluster assembly were modified versions of an existing small kerosene/oxygen water-cooled rocket engine unit routinely tested at MSFC. Following individual thrust-chamber tests and overall subsystem qualification testing, the cluster assembly was installed at the U. S. Air Force's Arnold Engineering Development Center (AEDC) for RBCC systems testing. (The results of the special air-augmented rocket testing are not covered here.) While this project was eventually successfully completed, a number of hardware integration problems were met, leading to catastrophic thrust chamber failures. The principal "lessons learned" in conducting this early primary rocket subsystem experimental effort are documented here as a basic knowledge-base contribution for the benefit of today's RBCC research and development community.

Tornadoes: A Center Approach.

ERIC Educational Resources Information Center

Christman-Rothlein, Liz; Meinbach, Anita M.

1981-01-01

Information is given on how to put together a learning center. Discusses information and activity packets for a complete learning center on tornadoes including objectives, directions, materials, photographs of physical arrangements, and posttest. (DC)

Response to the Colloquium "The Organisation for Economic Co-Operation and Development's International Early Learning Study: Opening for Debate and Contestation", by Peter Moss, Gunilla Dahlberg, Susan Grieshaber, Susanna Mantovani, Helen May, Alan Pence, Sylvie Rayna, Beth Blue Swadener and Michel Vandenbroeck, "Contemporary Issues in Early Childhood" 17(3)

ERIC Educational Resources Information Center

Mackey, Glynne; Hill, Diti; De Vocht, Lia

2016-01-01

In this article, the authors opine that the introduction of an international assessment of children's early learning, such as proposed by the OECD with its planned International Early Learning Study, will shift the emphasis away from pedagogies which focus on that which is meaningful and relevant in children's lives and their learning, to an…

She's supporting them; who's supporting her? Preschool center-level social-emotional supports and teacher well-being.

PubMed

Zinsser, Katherine M; Christensen, Claire G; Torres, Luz

2016-12-01

Preschool teachers across the country have been charged to prepare children socially and emotionally for kindergarten. Teachers working in preschool centers are supporting children's social and emotional learning (SEL) within a rich ecology of emotion and social relationships and the present study considers how the supports implemented for children's SEL at the center-level are associated with teachers' psychological health and workplace experiences. Hierarchical linear models were constructed using data from the Head Start Family and Child Experiences Survey 2009 cohort. Results indicate that although teachers work in individual classrooms, they share common perceptions at the center-level of their workplace climate, access to support, and, although to a lesser extent, experience commonalities in psychological health and job satisfaction. Furthermore, in centers that had implemented more supports for children's SEL (including access to mental health consultants, classroom curriculum, and training and resources for teachers) teachers were less depressed, more satisfied with their jobs, felt more supported in managing challenging behavior, and viewed the workplace climate of their center as more positive. Findings are discussed in light of the national efforts to increase and retain a high-quality early childhood workforce. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

A Model for Integrating Ambulatory Surgery Centers Into an Academic Health System Using a Novel Ambulatory Surgery Coordinating Council.

PubMed

Ishii, Lisa; Pronovost, Peter J; Demski, Renee; Wylie, Gill; Zenilman, Michael

2016-06-01

An increasing volume of ambulatory surgeries has led to an increase in the number of ambulatory surgery centers (ASCs). Some academic health systems have aligned with ASCs to create a more integrated care delivery system. Yet, these centers are diverse in many areas, including specialty types, ownership models, management, physician employment, and regulatory oversight. Academic health systems then face challenges in integrating these ASCs into their organizations. Johns Hopkins Medicine created the Ambulatory Surgery Coordinating Council in 2014 to manage, standardize, and promote peer learning among its eight ASCs. The Armstrong Institute for Patient Safety and Quality provided support and a model for this organization through its quality management infrastructure. The physician-led council defined a mission and created goals to identify best practices, uniformly provide the highest-quality patient-centered care, and continuously improve patient outcomes and experience across ASCs. Council members built trust and agreed on a standardized patient safety and quality dashboard to report measures that include regulatory, care process, patient experience, and outcomes data. The council addressed unintentional outcomes and process variation across the system and agreed to standard approaches to optimize quality. Council members also developed a process for identifying future goals, standardizing care practices and electronic medical record documentation, and creating quality and safety policies. The early success of the council supports the continuation of the Armstrong Institute model for physician-led quality management. Other academic health systems can learn from this model as they integrate ASCs into their complex organizations.

Usage-Centered Design Approach in Design of Malaysia Sexuality Education (MSE) Courseware

NASA Astrophysics Data System (ADS)

Chan, S. L.; Jaafar, A.

The problems amongst juveniles increased every year, especially rape case of minor. Therefore, the government of Malaysia has introduced the National Sexuality Education Guideline on 2005. An early study related to the perception of teachers and students toward the sexuality education curriculum taught in secondary schools currently was carried out in 2008. The study showed that there are big gaps between the perception of the teachers and the students towards several issues of Malaysia sexuality education today. The Malaysia Sexuality Education (MSE) courseware was designed based on few learning theories approach. Then MSE was executed through a comprehensive methodology which the model ADDIE integrated with Usage-Centered Design to achieve high usability courseware. In conclusion, the effort of developing the MSE is hopefully will be a solution to the current problem that happens in Malaysia sexuality education now.

Federally sponsored multidisciplinary research centers: Learning, evaluation, and vicious circles.

PubMed

Youtie, Jan; Corley, Elizabeth A

2011-02-01

Despite the increasing investment in multi-year federally funded science and technology centers in universities, there are few studies of how these centers engage in learning and change based on information submitted from various agents in the oversight and evaluation process. One challenge is how to manage and respond to this evaluative information, especially when it is conflicting. Although the center can learn and adapt in response to this information, it can also become subject to a vicious circle of continuous restructuring and production of documentation to address various and potentially inconsistent recommendations. In this paper we illustrate the effects of such a dynamic based on our experiences as external evaluators of the $25 million NSF-funded Learning in Informal and Formal Environments (LIFE) Center. The case study presents an analysis of annual reports and strategic planning documents along with other sources of evidence to illustrate the evolution of center organizational approaches in response to evaluations by external review panels, center evaluators, program managers, and other external stakeholders. We conclude with suggestions for how evaluators may help centers ease the cost of learning and reduce the likelihood of a vicious circle. 2010 Elsevier Ltd. All rights reserved.

Scaffolding Learner-Centered Curricular Coherence Using Learning Maps and Diagnostic Assessments Designed around Mathematics Learning Trajectories

ERIC Educational Resources Information Center

Confrey, Jere; Gianopulos, Garron; McGowan, William; Shah, Meetal; Belcher, Michael

2017-01-01

The paper describes how designers used the construct of learning trajectories to create a tool, Math-Mapper 6-8, to help scaffold curricula toward increased learner-centered coherence. It defines "learner-centered curricular coherence" as "an organizational means to promote a high likelihood that each learner traverses one of many…

Postural complexity influences development in infants born preterm with brain injury: relating perception-action theory to 3 cases.

PubMed

Dusing, Stacey C; Izzo, Theresa; Thacker, Leroy R; Galloway, James Cole

2014-10-01

Perception-action theory suggests a cyclical relationship between movement and perceptual information. In this case series, changes in postural complexity were used to quantify an infant's action and perception during the development of early motor behaviors. Three infants born preterm with periventricular white matter injury were included. Longitudinal changes in postural complexity (approximate entropy of the center of pressure), head control, reaching, and global development, measured with the Test of Infant Motor Performance and the Bayley Scales of Infant and Toddler Development, were assessed every 0.5 to 3 months during the first year of life. All 3 infants demonstrated altered postural complexity and developmental delays. However, the timing of the altered postural complexity and the type of delays varied among the infants. For infant 1, reduced postural complexity or limited action while learning to control her head in the midline position may have contributed to her motor delay. However, her ability to adapt her postural complexity eventually may have supported her ability to learn from her environment, as reflected in her relative cognitive strength. For infant 2, limited early postural complexity may have negatively affected his learning through action, resulting in cognitive delay. For infant 3, an increase in postural complexity above typical levels was associated with declining neurological status. Postural complexity is proposed as a measure of perception and action in the postural control system during the development of early behaviors. An optimal, intermediate level of postural complexity supports the use of a variety of postural control strategies and enhances the perception-action cycle. Either excessive or reduced postural complexity may contribute to developmental delays in infants born preterm with white matter injury. © 2014 American Physical Therapy Association.

Chemosensory Factors Influencing Alcohol Perception, Preferences, and Consumption

PubMed Central

Bachmanov, Alexander A.; Kiefer, Stephen W.; Molina, Juan Carlos; Tordoff, Michael G.; Duffy, Valerie B.; Bartoshuk, Linda M.; Mennella, Julie A.

2007-01-01

This article presents the proceedings of a symposium at the 2002 RSA/ISBRA Meeting in San Francisco, California, co-organized by Julie A. Mennella and Alexander A. Bachmanov of the Monell Chemical Senses Center. The goal of this symposium was to review the role that chemosensory factors (taste, smell, and chemical irritation) play in the perception, preference, and consumption of alcohol. The presented research focused on both humans and laboratory animals and used a variety of approaches including genetic, developmental, pharmacological, behavioral, and psychophysical studies. The presentations were as follows: (1) Introduction and overview of the chemical senses (Julie A. Mennella and Alexander A. Bachmanov); (2) Taste reactivity as a measure of alcohol palatability and its relation to alcohol consumption in rats (Stephen W. Kiefer); (3) Early learning about the sensory properties of alcohol in laboratory animals (Juan Carlos Molina); (4) Early learning about the sensory properties of alcohol in humans (Julie A. Mennella); (5) Genetic dissection of the ethanol-sweet taste relationship in mice (Alexander A. Bachmanov and Michael Tordoff); and (6) Human genetic variation in taste: connections with alcohol sensation and intake (Valerie B. Duffy and Linda M. Bartoshuk). The symposium concluded with a general discussion. PMID:12605071

Early Introduction of an Evidence-based Medicine Course to Preclinical Medical Students

PubMed Central

Srinivasan, Malathi; Weiner, Michael; Breitfeld, Philip P; Brahmi, Fran; Dickerson, Keith L; Weiner, Gary

2002-01-01

Evidence-based Medicine (EBM) has been increasingly integrated into medical education curricula. Using an observational research design, we evaluated the feasibility of introducing a 1-month problem-based EBM course for 139 first-year medical students at a large university center. We assessed program performance through the use of a web-based curricular component and practice exam, final examination scores, student satisfaction surveys, and a faculty questionnaire. Students demonstrated active involvement in learning EBM and ability to use EBM principles. Facilitators felt that students performed well and compared favorably with residents whom they had supervised in the past year. Both faculty and students were satisfied with the EBM course. To our knowledge, this is the first report to demonstrate that early introduction of EBM principles as a short course to preclinical medical students is feasible and practical. PMID:11903776

Unpacking socio-economic risks for reading and academic self-concept in primary school: Differential effects and the role of the preschool home learning environment.

PubMed

Crampton, Alexandria; Hall, James

2017-09-01

Uncertainty remains concerning how children's reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments. To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children's reading abilities and academic self-concept between 7 and 10 years. n = 3,172 British children aged 3-10 years and their families. A secondary analysis of the nationally representative UK EPPE database. Multilevel structural equation modelling calculated the direct, indirect, and total impacts of early socio-economic risks (0-3 years) and preschool home learning environments (3-5 years) upon children's reading ability and academic self-concept between 7 and 10 years. Early socio-economic risk had different effects upon children's reading ability and academic self-concept. Early socio-economic risks affected children's reading at ages 7 and 10 both directly and indirectly via effects upon preschool home learning environments. By contrast, early socio-economic risks had only indirect effects upon children's academic self-concept via less stimulating home learning environments in the preschool period and by limiting reading abilities early on in primary school. Although the impacts of early socio-economic risks are larger and more easily observed upon reading than upon academic self-concept, they can impact both by making it less likely that children will experience enriching home learning environments during the preschool period. This has implications for social policymakers, early educators, and interventionists. Intervening early and improving preschool home learning environments can do more than raise children's reading abilities; secondary benefits may also be achievable upon children's self-concept. © 2017 The British Psychological Society.

The Case of the Unhappy Sports Fan: Embracing Student-Centered Learning and Promoting Upper-Level Cognitive Skills through an Online Dispute Resolution Simulation

ERIC Educational Resources Information Center

Ponte, Lucille M.

2006-01-01

Pedagogical experts contend that students learn best when they are actively involved in and responsible for their own learning. In a student-centered learning environment, the instructor ideally serves primarily as a learning resource or facilitator. With the guidance of the instructor, students in active learning environments strive for…

The Search for the Learning-Centered College. New Expeditions: Charting the Second Century of Community Colleges. Issues Paper No. 9.

ERIC Educational Resources Information Center

Flynn, William J.

Whether the topic is the learning revolution, a learning college for the 21st century, the learning organization, or the growth of franchised learning centers throughout the country, we are in the grip of learning mania. This issue has galvanized higher education to such an extent that suddenly it is unfashionable to mention teaching without…

Assessing Student Behaviors and Motivation for Actively Learning Biology

ERIC Educational Resources Information Center

Moore, Michael Edward

2017-01-01

Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is…

Students´ Perspectives on eLearning Activities in Person-Centered, Blended Learning Settings

ERIC Educational Resources Information Center

Haselberger, David; Motsching, Renate

2016-01-01

Blended or hybrid learning has become a frequent practice in higher education. In this article our primary research interest was to find out how students perceived eLearning activities in blended learning courses based on the person-centered paradigm. Through analyzing the content of a series of semi-structured interviews we found out that…

The efficacy of student-centered instruction in supporting science learning.

PubMed

Granger, E M; Bevis, T H; Saka, Y; Southerland, S A; Sampson, V; Tate, R L

2012-10-05

Transforming science learning through student-centered instruction that engages students in a variety of scientific practices is central to national science-teaching reform efforts. Our study employed a large-scale, randomized-cluster experimental design to compare the effects of student-centered and teacher-centered approaches on elementary school students' understanding of space-science concepts. Data included measures of student characteristics and learning and teacher characteristics and fidelity to the instructional approach. Results reveal that learning outcomes were higher for students enrolled in classrooms engaging in scientific practices through a student-centered approach; two moderators were identified. A statistical search for potential causal mechanisms for the observed outcomes uncovered two potential mediators: students' understanding of models and evidence and the self-efficacy of teachers.

Re-Examining Cognition during Student-Centered, Web-Based Learning

ERIC Educational Resources Information Center

Hannafin, Michael; Hannafin, Kathleen; Gabbitas, Bruce

2009-01-01

During student-centered learning, the individual assumes responsibility for determining learning goals, monitoring progress toward meeting goals, adjusting or adapting approaches as warranted, and determining when individual goals have been adequately addressed. This can be particularly challenging while learning from the World-Wide Web, where…

Using a creativity-focused science program to foster general creativity in young children: A teacher action research study

NASA Astrophysics Data System (ADS)

Gomes, Joan Julieanne Mariani

The importance of thinking and problem-solving skills, and the ability to integrate and analyze information has been recognized and yet may be lacking in schools. Creativity is inherently linked to problem finding, problem solving, and divergent thinking (Arieti, 1976; Csikszentmihalyi, 1990; Milgram, 1990). The importance of early childhood education and its role in the formation of young minds has been recognized (Caine & Caine, 1991; Montessori, 1967a, 1967b; Piaget, 1970). Early childhood education also impacts creativity (Gardner, 1999). The features of brain-based learning (Caine & Caine, 1991; Jensen, 1998; Sousa, 2001; Wolfe, 2001) have a clear connection to nurturing the creative potential in students. Intrinsic motivation and emotions affect student learning and creativity as well (Hennessey & Amabile, 1987). The purpose of this study was to discern if a creativity-focused science curriculum for the kindergarteners at a Montessori early learning center could increase creativity in students. This action research study included observations of the students in two classrooms, one using the creativity-focused science curriculum, and the other using the existing curriculum. The data collected for this interpretive study included interviews with the students, surveys and interviews with their parents and teachers, teacher observations, and the administration of Torrance's (1981) Thinking Creatively in Action and Movement (TCAM) test. The interpretation of the data indicated that the enhanced science curriculum played a role in enhancing the creativity of the children in the creativity-focused group. The results of the TCAM (Torrance, 1981) showed a significant increase in scores for the children in the creativity-focused group. The qualitative data revealed a heightened interest in science and the observation of creative traits, processes, and products in the creativity-focused group children. The implications of this study included the need for meaningful learning experiences, experiential learning opportunities, critical thinking and problem solving activities, and an emphasis on freedom, independence, and autonomy on the part of the learner. These elements, when combined with an integrated science curriculum, can foster creativity in young children.

Beyond Developmentalism? Early Childhood Teachers' Understandings of Multiage Grouping in Early Childhood Education and Care

ERIC Educational Resources Information Center

Edwards, Susan; Blaise, Mindy; Hammer, Marie

2009-01-01

Postdevelopmental perspectives in early childhood education and care increasingly reference alternative ways of understanding learning, growth and development in early learning. Drawing on these ideas, this paper examines research findings which focused on early childhood teachers' understandings of multiage grouping. The findings suggested that…

Expanding Programs in an Early Childhood Center To Meet the Community's Needs and To Improve Center Fiscal Stability.

ERIC Educational Resources Information Center

Rothschild, Theresa

This practicum addressed the issues of declining enrollment and the anticipated problems resulting from the loss of a kindergarten program in an early childhood center. (Enrollment is expected to decline as the public schools moved to all-day kindergarten.) Goals of the practicum were to increase enrollment in the early childhood center, expand…

Risky business: human factors in critical care.

PubMed

Laussen, Peter C; Allan, Catherine K; Larovere, Joan M

2011-07-01

Remarkable achievements have occurred in pediatric cardiac critical care over the past two decades. The specialty has become well defined and extremely resource intense. A great deal of focus has been centered on optimizing patient outcomes, particularly mortality and early morbidity, and this has been achieved through a focused and multidisciplinary approach to management. Delivering high-quality and safe care is our goal, and during the Risky Business symposium and simulation sessions at the Eighth International Conference of the Pediatric Cardiac Intensive Care Society in Miami, December 2010, human factors, systems analysis, team training, and lessons learned from malpractice claims were presented.

Learning from Failures: Archiving and Designing with Failure and Risk

NASA Technical Reports Server (NTRS)

VanWie, Michael; Bohm, Matt; Barrientos, Francesca; Turner, Irem; Stone, Robert

2005-01-01

Identifying and mitigating risks during conceptual design remains an ongoing challenge. This work presents the results of collaborative efforts between The University of Missouri-Rolla and NASA Ames Research Center to examine how an early stage mission design team at NASA addresses risk, and, how a computational support tool can assist these designers in their tasks. Results of our observations are given in addition to a brief example of our implementation of a repository based computational tool that allows users to browse and search through archived failure and risk data as related to either physical artifacts or functionality.

Open access in the patient-centered medical home: lessons from the Veterans Health Administration.

PubMed

True, Gala; Butler, Anneliese E; Lamparska, Bozena G; Lempa, Michele L; Shea, Judy A; Asch, David A; Werner, Rachel M

2013-04-01

The Veterans Health Administration (VHA) has undertaken a 5-year initiative to transform to a patient-centered medical home model. An early focus of implementation was on creating open access, defined as continuity and capacity in primary care. We describe the impact of readiness for implementation on efforts of pilot teams to make changes to improve access and identify successful strategies used by early adopters to overcome barriers to change. A qualitative, formative evaluation of the first 18 months of implementation in one Veterans Integrated Service Network (VISN) spread across six states. Members of local implementation teams including administrators, primary care providers, and staff from primary care clinics located at 10 medical centers and 45 outpatient clinics. We conducted site visits during the first 6 months of implementation, observations at Learning Collaboratives, semi-structured interviews, and review of internal organizational documents. All data collection took place between April 2010 and December 2011. Early adopters employed various strategies to enhance access, with a focus on decreasing demand for face-to-face care, increasing supply of different types of primary care encounters, and improving clinic efficiencies. Our interviews with key contacts revealed three important areas where readiness for implementation (or lack thereof) had an impact on interventions to improve access: leadership engagement, staffing resources, and access to information and knowledge. Key factors related to readiness for implementation had an impact on which interventions pilot teams could put into place, as well as the viability and sustainability of access gains. Wide variations in interventions to improve access occurring across sites situated within one organization have important implications for efforts to measure the impact of enhanced access on patient outcomes, costs, and other systems-level indicators of the Medical Home.

Evaluation of the Preschool Situational Self-Regulation Toolkit (PRSIST) Program for Supporting children's early self-regulation development: study protocol for a cluster randomized controlled trial.

PubMed

Howard, Steven J; Vasseleu, Elena; Neilsen-Hewett, Cathrine; Cliff, Ken

2018-01-24

For children with low self-regulation in the preschool years, the likelihood of poorer intellectual, health, wealth and anti-social outcomes in adulthood is overwhelming. Yet this knowledge has not yielded a framework for understanding self-regulatory change, nor generated particularly successful methods for enacting this change. Reconciling insights from cross-disciplinary theory, research and practice, this study seeks to implement a newly developed program of low-cost and routine practices and activities for supporting early self-regulatory development within preschool contexts and to evaluate its effect on children's self-regulation, executive function and school readiness; and educator perceived knowledge, attitudes and self-efficacy related to self-regulation. The Early Start to Self-Regulation study is a cluster randomized, controlled trial for evaluating benefits of the Preschool Situational Self-Regulation Toolkit (PRSIST) program, when implemented by early childhood educators, compared with routine practice. The PRSIST program combines professional learning, adult practices, child activities and connections to the home to support children's self-regulation development. Fifty preschool centers in New South Wales, Australia, will be selected to ensure a range of characteristics, namely: National Quality Standards (NQS) ratings, geographic location and socioeconomic status. After collection of baseline child and educator data, participating centers will then be randomly allocated to one of two groups, stratified by NQS rating: (1) an intervention group (25 centers) that will implement the PRSIST program; or (2) a control group (25 centers) that will continue to engage in practice as usual. Primary outcomes at the child level will be two measures of self-regulation: Head-Toes-Knees-Shoulders task and the PRSIST observational assessment. Secondary outcomes at the child level will be adult-reported measures of child self-regulation, executive function and school readiness. Outcomes at the educator level will involve a survey of their perceived knowledge, attitudes and self-efficacy for supporting children's self-regulatory development. In all cases, data collectors will be blinded to group allocation. This is the first randomized controlled trial of a new program to foster early self-regulation, using low-cost practices and activities that are aligned with early-years contexts, routines and practices. Results will provide important information about the efficacy of this approach and evaluate its underlying model of self-regulatory change. Australian New Zealand Clinical Trials Registry, ACTRN12617001568303 . Registered on 21 November 2017.

Reflective Processes: A Qualitative Study Exploring Early Learning Student Teacher Mentoring Experiences in Student Teaching Practicums

ERIC Educational Resources Information Center

Barnes, Michelle M.

2013-01-01

This doctoral thesis explored mentoring in early learning teacher preparation programs. This study explored the reflective processes embedded in the work between student teachers and their mentors during early learning student teacher experiences at Washington State community and technical colleges. Schon's (1987a) concepts of…

78 FR 53991 - Applications for New Awards; Race to the Top-Early Learning Challenge

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-30

... gaps for Children with High Needs.\\1\\ This program focuses on improving early learning and development... disadvantaged children in each age group of infants, toddlers, and preschoolers who are enrolled in high-quality... implement an integrated system of high-quality Early Learning and Development Programs and services. \\1...

Alberta Learning: Early Development Instrument Pilot Project Evaluation.

ERIC Educational Resources Information Center

Meaney, Wanda; Harris-Lorenze, Elayne

The Early Development Instrument (EDI) was designed by McMaster University to measure the outcomes of childrens early years as they influence their readiness to learn at school. The EDI was piloted in several Canadian cities in recent years through two national initiatives. Building on these initiatives, Alberta Learning piloted the EDI as a…

Traces of an Early Learned Second Language in Discontinued Bilingualism

ERIC Educational Resources Information Center

Sadat, Jasmin; Pureza, Rita; Alario, F.-Xavier

2016-01-01

Can an early learned second language influence speech production after living many years in an exclusively monolingual environment? To address this issue, we investigated the consequences of discontinued early bilingualism in heritage speakers who moved abroad and switched language dominance from the second to the primary learned language. We used…

Joy in Learning: Making It Happen in Early Childhood Classes. NEA Early Childhood Education Series.

ERIC Educational Resources Information Center

Burton, Leon H.

A premise of this book for teachers of young children is that all learning should be challenging, interesting, and enjoyable. Chapters include: (1) A Philosophy for Early Education (concerning the nature of young children, learning contexts, societal expectations); (2) Child Development (concerning independence, self-esteem, cooperative…

How to Educate Children for Sustainable Learning and for a Sustainable World

ERIC Educational Resources Information Center

Samuelsson, Ingrid Pramling; Park, Eunhye

2017-01-01

This article discusses how early learning might be made sustainable for children. It considers the application of Goal 4 of the Sustainable Development Goals to early childhood education to ensure that inclusive and equitable quality education that promotes lifelong learning opportunities is available to all children. Early childhood practitioners…

Classroom Challenges in Developing an Intercultural Early Learning Program for Refugee Children

ERIC Educational Resources Information Center

Dachyshyn, Darcey; Kirova, Anna

2011-01-01

The project described here was aimed at piloting an intercultural, multilingual, early learning program that was genuinely responsive to the circumstances and early learning needs of preschool refugee children and parents from three ethnocultural communities--Somali, Sudanese, and Kurdish--in a large city in Western Canada. We discuss the unique…

Parent Engagement in Early Learning: Strategies for Working with Families. Second Edition

ERIC Educational Resources Information Center

Powers, Julie

2016-01-01

This updated second edition of "Parent-Friendly Early Learning" brings to life real scenarios that care providers face in today's world. We know parent engagement is important for a child's success, but how do you turn parent-provider relationships into partnerships? "Parent Engagement in Early Learning" will help you: (1)…

Plan of Work 2010: Towards True Student-Centered Learning

ERIC Educational Resources Information Center

European Students' Union (NJ1), 2010

2010-01-01

The European Students' Union's (ESU's) vision regarding the Student Centered Learning concept stems from the fundamental belief that the learning process should have at its core learning objectives as they are prioritized by each individual students, also that each (potential) student should be empowered to define those objectives and progress…

Integrated Strategic Planning in a Learning-Centered Community College

ERIC Educational Resources Information Center

Kelley, Susan; Kaufman, Roger

2007-01-01

In learning-centered community colleges, planning, like all processes, must measurably improve learning and learner performance. This article shares Valencia Community College's approach to revising its strategic planning process based on the Organizational Elements Model to: 1) focus strategic planning on learning results that add value for…

Collaborations between Centers for Teaching and Learning and Offices of Disability Services: Current Partnerships and Perceived Challenges

ERIC Educational Resources Information Center

Behling, Kirsten; Linder, Kathryn E.

2017-01-01

The authors report on the results of a survey conducted in the United States on collaboration between Centers for Teaching and Learning (CTLs) and Offices of Disability Services (ODSs) in institutions of higher education. The authors, a disability services professional and a former director of a Center for Teaching and Learning, give particular…

Learning Resource Center at the Baraboo Campus of the University of Wisconsin Center System.

ERIC Educational Resources Information Center

Umhoefer, Aural

The Learning Resource Center (LRC) at the Baraboo campus of the University of Wisconsin was designed to be an integral part of the teaching program, and to embody the multimedia approach to individual self-paced learning by using the most appropriate medium or combination of media for a given instructional situation. The collection includes books,…

A Case Study of Key Stakeholders' Perceptions of the Learning Center's Effectiveness for English Learners at a District in Central California

ERIC Educational Resources Information Center

Nava, Norma Leticia

2016-01-01

This qualitative study explored stakeholders' (administrators, teachers, and parents) perspectives of English learners in the learning center, a response to intervention model, at a school district in Central California. Research existed concerning the yearly academic growth of students in a learning center, but there was a lack of knowledge about…

Learning Without Boundaries: A NASA - National Guard Bureau Distance Learning Partnership

NASA Technical Reports Server (NTRS)

Anderson, Susan H.; Chilelli, Christopher J.; Picard, Stephan

2003-01-01

With a variety of high-quality live interactive educational programs originating at the Johnson Space Center in Houston, Texas and other space and research centers, the US space agency NASA (National Aeronautics and Space Administration) has a proud track record of connecting with students throughout the world and stimulating their creativity and collaborative skills by teaching them underlying scientific and technological underpinnings of space exploration. However, NASA desires to expand its outreach capability for this type of interactive instruction. In early 2002, NASA and the National Guard Bureau -- using the Guard's nationwide system of state-ofthe-art classrooms and high bandwidth network -- began a collaboration to extend the reach of NASA content and educational programs to more of America's young people. Already, hundreds of elementary, middle, and high school students have visited Guard e-Learning facilities and participated in interactive NASA learning events. Topics have included experimental flight, satellite imagery-interpretation, and Mars exploration. Through this partnership, NASA and the National Guard are enabling local school systems throughout the United States (and, increasingly, the world) to use the excitement of space flight to encourage their students to become passionate about the possibility of one day serving as scientists, mathematicians, technologists, and engineers. At the 54th International Astronautical Conference MAJ Stephan Picard, the guiding visionary behind the Guard's partnership with NASA, and Chris Chilelli, an educator and senior instructional designer at NASA, will share with attendees background on NASA's educational products and the National Guard's distributed learning network; will discuss the unique opportunity this partnership already has provided students and teachers throughout the United States; will offer insights into the formation by government entities of e-Learning partnerships with one another; and will suggest a possible future for the NASA - National Guard Bureau partnership, one potentially to include live multi-party interaction of hundreds of students in several countries with astronauts, scientists, engineers and designers. To inspire the next generation of explorers as only NASA can!

Visits to Cultural Learning Places in the Early Childhood

ERIC Educational Resources Information Center

Mudiappa, Michael; Kluczniok, Katharina

2015-01-01

Studies show the important role of the home learning environment in early childhood for later school success. This article focuses on a particular aspect of the home learning environment: visits to cultural learning places (e.g. museums) as a component of the quality of the home learning environment. Therefore the educational concept of…

Early deprivation disruption of associative learning is a developmental pathway to depression and social problems.

PubMed

Sheridan, Margaret A; McLaughlin, Katie A; Winter, Warren; Fox, Nathan; Zeanah, Charles; Nelson, Charles A

2018-06-07

Exposure to psychosocial deprivation is associated with elevations in numerous forms of impairment throughout the life-course. Disruptions in associative learning may be a key mechanism through which adversity, particularly psychosocial deprivation, increases risk for impairment. Existing data consistent with this claim come entirely from correlational studies. Here, we present the first experimental evidence relating psychosocial deprivation and disruptions in multiple forms of associative learning. Using data from the Bucharest Early Intervention Project, we demonstrate that randomized placement into a family caregiving environment during the infant/toddler period as compared to prolonged institutional care normalizes two forms of associative learning in early adolescence: reward responsivity and implicit motor learning. These forms of associative learning significantly mediate the effect of institutional rearing on depressive symptoms and peer relationships. In sum, we provide evidence for a novel pathway linking early experience to psychopathology and peer relationships through basic associative learning mechanisms.

Fostering the development of effective person-centered healthcare communication skills: an interprofessional shared learning model.

PubMed

Cavanaugh, James T; Konrad, Shelley Cohen

2012-01-01

To describe the implementation of an interprofessional shared learning model designed to promote the development of person-centered healthcare communication skills. Master of social work (MSW) and doctor of physical therapy (DPT) degree students. The model used evidence-based principles of effective healthcare communication and shared learning methods; it was aligned with student learning outcomes contained in MSW and DPT curricula. Students engaged in 3 learning sessions over 2 days. Sessions involved interactive reflective learning, simulated role-modeling with peer assessment, and context-specific practice of communication skills. The perspective of patients/clients was included in each learning activity. Activities were evaluated through narrative feedback. Students valued opportunities to learn directly from each other and from healthcare consumers. Important insights and directions for future interprofessional learning experiences were gleaned from model implementation. The interprofessional shared learning model shows promise as an effective method for developing person-centered communication skills.

E-Learning and Virtual Science Centers

ERIC Educational Resources Information Center

Hin, Leo Tan Wee, Ed.; Subramaniam, R., Ed.

2005-01-01

"E-Learning and Virtual Science Centers" addresses an aspect of Web-based education that has not attracted sufficient attention in the international research literature--that of virtual science centers, the cyberspace annex of traditional science centers. It is the first book to be published on the rapidly advancing field of science education.…

Keeping It Alive: Centers Contribute to Cultural Renaissance on College Campuses.

ERIC Educational Resources Information Center

Simonelli, Richard

2003-01-01

Describes how AIHEC's Cultural Learning Centers share the people's stories through photos, artwork, Native languages, exhibits, and gardens. Give examples of a variety of learning centers including Where The Water Stops, Omaeqnomenewak Pematesenewak, Haskell Center For Healing, and the Spirit of the Plains. Concludes the future of Cultural…

Leading the Learner-Centered Campus

ERIC Educational Resources Information Center

Stamm, Liesa

2011-01-01

For those who advocate for greater attention to the development of the whole student, promoting a climate of student-centered learning on our campuses should be a major component of our endeavors. In "Leading the Learner-Centered Campus", Harris and Cullen provide some concrete proposals for achieving student-centered learning as central to the…

Efficiency at the Center of Learning and Teaching

ERIC Educational Resources Information Center

Goff-Kfouri, Carol Ann

2004-01-01

The purpose of this article was to clarify the seemingly contrary philosophies of learner centered and teacher centered teaching approaches. First, the benefits of both approaches are described. Examples of ways in which teacher centered classes using thoughtful questioning techniques or focused lectures enhance learning are presented. The…

The Development of a Learning Dashboard for Lecturers: A Case Study on a Student-Centered E-Learning Environment

ERIC Educational Resources Information Center

Santoso, Harry B.; Batuparan, Alivia Khaira; Isal, R. Yugo K.; Goodridge, Wade H.

2018-01-01

Student Centered e-Learning Environment (SCELE) is a Moodle-based learning management system (LMS) that has been modified to enhance learning within a computer science department curriculum offered by the Faculty of Computer Science of large public university in Indonesia. This Moodle provided a mechanism to record students' activities when…

Value-Added Early Learning

ERIC Educational Resources Information Center

Dichter, Harriet

2011-01-01

Elected state leaders often prioritize economic prosperity and competitiveness, which provides an important opportunity too rarely taken for investing in early education. In 2003, Pennsylvania recognized the connection between early education and the economy, and smartly embraced early learning as part of its economic prosperity and…

Early Warning System Implementation Guide: For Use with the National High School Center's Early Warning System Tool v2.0

ERIC Educational Resources Information Center

Therriault, Susan Bowles; Heppen, Jessica; O'Cummings, Mindee; Fryer, Lindsay; Johnson, Amy

2010-01-01

This Early Warning System (EWS) Implementation Guide is a supporting document for schools and districts that are implementing the National High School Center's Early Warning System (EWS) Tool v2.0. Developed by the National High School Center at the American Institutes for Research (AIR), the guide and tool support the establishment and…

Effect of learner-centered teaching on motivation and learning strategies in a third-year pharmacotherapy course.

PubMed

Cheang, Kai I

2009-05-27

To develop, implement, and assess a learner-centered approach to teaching a third-year pharmacotherapy course in a doctor of pharmacy (PharmD) program. The pharmacotherapy course was restructured according to the learner-centered approach. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to students before and after taking the course, and changes in MSLQ subscales from baseline were evaluated. Students' response to the learner-centered approach and characteristics associated with MSLQ scores were also evaluated. Compared to baseline, students' intrinsic goal orientation control of learning beliefs, self-efficacy, critical thinking, and metacognitive self-regulation improved after taking the course. Students responded positively to the learner-centered approach. Additionally, students with a clinical practice career orientation or who prepared frequently for classes scored higher on several MSLQ domains. The learner-centered approach was effective in promoting several domains of motivation and learning strategies in a third-year pharmacotherapy course.

Invisible to Visible: Mapping the Continuum of Literacy Learning Experiences in an Early Years Setting

ERIC Educational Resources Information Center

Kervin, Lisa; Turbill, Jan; Harden-Thew, Kathryn

2017-01-01

The face of early childhood education continues to change. In Australia, the national early childhood guidelines, "Early Years Learning Framework" (2009) and the "National Quality Framework" have articulated and defined the work of early years' educators in a range of areas, including literacy. Both frameworks state that their…

Comparing Core-Image-Based Basic Verb Learning in an EFL Junior High School: Learner-Centered and Teacher-Centered Approaches

ERIC Educational Resources Information Center

Yamagata, Satoshi

2018-01-01

The present study investigated the effects of two types of core-image-based basic verb learning approaches: the learner-centered and the teacher-centered approaches. The learner-centered approach was an activity in which participants found semantic relationships among several definitions of each basic target verb through a picture-elucidated card…

Learning Methodology for Early Child Education Education (Paud) in the Recognition of Legal Capitals based on Android

NASA Astrophysics Data System (ADS)

Siswanto, Didik

2017-12-01

School as a place to study require a medium of learning. Instructional media containinginformation about the lessons that will be used by teachers to convey a lesson. School early childhood education Al-Kindy Pekanbaru interms of learning the letter hijaiyah still use conventional learning media. But with the conventionalmedia is not very attractive to use, so the need for an exciting learning medium that can make childrenbecome interested in learningThe purpose of this study was to create a Media Learning Introduction Letter Hijaiyahmultimedia form and benefit from the introduction of letters Hijaiyah Learning Media is a renewal of themedium of learning in School early childhood education Al-Kindy Pekanbaru.In this study the authors tried to make the learning application that contains the basicknowledge of letters hijaiyah dsertai with animation, audio and explanation how to read the letters inorder to complete the learning media letters hijaiyah more interactive.

Families' Perceptions of Early Childhood Educators' Fostering Conversations and Connections by Sharing Children's Learning through Pedagogical Documentation

ERIC Educational Resources Information Center

Reynolds, Bronwyn; Duff, Katia

2016-01-01

"Belonging, Being and Becoming: The Early Years Learning Framework for Australia" emphasises that families have an important role in their children's learning and it recognises that their earliest development is influenced through these relationships and adds that partnerships can be fostered with families by early childhood educators…

Building Early Learning Leaders: New Jersey's PreK-3rd Leadership Training. A Case Study

ERIC Educational Resources Information Center

Rice, Cynthia; Costanza, Vincent

2011-01-01

New Jersey school administrators are finding themselves in need of the supports necessary to build on the state's existing model preschools toward a broader vision of early learning, including making strong connections to the early learning system. Clearly, changing the educational mindset and building the related capacity of front-line leaders is…

English Learners (ELs) and Early Learning. Fast Facts

ERIC Educational Resources Information Center

Office of English Language Acquisition, US Department of Education, 2015

2015-01-01

The Office of English Language Acquisition (OELA) and Office of Early Learning (OEL) has synthesized key data on English learners (ELs) and early learning into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report include: (1) State-funded preschool programs with highest percentage of ELs: Fall 2013; (2)…

Meeting the Early Learning Challenge: Supporting English Language Learners

ERIC Educational Resources Information Center

Matthews, Hannah

2011-01-01

The Race to The Top-Early Learning Challenge (RTT-ELC) is designed to improve the quality of early learning and development and close the achievement gap for children with high needs. The Departments of Education and Health and Human Services define high needs to include children who are English learners, often referred to as English Language…

Feature Biases in Early Word Learning: Network Distinctiveness Predicts Age of Acquisition

ERIC Educational Resources Information Center

Engelthaler, Tomas; Hills, Thomas T.

2017-01-01

Do properties of a word's features influence the order of its acquisition in early word learning? Combining the principles of mutual exclusivity and shape bias, the present work takes a network analysis approach to understanding how feature distinctiveness predicts the order of early word learning. Distance networks were built from nouns with edge…

Learning from Mistakes

PubMed Central

Fischer, Melissa A; Mazor, Kathleen M; Baril, Joann; Alper, Eric; DeMarco, Deborah; Pugnaire, Michele

2006-01-01

CONTEXT Trainees are exposed to medical errors throughout medical school and residency. Little is known about what facilitates and limits learning from these experiences. OBJECTIVE To identify major factors and areas of tension in trainees' learning from medical errors. DESIGN, SETTING, AND PARTICIPANTS Structured telephone interviews with 59 trainees (medical students and residents) from 1 academic medical center. Five authors reviewed transcripts of audiotaped interviews using content analysis. RESULTS Trainees were aware that medical errors occur from early in medical school. Many had an intense emotional response to the idea of committing errors in patient care. Students and residents noted variation and conflict in institutional recommendations and individual actions. Many expressed role confusion regarding whether and how to initiate discussion after errors occurred. Some noted the conflict between reporting errors to seniors who were responsible for their evaluation. Learners requested more open discussion of actual errors and faculty disclosure. No students or residents felt that they learned better from near misses than from actual errors, and many believed that they learned the most when harm was caused. CONCLUSIONS Trainees are aware of medical errors, but remaining tensions may limit learning. Institutions can immediately address variability in faculty response and local culture by disseminating clear, accessible algorithms to guide behavior when errors occur. Educators should develop longitudinal curricula that integrate actual cases and faculty disclosure. Future multi-institutional work should focus on identified themes such as teaching and learning in emotionally charged situations, learning from errors and near misses and balance between individual and systems responsibility. PMID:16704381

Learning to associate orientation with color in early visual areas by associative decoded fMRI neurofeedback

PubMed Central

Amano, Kaoru; Shibata, Kazuhisa; Kawato, Mitsuo; Sasaki, Yuka; Watanabe, Takeo

2016-01-01

Summary Associative learning is an essential brain process where the contingency of different items increases after training. Associative learning has been found to occur in many brain regions [1-4]. However, there is no clear evidence that associative learning of visual features occurs in early visual areas, although a number of studies have indicated that learning of a single visual feature (perceptual learning) involves early visual areas [5-8]. Here, via decoded functional magnetic resonance imaging (fMRI) neurofeedback, termed “DecNef” [9], we tested whether associative learning of color and orientation can be created in early visual areas. During three days' training, DecNef induced fMRI signal patterns that corresponded to a specific target color (red) mostly in early visual areas while a vertical achromatic grating was physically presented to participants. As a result, participants came to perceive “red” significantly more frequently than “green” in an achromatic vertical grating. This effect was also observed 3 to 5 months after the training. These results suggest that long-term associative learning of the two different visual features such as color and orientation was created most likely in early visual areas. This newly extended technique that induces associative learning is called “A(ssociative)-DecNef” and may be used as an important tool for understanding and modifying brain functions, since associations are fundamental and ubiquitous functions in the brain. PMID:27374335

Learning to Associate Orientation with Color in Early Visual Areas by Associative Decoded fMRI Neurofeedback.

PubMed

Amano, Kaoru; Shibata, Kazuhisa; Kawato, Mitsuo; Sasaki, Yuka; Watanabe, Takeo

2016-07-25

Associative learning is an essential brain process where the contingency of different items increases after training. Associative learning has been found to occur in many brain regions [1-4]. However, there is no clear evidence that associative learning of visual features occurs in early visual areas, although a number of studies have indicated that learning of a single visual feature (perceptual learning) involves early visual areas [5-8]. Here, via decoded fMRI neurofeedback termed "DecNef" [9], we tested whether associative learning of orientation and color can be created in early visual areas. During 3 days of training, DecNef induced fMRI signal patterns that corresponded to a specific target color (red) mostly in early visual areas while a vertical achromatic grating was physically presented to participants. As a result, participants came to perceive "red" significantly more frequently than "green" in an achromatic vertical grating. This effect was also observed 3-5 months after the training. These results suggest that long-term associative learning of two different visual features such as orientation and color was created, most likely in early visual areas. This newly extended technique that induces associative learning is called "A-DecNef," and it may be used as an important tool for understanding and modifying brain functions because associations are fundamental and ubiquitous functions in the brain. Copyright © 2016 Elsevier Ltd. All rights reserved.

Lincoln Public Schools Part D Career Education Program: Opening Door to Awareness, 1973-74. Final Evaluation Report.

ERIC Educational Resources Information Center

Ashmore, William H.

The report describes an elementary grade level career awareness program which was organized around four open-spaced non-graded learning centers: a kindergarten and three other learning centers in which students stayed for two-year periods to explore the 15 career clusters identified by the U.S. Office of Education. Each learning center used a…

Community Opinion and Satisfaction with the Leadership at an Urban Community Educational Learning Center during an Organizational Transformation Process: A Frontline Perspective from Community Stakeholders

ERIC Educational Resources Information Center

Lewis, Joseph Lee

2013-01-01

This study examined selected community stakeholders' perception of the current leadership at their local community educational learning center during an organizational transformation and cultural change process. The transition from a community college to an educational learning center, mandated in 2006 by the Accredition Commission and agreed on…

The Residential Conference Center as a Learning Sanctuary.

ERIC Educational Resources Information Center

Simpson, Edward G., Jr.

1990-01-01

Adult learning in residential conference centers is enhanced when a philosophical basis underlies their design. Six integrated elements for the development of learning sanctuaries are historical context, educational program, physical environment, support services, technology, and human resources. (SK)

20 CFR 670.515 - What responsibilities do the center operators have in managing work-based learning?

Code of Federal Regulations, 2012 CFR

2012-04-01

... have in managing work-based learning? 670.515 Section 670.515 Employees' Benefits EMPLOYMENT AND... operators have in managing work-based learning? (a) The center operator must emphasize and implement work... training, and through arrangements with employers. Work-based learning must be under actual working...

20 CFR 670.515 - What responsibilities do the center operators have in managing work-based learning?

Code of Federal Regulations, 2013 CFR

2013-04-01

... have in managing work-based learning? 670.515 Section 670.515 Employees' Benefits EMPLOYMENT AND... operators have in managing work-based learning? (a) The center operator must emphasize and implement work... training, and through arrangements with employers. Work-based learning must be under actual working...

20 CFR 670.515 - What responsibilities do the center operators have in managing work-based learning?

Code of Federal Regulations, 2014 CFR

2014-04-01

... have in managing work-based learning? 670.515 Section 670.515 Employees' Benefits EMPLOYMENT AND... operators have in managing work-based learning? (a) The center operator must emphasize and implement work... training, and through arrangements with employers. Work-based learning must be under actual working...

Early onset marijuana use is associated with learning inefficiencies.

PubMed

Schuster, Randi Melissa; Hoeppner, Susanne S; Evins, A Eden; Gilman, Jodi M

2016-05-01

Verbal memory difficulties are the most widely reported and persistent cognitive deficit associated with early onset marijuana use. Yet, it is not known what memory stages are most impaired in those with early marijuana use. Forty-eight young adults, aged 18-25, who used marijuana at least once per week and 48 matched nonusing controls (CON) completed the California Verbal Learning Test, Second Edition (CVLT-II). Marijuana users were stratified by age of initial use: early onset users (EMJ), who started using marijuana at or before age 16 (n = 27), and late onset marijuana user group (LMJ), who started using marijuana after age 16 (n = 21). Outcome variables included trial immediate recall, total learning, clustering strategies (semantic clustering, serial clustering, ratio of semantic to serial clustering, and total number of strategies used), delayed recall, and percent retention. Learning improved with repetition, with no group effect on the learning slope. EMJ learned fewer words overall than LMJ or CON. There was no difference between LMJ and CON in total number of words learned. Reduced overall learning mediated the effect on reduced delayed recall among EMJ, but not CON or LMJ. Learning improved with greater use of semantic versus serial encoding, but this did not vary between groups. EMJ was not related to delayed recall after adjusting for encoding. Young adults reporting early onset marijuana use had learning weaknesses, which accounted for the association between early onset marijuana use and delayed recall. No amnestic effect of marijuana use was observed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Early Onset Marijuana Use Is Associated with Learning Inefficiencies

PubMed Central

Schuster, Randi Melissa; Hoeppner, Susanne S.; Evins, A. Eden; Gilman, Jodi M.

2016-01-01

Objective Verbal memory difficulties are the most widely reported and persistent cognitive deficit associated with early-onset marijuana use. Yet, it is not known what memory stages are most impaired in those with early marijuana use. Method Forty-eight young adults, aged 18–25, who used marijuana at least once per week and 48 matched non-using controls (CON) completed the California Verbal Learning Test, Second Edition (CVLT-II). Marijuana users were stratified by age of initial use: ‘early onset’ users (EMJ), who started using marijuana at or before age 16 (n = 27), and ‘late onset’ marijuana user group (LMJ), who started using marijuana after age 16 (n = 21). Outcome variables included trial immediate recall, total learning, clustering strategies (semantic clustering, serial clustering, ratio of semantic to serial clustering, and total number of strategies used), delayed recall, and percent retention. Results Learning improved with repetition, with no group effect on the learning slope. EMJ learned fewer words overall than LMJ or CON. There was no difference between LMJ and CON in total number of words learned. Reduced overall learning mediated the effect on reduced delayed recall among EMJ, but not CON or LMJ. Learning improved with greater use of semantic versus serial encoding, but this did not vary between groups. EMJ was not related to delayed recall after adjusting for encoding. Conclusions Young adults reporting early onset marijuana use had learning weaknesses, which accounted for the association between early onset marijuana use and delayed recall. No amnestic effect of marijuana use was observed. PMID:26986749

Potty Training: Learning to Use the Toilet

MedlinePlus

... All Early Learning Child Care Early Literacy Early Math and Science Language and Communication Play School Readiness ... right now. She will return to her previous level of potty training once things have gotten back ...

[Gender-dependent effects of histone deacetylase inhibitor sodium valproate on early olfactory learning in 129Sv mice].

PubMed

Burenkova, O V; Aleksandrova, E A; Zaraĭskaia, I Iu

2013-02-01

In the brain, histone acetylation underlies both learning and the maintenance of long-term sustained effects of early experience which is further epigenetically inherited. However, the role of acetylation in learning previously has only been studied in adult animals: high level of learning could be dependent on high levels of histone H3 acetylation in the brain. The role of acetylation in the mechanisms of early learning has not been studied. In the present work, we were interested whether histone deacetylase inhibitor sodium valproate which increases the level of histone H3 acetylation will affect early olfactory discrimination learning in 8-day-old pups of 129Sv mice that are characterized by low efficiency of learning with imitation of maternal grooming. Multiple valproate injections from 3rd to 6th postnatal day had a gender-dependent effect: learning was selectively improved in male but not in female pups. In the female pups, learning improvement was observed after multiple injections of saline. Possible epigenetic mechanisms underlying these sex differences are discussed.

Centering Faith-Based Identities in Collaborative Contexts: Critically Prophetic Action at the Robinson Community Learning Center

ERIC Educational Resources Information Center

Miller, Peter M.; Caponigro, Jay; Tyson, Luther

2008-01-01

This paper examines the working philosophy of a university-community collaborative program--the Robinson Community Learning Center (RCLC), a multifaceted community service center located in the Northeast Neighborhood of South Bend, Indiana, in the United States. This program's multitude of educational and social services includes individualized…

Lucinda Huffaker and the Hospitality of the Wabash Center

ERIC Educational Resources Information Center

Placher, William C.

2007-01-01

As associate director and then director of the Wabash Center for Teaching and Learning in Theology and Religion, Lucinda Huffaker has been a key factor in the Center's reputation for hospitality. The Center's work presupposes that reflection on teaching improves teaching and learning, and good reflection on one's teaching requires taking risks and…

Student-Centered Learning in Higher Education

ERIC Educational Resources Information Center

Wright, Gloria Brown

2011-01-01

In her book, "Learner-Centered Teaching", Maryellen Weimer contrasts the practices of teacher-centered college teaching and student-centered college teaching in terms of (1) the balance of power in the classroom, (2) the function of the course content, (3) the role of the teacher versus the role of the student, (4) the responsibility of learning,…

Forum: Learning Outcomes in Communication. The LOCs and the Shift to Student-Centered Learning

ERIC Educational Resources Information Center

Brown, Timothy J.; Castor, Theresa; Byrnes-Loinette, Kerry; Bowman, Jonathan; McBride, Chad

2016-01-01

Traditional teaching is based upon a "teacher"-centered rather than a "student"-centered approach (Bain, 2004). A teacher-centered approach underscores the long held philosophy that instructors are the gatekeepers of knowledge whose job is to convey their knowledge through a lecture, with students as passive receivers during…

CDC's 6|18 Initiative: A Cross-Sector Approach to Translating Evidence Into Practice.

PubMed

Seeff, Laura C; McGinnis, Tricia; Heishman, Hilary

2018-02-22

As the US health care system continues to undergo dynamic change, the increased alignment between health care quality and payment has provided new opportunities for public health and health care sectors to work together. The Centers for Disease Control and Prevention's 6|18 Initiative accelerates cross-sector collaboration between public health and health care purchasers, payers, and providers and highlights 6 high-burden conditions and 18 associated interventions with evidence of cost reduction/neutrality and improved health outcomes. This evidence can inform payment, utilization, and quality of prevention and control interventions. The Centers for Disease Control and Prevention focused initially on public payer health insurance interventions for asthma control, unintended pregnancy prevention, and tobacco cessation. Nine state Medicaid and public health agency teams-in Colorado, Georgia, Louisiana, Massachusetts, Michigan, Minnesota, New York, Rhode Island, and South Carolina-participated in the initiative because they had previously prioritized the health condition(s) and specific intervention(s) and had secured state-level leadership support for state agency collaboration. The Centers for Disease Control and Prevention, the Centers for Medicare & Medicaid Services, the Center for Health Care Strategies, the Robert Wood Johnson Foundation, and other partners supported state implementation and dissemination of early lessons learned. The Centers for Disease Control and Prevention conducted exploratory interviews to guide improvement of the 6|18 Initiative and to understand facilitators, barriers, and complementary roles played by each sector. Monthly technical assistance calls conducted with state teams documented collaborative activities between state Medicaid agencies and health departments and state processes to increase coverage and utilization. The 6|18 Initiative is strengthening partnerships between state health departments and Medicaid agencies and contributing to state progress in helping improve Medicaid coverage and utilization of effective prevention and control interventions. This initiative highlights early successes for others interested in strengthening collaboration between state agencies and between public and private sectors to improve payment, utilization, and quality of evidence-based interventions.

Creating collaborative learning environments for transforming primary care practices now.

PubMed

Miller, William L; Cohen-Katz, Joanne

2010-12-01

The renewal of primary care waits just ahead. The patient-centered medical home (PCMH) movement and a refreshing breeze of collaboration signal its arrival with demonstration projects and pilots appearing across the country. An early message from this work suggests that the development of collaborative, cross-disciplinary teams may be essential for the success of the PCMH. Our focus in this article is on training existing health care professionals toward being thriving members of this transformed clinical care team in a relationship-centered PCMH. Our description of the optimal conditions for collaborative training begins with delineating three types of teams and how they relate to levels of collaboration. We then describe how to create a supportive, safe learning environment for this type of training, using a different model of professional socialization, and tools for building culture. Critical skills related to practice development and the cross-disciplinary collaborative processes are also included. Despite significant obstacles in readying current clinicians to be members of thriving collaborative teams, a few next steps toward implementing collaborative training programs for existing professionals are possible using competency-based and adult learning approaches. Grasping the long awaited arrival of collaborative primary health care will also require delivery system and payment reform. Until that happens, there is an abundance of work to be done envisioning new collaborative training programs and initiating a nation-wide effort to motivate and reeducate our colleagues. PsycINFO Database Record (c) 2010 APA, all rights reserved.

Lessons learned from KSC processing on STS science, applications, and commercial payloads

NASA Technical Reports Server (NTRS)

Williams, W. E.; Ragusa, J. M.

1984-01-01

The present investigation is concerned with an evaluation of the lessons learned in connection with the flights of the Shuttle orbiters Columbia, Challenger, and Discovery. A description is provided of several general and specific lessons related to the processing of free-flying and attached payloads. John F. Kennedy Space Center (KSC), as the prime launch and landing site, is responsible for managing all payload-to-payload, payload-to-simulated orbiter, and payload-to-orbiter operations. For each payload, a KSC Launch Site Support Manager (LSSM) is named as the primary point of contact for the customer. Attention is given to aspects of planning interaction, payload types, and problems of ground processing. The discussed lessons are partly related to the value of early contact between customers and KSC representatives, the primary point of contact, the launch site support plan, and the importance of customer participation.

Minimalist transcatheter aortic valve replacement: The new standard for surgeons and cardiologists using transfemoral access?

PubMed

Jensen, Hanna A; Condado, Jose F; Devireddy, Chandan; Binongo, Jose; Leshnower, Bradley G; Babaliaros, Vasilis; Sarin, Eric L; Lerakis, Stamatios; Guyton, Robert A; Stewart, James P; Syed, Amjadullah Q; Mavromatis, Kreton; Kaebnick, Brian; Rajaei, Mohammad Hossein; Tsai, Lillian L; Rahman, Ayaz; Simone, Amy; Keegan, Patricia; Block, Peter C; Thourani, Vinod H

2015-10-01

A minimalist approach for transcatheter aortic valve replacement (MA-TAVR) utilizing transfemoral access under conscious sedation and transthoracic echocardiography is increasing in popularity. This relatively novel technique may necessitate a learning period to achieve proficiency in performing a successful and safe procedure. This report evaluates our MA-TAVR cohort with specific characterization between our early, midterm, and recent experience. We retrospectively reviewed 151 consecutive patients who underwent MA-TAVR with surgeons and interventionists equally as primary operator at Emory University between May 2012 and July 2014. Our institution had performed 300 TAVR procedures before implementation of MA-TAVR. Patient characteristics and early outcomes were compared using Valve Academic Research Consortium 2 definitions among 3 groups: group 1 included the first 50 patients, group 2 included patients 51 to 100, and group 3 included patients 101 to 151. Median age for all patients was 84 years and similar among groups. The majority of patients were men (56%) and the median ejection fraction for all patients was 55% (interquartile range, 38.0%-60.0%). The majority of patients were high-risk surgical candidates with a median Society of Thoracic Surgeons Predicted Risk of Mortality of 10.0% and similar among groups. The overall major stroke rate was 3.3%, major vascular complications occurred in 3% of patients, and greater-than-mild paravalvular leak rate was 7%. In-hospital mortality and morbidity were similar among all 3 groups. In a high-volume TAVR center, transition to MA-TAVR is feasible with acceptable outcomes and a diminutive procedural learning curve. We advocate for TAVR centers to actively pursue the minimalist technique with equal representation by cardiologists and surgeons. Copyright © 2015 The American Association for Thoracic Surgery. Published by Elsevier Inc. All rights reserved.

Analyzing Teacher Narratives in Early Childhood Garden-Based Education

ERIC Educational Resources Information Center

Murakami, Christopher Daniel; Su-Russell, Chang; Manfra, Louis

2018-01-01

Learning gardens can provide dynamic learning and developmental experiences for young children. This case study of 12 early childhood teachers explores how teachers describe (1) learning across numerous school readiness domains and (2) how to support this learning by promoting opportunities for autonomy, relatedness, and competence. Participants…

A Learning Progressions Approach to Early Algebra Research and Practice

ERIC Educational Resources Information Center

Fonger, Nicole L.; Stephens, Ana; Blanton, Maria; Knuth, Eric

2015-01-01

We detail a learning progressions approach to early algebra research and how existing work around learning progressions and trajectories in mathematics and science education has informed our development of a four-component theoretical framework consisting of: a curricular progression of learning goals across big algebraic ideas; an instructional…

Close Early Learning Gaps with Rigorous DAP

ERIC Educational Resources Information Center

Brown, Christopher P.; Mowry, Brian

2015-01-01

Rigorous DAP (developmentally appropriate practices) is a set of 11 principles of instruction intended to help close early childhood learning gaps. Academically rigorous learning environments create the conditions for children to learn at high levels. While academic rigor focuses on one dimension of education--academic--DAP considers the whole…

Alzheimer's: Glossary

MedlinePlus

... as a nursing home. Learn more: Residential Care Working with Care Providers Adult day centers Adult day centers offer people with Alzheimer's and other dementias the opportunity to be social and to participate in activities in a safe environment. Learn more: Adult Day Centers Advance directive An ...

Start Early to Build a Healthy Future: The Research Linking Early Learning and Health. Summary

ERIC Educational Resources Information Center

Fisher, Brooke; Hanson, Ann; Raden, Tony

2014-01-01

Every child deserves a fair chance. A chance to learn, grow, explore possibilities, persevere and achieve his or her potential. The Ounce of Prevention Fund believes that no child's potential should be limited by poor health. Good health in early childhood is an essential component of school readiness. The benefits of health and learning are…

Observing and Assessing Young Children's Digital Play in the Early Years: Using the Digital Play Framework

ERIC Educational Resources Information Center

Edwards, Susan; Bird, Jo

2017-01-01

Early childhood education settings are characterized by the use of play-based learning and the assessment of children's play by teachers to promote further learning. A problem with technology use in early childhood settings is that little is known about how children learn to use technologies through play. This lack of knowledge makes it difficult…

Parent Engagement in Early Learning: Strategies for Working with Families, Second Edition

ERIC Educational Resources Information Center

Powers, Julie

2016-01-01

This updated second edition of Parent ­Friendly Early Learning brings to life real scenarios that care providers face in today's world. We know parent engagement is important for a child's success, but how do you turn parent ­provider relationships into partnerships? Parent Engagement in Early Learning will help you: (1) Improve parent-­teacher…

(Re)Affirming Identities: Implementing a Play-Based Approach to Learning in the Early Years of Schooling

ERIC Educational Resources Information Center

Nolan, Andrea; Paatsch, Louise

2018-01-01

Learning through play has traditionally been a central tenet in early childhood education, however, in recent times primary schools have begun to consider the benefits of introducing a play-based approach into early years classrooms to support young children's learning, especially in the areas of language and literacy. This study focuses on the…

The Organisation for Economic Co-Operation and Development's International Early Learning Study: What Happened Next

ERIC Educational Resources Information Center

Moss, Peter; Urban, Mathias

2017-01-01

In this article, the authors provide an update on what has happened over recent months with the Organisation for Economic Co-operation and Development's proposal for an International Early Learning Study, and review responses to the proposed International Early Learning Study, including the concerns that have been raised about this new venture in…

Solid-State Lighting: Early Lessons Learned on the Way to Market

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

Sandahl, Linda J.; Cort, Katherine A.; Gordon, Kelly L.

2013-12-31

The purpose of this report is to document early challenges and lessons learned in the solid-state lighting (SSL) market development as part of the DOE’s SSL Program efforts to continually evaluate market progress in this area. This report summarizes early actions taken by DOE and others to avoid potential problems anticipated based on lessons learned from the market introduction of compact fluorescent lamps and identifies issues, challenges, and new lessons that have been learned in the early stages of the SSL market introduction. This study identifies and characterizes12 key lessons that have been distilled from DOE SSL program results.

Today's Leaders for a Sustainable Tomorrow

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

Wood, Bryan

2013-02-27

Today's Leaders for a Sustainable Tomorrow is a collaboration of five residential environmental learning centers (Audubon Center of the North Woods, Deep Portage Learning Center, Laurentian Environmental Center, Long Lake Conservation Center and Wolf Ridge Environmental Learning Center) that together increased energy efficiency, energy conservation and renewable energy technologies through a number of different means appropriate for each unique center. For energy efficiency upgrades the centers installed envelope improvements to seal air barriers through better insulation in walls, ceilings, windows, doors as well as the installation of more energy efficient windows, doors, lighting and air ventilation systems. Through energy sub-metermore » monitoring the centers are able to accurately chart the usage of energy at each of their campuses and eliminate unnecessary energy usage. Facilities reduced their dependence on fossil fuel energy sources through the installation of renewable energy technologies including wood gasification, solar domestic hot water, solar photovoltaic, solar air heat, geothermal heating and wind power. Centers also installed energy education displays on the specific renewable energy technologies used at the center.« less

Center-Based Early Head Start and Children Exposed to Family Conflict

ERIC Educational Resources Information Center

Whiteside-Mansell, Leanne; Bradley, Robert; McKelvey, Lorraine; Lopez, Maya

2009-01-01

Research Findings: Family conflict is known to be associated with poor development for young children, but many children appear resilient. This study examined the extent to which high-quality center care during early childhood protects children from these negative consequences. Children participating in center-based sites of the Early Head Start…

Linear Proof Mass Actuator

NASA Technical Reports Server (NTRS)

Holloway, Sidney E., III

1994-01-01

This paper describes the mechanical design, analysis, fabrication, testing, and lessons learned by developing a uniquely designed spaceflight-like actuator. The linear proof mass actuator (LPMA) was designed to attach to both a large space structure and a ground test model without modification. Previous designs lacked the power to perform in a terrestrial environment while other designs failed to produce the desired accelerations or frequency range for spaceflight applications. Thus, the design for a unique actuator was conceived and developed at NASA Langley Research Center. The basic design consists of four large mechanical parts (mass, upper housing, lower housing, and center support) and numerous smaller supporting components including an accelerometer, encoder, and four drive motors. Fabrication personnel were included early in the design phase of the LPMA as part of an integrated manufacturing process to alleviate potential difficulties in machining an already challenging design. Operating testing of the LPMA demonstrated that the actuator is capable of various types of load functions.

Linear Proof Mass Actuator

NASA Technical Reports Server (NTRS)

Holloway, S. E., III

1995-01-01

This paper describes the mechanical design, analysis, fabrication, testing, and lessons learned by developing a uniquely designed spaceflight-like actuator. The Linear Proof Mass Actuator (LPMA) was designed to attach to both a large space structure and a ground test model without modification. Previous designs lacked the power to perform in a terrestrial environment while other designs failed to produce the desired accelerations or frequency range for spaceflight applications. Thus, the design for a unique actuator was conceived and developed at NASA Langley Research Center. The basic design consists of four large mechanical parts (Mass, Upper Housing, Lower Housing, and Center Support) and numerous smaller supporting components including an accelerometer, encoder, and four drive motors. Fabrication personnel were included early in the design phase of the LPMA as part of an integrated manufacturing process to alleviate potential difficulties in machining an already challenging design. Operational testing of the LPMA demonstrated that the actuator is capable of various types of load functions.

Effect of Child Centred Methods on Teaching and Learning of Science Activities in Pre-Schools in Kenya

ERIC Educational Resources Information Center

Andiema, Nelly C.

2016-01-01

Despite many research studies showing the effectiveness of teacher application of child-centered learning in different educational settings, few studies have focused on teaching and learning activities in Pre-Schools. This research investigates the effect of child centered methods on teaching and learning of science activities in preschools in…

Usability Evaluation of the Student Centered e-Learning Environment

ERIC Educational Resources Information Center

Junus, Inas Sofiyah; Santoso, Harry Budi; Isal, R. Yugo K.; Utomo, Andika Yudha

2015-01-01

Student Centered e-Learning Environment (SCeLE) has substantial roles to support learning activities at Faculty of Computer Science, Universitas Indonesia (Fasilkom UI). Although it has been utilized for about 10 years, the usability aspect of SCeLE as an e-Learning system has not been evaluated. Therefore, the usability aspects of SCeLE Fasilkom…

Service Learning in Policy and Practice: A Study of Service Learning across Three Universities

ERIC Educational Resources Information Center

Ahmed, Zahra G.

2010-01-01

This dissertation studies the creation and implementation of service learning policy and the implications of these programs for democratic citizenship and political participation. The project focuses on service learning centers at three universities in the Los Angeles area, framing the creation and implementation of these campus-wide centers as an…

Technology Acceptance of Healthcare E-Learning Modules: A Study of Korean and Malaysian Students' Perceptions

ERIC Educational Resources Information Center

Neo, Mai; Park, Heykyung; Lee, Min-Jae; Soh, Jian-Yuan; Oh, Ji-Young

2015-01-01

Educators today are moving towards transforming their teaching and learning methods from conventional teacher-centered approaches to student-centered learning approaches with the support of technology so as to better motivate students to participate and engage in their learning process. This study was developed as a joint collaborative effort…

The Job Is the Learning Environment: Performance-Centered Learning To Support Knowledge Worker Performance.

ERIC Educational Resources Information Center

Dickover, Noel T.

2002-01-01

Explains performance-centered learning (PCL), an approach to optimize support for performance on the job by making corporate assets available to knowledge workers so they can solve actual problems. Illustrates PCL with a Web site that provides just-in-time learning, collaboration, and performance support tools to improve performance at the…

Learning-Centered Leadership and Teacher Learning in China: Does Trust Matter?

ERIC Educational Resources Information Center

Liu, Shengnan; Hallinger, Philip; Feng, Daming

2016-01-01

Purpose: In this era of global education reform, teacher professional learning (TPL) has emerged as a key factor in efforts to create sustainable school improvement. The same holds in Mainland China where ambitious curriculum reforms have been undertaken since 2000. The purpose of this paper is to examine the role of learning-centered leadership…

Learning Style, Brain Modality, and Teaching Preferences of Incarcerated Females at the Pocatello Women's Correctional Center.

ERIC Educational Resources Information Center

Croker, Robert E.; And Others

A study identified the learning style preferences and brain hemisphericity of female inmates at the Pocatello Women's Correctional Center in Pocatello, Idaho. It also identified teaching methodologies to which inmates were exposed while in a learning environment as well as preferred teaching methods. Data were gathered by the Learning Type Measure…

The Columbia-Bronx VA amalgamative clerkship: an effective, 12-week, integrated, longitudinal clinical experience.

PubMed

Diuguid-Gerber, Jillian; Porter, Samuel; Quiah, Samuel C; Nickerson, Katherine; Jones, Deborah; Audi, Zeena; Richards, Boyd F

2017-01-01

Many medical schools have adopted the longitudinal integrated clerkship (LIC) model in response to calls for increased continuity in clinical learning environments. However, because of implementation challenges, such programs are not feasible at some institutions or are limited to a small number of students. In January 2014, Columbia University College of Physicians and Surgeons (P&S) recognized the need to explore different LIC formats and began offering four, 12-week amalgamative clerkships (AC). Students within this curricular track experienced primary care, internal medicine 'away', orthopedic surgery, urology, and an elective in an integrated format. P&S developed the AC in partnership with the James J. Peters VA Medical Center in Bronx, NY (BVA). All patient care and educational conferences took place at the BVA during the 12-week experience. The learning objectives of the AC were aligned to the learning objectives of a 52-week20 LIC also offered at Columbia. An evaluation process was developed to determine studentlearning experiences and preliminary outcomes, including how well the LIC-related objectivescould be achieved in a shorter period of time. In 2015, P&S collected AC evaluation data through three student feedback sessions. Students reported that the AC provided opportunity for patient continuity, patient-centered care approaches, meaningful roles for students, career development opportunities, and health systems awareness. Early outcomes indicate that the BVA AC provides a degree of longitudinality that can influence student perceptions of patient care, career development, and health systems, consistent with the larger LIC. The team continues to gather additional data on students' experiences and investigate additional sites that have potential to serve as future AC learning environments.

Laser Tracker Utilization Methodology in Measuring Truth Trajectories for INS Testing on 6 Degree of Freedom Table at the Marshall Space Flight Center's Contact Dynamics Simulation Laboratory with Lessons Learned

NASA Technical Reports Server (NTRS)

Leggett, Jared O.; Bryant, Thomas C.; Cowen, Charles T.; Clifton, Billy W.

2018-01-01

When performing Inertial Navigation System (INS) testing at the Marshall Space Flight Center's (MSFC) Contact Dynamics Simulation Laboratory (CDSL) early in 2017, a Leica Geosystems AT901 Laser Tracker system (LLT) measured the twist & sway trajectories as generated by the 6 Degree Of Freedom (6DOF) Table in the CDSL. These LLT measured trajectories were used in the INS software model validation effort. Several challenges were identified and overcome during the preparation for the INS testing, as well as numerous lessons learned. These challenges included determining the position and attitude of the LLT with respect to an INS-shared coordinate frame using surveyed monument locations in the CDSL and the accompanying mathematical transformation, accurately measuring the spatial relationship between the INS and a 6DOF tracking probe due to lack of INS visibility from the LLT location, obtaining the data from the LLT during a test, determining how to process the results for comparison with INS data in time and frequency domains, and using a sensitivity analysis of the results to verify the quality of the results. While many of these challenges were identified and overcome before or during testing, a significant lesson on test set-up was not learned until later in the data analysis process. It was found that a combination of trajectory-dependent gimbal locking and environmental noise introduced non-negligible noise in the angular measurements of the LLT that spanned the evaluated frequency spectrum. The lessons learned in this experiment may be useful for others performing INS testing in similar testing facilities.

Integrating Sustainability as a Learning Tool

ERIC Educational Resources Information Center

Shiver, Steven M.; Dale, John R.

2011-01-01

Implementation of user interfaces designed to explain sustainable practices and provide opportunities for integration into curriculum include the new Renton Secondary Learning Center near Seattle, Washington. The Renton Secondary Learning Center (RSLC) builds upon a "Continuum of Services" to expand offerings and opportunities for…

This Is Challenger Center...Changing the Way Teachers Teach and Students Learn. [Information Packet].

ERIC Educational Resources Information Center

Challenger Center for Space Science Education, Alexandria, VA.

The Challenger Center for Space Science Education is a not-for-profit educational organization founded in 1986 following the Challenger 51-L space shuttle tragedy. This packet contains a variety of separate sheets and brochures providing information about the activities of the Challenger Center. Challenger Learning Centers provide hands-on,…

Profile of New Mexico Military Institute's Toles Learning Center: Marketing the LRC into the Twenty-First Century.

ERIC Educational Resources Information Center

McLaren, M. Bruce

1987-01-01

Describes New Mexico Military Institute (NMMI), a state-supported combined military high school/junior college. Discusses its new learning resources center, the impact of the center on the community, and efforts to promote a greater demand for center services and raise funds for the facility. Recommends 14 marketing strategies. (DMM)

The Science Teaching Fellows Program: A Model for Online Faculty Development of Early Career Scientists Interested in Teaching.

PubMed

Brancaccio-Taras, Loretta; Gull, Kelly A; Ratti, Claudia

2016-12-01

The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of six webinars. In preparation for each webinar, participants completed a pre-webinar assignment. After each webinar, fellows practiced what they learned by completing a post-webinar assignment. In a survey used to assess the impact of STF, participants reported greater knowledge of the webinar-based instructional topics and a sense of being part of an educational community and were more confident about varied teaching methods.

The Science Teaching Fellows Program: A Model for Online Faculty Development of Early Career Scientists Interested in Teaching†

PubMed Central

Brancaccio-Taras, Loretta; Gull, Kelly A.; Ratti, Claudia

2016-01-01

The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of six webinars. In preparation for each webinar, participants completed a pre-webinar assignment. After each webinar, fellows practiced what they learned by completing a post-webinar assignment. In a survey used to assess the impact of STF, participants reported greater knowledge of the webinar-based instructional topics and a sense of being part of an educational community and were more confident about varied teaching methods. PMID:28101259

Providing a Learning-Centered Instructional Environment.

ERIC Educational Resources Information Center

Evans, Ruby

This paper describes efforts made by the faculty at Santa Fe Community College (Florida) to provide a learning-centered instructional environment for students in an introductory statistics class. Innovation in instruction has been stressed as institutions switch from "teacher-centered classrooms" to "student-centered…

[Associative Learning between Orientation and Color in Early Visual Areas].

PubMed

Amano, Kaoru; Shibata, Kazuhisa; Kawato, Mitsuo; Sasaki, Yuka; Watanabe, Takeo

2017-08-01

Associative learning is an essential neural phenomenon where the contingency of different items increases after training. Although associative learning has been found to occur in many brain regions, there is no clear evidence that associative learning of visual features occurs in early visual areas. Here, we developed an associative decoded functional magnetic resonance imaging (fMRI) neurofeedback (A-DecNef) to determine whether associative learning of color and orientation can be induced in early visual areas. During the three days' training, A-DecNef induced fMRI signal patterns that corresponded to a specific target color (red) mostly in early visual areas while a vertical achromatic grating was simultaneously, physically presented to participants. Consequently, participants' perception of "red" was significantly more frequently than that of "green" in an achromatic vertical grating. This effect was also observed 3 to 5 months after training. These results suggest that long-term associative learning of two different visual features such as color and orientation, was induced most likely in early visual areas. This newly extended technique that induces associative learning may be used as an important tool for understanding and modifying brain function, since associations are fundamental and ubiquitous with respect to brain function.

Full Day Early Learning Kindergarten Program Team: Perspectives from the Principal

ERIC Educational Resources Information Center

Shahbazi, Sara; Salinitri, Geri

2016-01-01

The Full Day Early Learning Kindergarten (FDK) Program has expanded the role of the principal and has altered the teaching dynamics of the classroom with the introduction of an early years team. The early years team consists of a certified teacher with the Ontario College of Teachers and a registered early childhood educator from the College of…

Learning Languages: The Journal of the National Network for Early Language Learning, 1998-1999.

ERIC Educational Resources Information Center

Rosenbusch, Marcia H., Ed.

1999-01-01

These three journals include articles on issues related to language learning. The fall 1998 journal presents: "Attention! Are You Seeking a Position with Excellent Long-Term Benefits? Be an Advocate!" (Mary Lynn Redmond); "National Town Meeting Energizes Support for Early Language Learning" (Marcia Harmon Rosenbusch);…

From higher order thinking to higher order behavior: exploring the relationship between early cognitive skills and social competence in black boys.

PubMed

Scott, Kristin M; Barbarin, Oscar A; Brown, Jeffrey M

2013-01-01

This study examines the relations of higher order (i.e., abstract) thinking (HOT) skills to specific domains of social competence in Black boys (n = 108) attending publicly sponsored prekindergarten (pre-K) programs. Data for the study were collected as part of the National Center for Early Development and Learning (NCEDL) Multi-State Study, a national, longitudinal study examining the quality and outcomes in a representative sample of publicly sponsored pre-K programs in six states (N = 240). Pre-K and kindergarten teachers rated randomly selected children on measures of abstract thinking, self-regulation, and social functioning at the beginning and end of each school year. Applying structural equation modeling, compared with earlier time points, HOT measured in the fall of kindergarten significantly predicted each of the domains of social competence in the spring of kindergarten, with the exception of peer social skills, while controlling for general cognitive ability. Results suggest that early intervention to improve HOT may be an effective and more focused approach to address concerns about Black boys' early social competencies in specific domains and potentially reduce the risk of later social difficulties. © 2013 American Orthopsychiatric Association.

There's an Elephant in the Room: The Impact of Early Poverty and Neglect on Intelligence and Common Learning Disorders in Children, Adolescents, and Their Parents

ERIC Educational Resources Information Center

Bigelow, Brian J.

2006-01-01

Recognition of poverty and neglect is very important in formulating a practical diagnosis of children's and adolescent's learning disorders. Early brain development forms the basis of learning, behavior and health over the entire life span. Through accumulated stressors and lack of supports, early poverty undermines competent parenting which then…

How do parent expectations promote child academic achievement in early elementary school? A test of three mediators.

PubMed

Loughlin-Presnal, John; Bierman, Karen L

2017-09-01

Using a longitudinal mediation framework and a low-income sample, this study had 2 aims: (a) to model bidirectional associations between parent academic expectations and child academic outcomes from first through fifth grade, and (b) to explore 3 mediators of parental influence: parent involvement in child schooling, child learning behaviors, and child perceived academic competence. Participants included 356 children and their caregivers (89% mothers) recruited from Head Start centers (58% European American, 25% African American, 17% Latino). At each time point (grades 1, 2, 3, 5), parents rated their academic expectations, teachers rated parent involvement and child learning behaviors, and children rated their self-perceptions of their academic competence. Bidirectional longitudinal associations emerged between parent academic expectations and child academic outcomes. Child learning behaviors mediated this association from first to third grade, whereas child perceived academic competence mediated from second to fifth grade. Parallel cross-lagged models replicated these findings with child academic outcomes assessed using a test of reading achievement and teacher ratings of academic performance. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Community Learning Centers

ERIC Educational Resources Information Center

Jennings, Wayne

2005-01-01

The Community Learning Centers plan provides a systemically changed model for the 21st century. This top-to-bottom transformation of current education addresses all aspects of schools with a detailed framework to guide serious educational reformers. This fresh approach to principles of learning, curriculum, staffing, facilities, student as…

Teachers' Evaluation of Student-Centered Learning Environments

ERIC Educational Resources Information Center

Cubukcu, Zuhal

2012-01-01

Problem Statement: The student-centered teaching is the arrangement of the teaching experience focusing on the students' responsibilities and activities in the learning process which takes into consideration the students' interests, demands and needs. According to this approach, while teaching experiences are planned, different learning strategies…

Early Language Learning and Literacy: Neuroscience Implications for Education

PubMed Central

Kuhl, Patricia K.

2011-01-01

The last decade has produced an explosion in neuroscience research examining young children’s early processing of language that has implications for education. Noninvasive, safe functional brain measurements have now been proven feasible for use with children starting at birth. In the arena of language, the neural signatures of learning can be documented at a remarkably early point in development, and these early measures predict performance in children’s language and pre-reading abilities in the second, third, and fifth year of life, a finding with theoretical and educational import. There is evidence that children’s early mastery of language requires learning in a social context, and this finding also has important implications for education. Evidence relating socio-economic status (SES) to brain function for language suggests that SES should be considered a proxy for the opportunity to learn and that the complexity of language input is a significant factor in developing brain areas related to language. The data indicate that the opportunity to learn from complex stimuli and events are vital early in life, and that success in school begins in infancy. PMID:21892359

Teaching and Learning in the Era of the Common Core: An Introduction to the Project and the Nine Research Papers in the "Students at the Center" Series

ERIC Educational Resources Information Center

Jobs for the Future, 2012

2012-01-01

Despite the wide interest in and need for student-centered approaches to learning, educators have scant access to a comprehensive accounting of the key components of it. To build the knowledge base for the emerging field of student-centered learning, Jobs for the Future, a national nonprofit based in Boston, commissioned papers from nine teams of…

Instrumental learning and cognitive flexibility processes are impaired in children exposed to early life stress.

PubMed

Harms, Madeline B; Shannon Bowen, Katherine E; Hanson, Jamie L; Pollak, Seth D

2017-10-19

Children who experience severe early life stress show persistent deficits in many aspects of cognitive and social adaptation. Early stress might be associated with these broad changes in functioning because it impairs general learning mechanisms. To explore this possibility, we examined whether individuals who experienced abusive caregiving in childhood had difficulties with instrumental learning and/or cognitive flexibility as adolescents. Fifty-three 14-17-year-old adolescents (31 exposed to high levels of childhood stress, 22 control) completed an fMRI task that required them to first learn associations in the environment and then update those pairings. Adolescents with histories of early life stress eventually learned to pair stimuli with both positive and negative outcomes, but did so more slowly than their peers. Furthermore, these stress-exposed adolescents showed markedly impaired cognitive flexibility; they were less able than their peers to update those pairings when the contingencies changed. These learning problems were reflected in abnormal activity in learning- and attention-related brain circuitry. Both altered patterns of learning and neural activation were associated with the severity of lifetime stress that the adolescents had experienced. Taken together, the results of this experiment suggest that basic learning processes are impaired in adolescents exposed to early life stress. These general learning mechanisms may help explain the emergence of social problems observed in these individuals. © 2017 The Authors. Developmental Science Published by John Wiley & Sons Ltd.

Recommendations for Implementing the New Illinois Early Learning and Development Standards to Affect Classroom Practices for Social and Emotional Learning

ERIC Educational Resources Information Center

Zinsser, Katherine M.; Dusenbury, Linda

2015-01-01

The state of Illinois in the central United States has long been a trendsetter both in the development of learning standards and in addressing social and emotional learning in education settings. With a recent revision to the state's early learning standards, published in 2013, the Illinois State Board of Education (ISBE) fully aligned its…

Environments for Lifelong Learning in Senior Centers

ERIC Educational Resources Information Center

Eaton, Jacqueline; Salari, Sonia

2005-01-01

Senior-center learning opportunities must adapt, as new retirees are better educated than their predecessors. We examined 3 multipurpose senior centers using 120 hours of observations and 30 participant interviews. Variation existed in the ability to maximize synomorphic relationships, where the physical environment supported educational…

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms.

PubMed

Piasta, Shayne B; Logan, Jessica A R; Pelatti, Christina Yeager; Capps, Janet L; Petrill, Stephen A

2015-05-01

Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators' provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children ( n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children's math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children's learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age.

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

PubMed Central

Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

2014-01-01

Because recent initiatives highlight the need to better support preschool-aged children’s math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators’ provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children’s math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children’s learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age. PMID:26257434

Effect of Learner-Centered Teaching on Motivation and Learning Strategies in a Third-Year Pharmacotherapy Course

PubMed Central

Cheang, Kai I.

2009-01-01

Objectives To develop, implement, and assess a learner-centered approach to teaching a third-year pharmacotherapy course in a doctor of pharmacy (PharmD) program. Methods The pharmacotherapy course was restructured according to the learner-centered approach. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to students before and after taking the course, and changes in MSLQ subscales from baseline were evaluated. Students’ response to the learner-centered approach and characteristics associated with MSLQ scores were also evaluated. Results Compared to baseline, students’ intrinsic goal orientation control of learning beliefs, self-efficacy, critical thinking, and metacognitive self-regulation improved after taking the course. Students responded positively to the learner-centered approach. Additionally, students with a clinical practice career orientation or who prepared frequently for classes scored higher on several MSLQ domains. Conclusions The learner-centered approach was effective in promoting several domains of motivation and learning strategies in a third-year pharmacotherapy course. PMID:19564985

Role of Suzanne Mubarak Science Exploration Center in Motivating Physics Learning (abstract)

NASA Astrophysics Data System (ADS)

Mohsen, Mona

2009-04-01

The role of Science Exploration centers to promote learning ``beyond school walls'' is demonstrated. The Suzane Mubarak Science Exploration Center (www.smsec.com) at Hadaek El Kobba, Cairo, was inaugurated in 1998 with the assistance of Zusane Mubarak, the first lady of Egypt and the minister of education. It was the first interactive science and technology center in Egypt. After 10 years, the number of centers has increased to 33 nationwide. Since its inauguration the center has received over 3 million visitors. Through different facilities, such as the internet, science cities, multimedia, and virtual reality programs, basic principles of science are simplified and their technological applications in our daily lives are explored. These facilities are fully equipped with new media such as video conferencing, videotapes, overhead projectors, data shows, and libraries, as well as demonstration tools for basic science. The main objectives of the science exploration centers are discussed such as: (1) curricula development for on-line learning; (2) integration of e-learning programs into basic science (physics, mathematics, chemistry, and biology) and (3) workshops and organizations for students, teachers, and communities dealing with basic science programs.

Learning Support Centers and International Tutor Training Program Certification: An Interview with Rick A. Sheets

ERIC Educational Resources Information Center

Walker, Luann

2016-01-01

This article presents an interview with Rick A. Sheets, who has been working in learning assistance, faculty training, and technology support for over 30 years. He collaborated with Frank Christ as the co-founder and webmaster of the Learning Support Centers in Higher Education (LSCHE) website, a resource established in 1996 for learning center…

A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and Share It

ERIC Educational Resources Information Center

Lee, Eunbae; Hannafin, Michael J.

2016-01-01

Student-centered learning (SCL) identifies students as the owners of their learning. While SCL is increasingly discussed in K-12 and higher education, researchers and practitioners lack current and comprehensive framework to design, develop, and implement SCL. We examine the implications of theory and research-based evidence to inform those who…

21st Century Community Learning Centers: Providing Afterschool and Summer Learning Support to Communities Nationwide

ERIC Educational Resources Information Center

Afterschool Alliance, 2014

2014-01-01

The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to before-school, afterschool, and summer learning programs. Each state education agency receives funds based on its share of Title I funding for low-income students at high-poverty, low performing schools. Funds are also…

Pedagogies, Perspectives, and Practices: Mobile Learning through the Experiences of Faculty Developers and Instructional Designers in Centers for Teaching and Learning

ERIC Educational Resources Information Center

Hosler, Kim A.

2013-01-01

The purpose of this qualitative case study was to explore the experiences, perceptions, and pedagogy of nine self-identified faculty developers and instructional designers who work in centers for teaching and learning supporting faculty members requesting assistance with mobile learning. With the ever-increasing use of mobile devices across…

LinguaFolio Goal Setting Intervention and Academic Achievement: Increasing Student Capacity for Self-Regulated Learning

ERIC Educational Resources Information Center

Clarke, Oxana D.

2013-01-01

In the last few decades there has been a shift from thinking less about teaching and more about learning. Such a paradigm shift from teacher-centered to student-centered instruction requires students to think about their own learning and to monitor their own learning development and language achievement. Researchers have identified goal setting…

The Development of a Robot-Based Learning Companion: A User-Centered Design Approach

ERIC Educational Resources Information Center

Hsieh, Yi-Zeng; Su, Mu-Chun; Chen, Sherry Y.; Chen, Gow-Dong

2015-01-01

A computer-vision-based method is widely employed to support the development of a variety of applications. In this vein, this study uses a computer-vision-based method to develop a playful learning system, which is a robot-based learning companion named RobotTell. Unlike existing playful learning systems, a user-centered design (UCD) approach is…

Transition Works: Self-Awareness and Self-Advocacy Skills for Students in the Elementary Learning Center

ERIC Educational Resources Information Center

Merlone, Lynn; Moran, Dolores

2008-01-01

Fifth grade students with learning disabilities receive a ten-week unit on learning styles and the special education process as part of their transition to the middle school. Developed by a learning center teacher and guidance counselor, the program is derived from the literature on self-determination and from the work of Mel Levine. The…

Development of X-33/X-34 Aerothermodynamic Data Bases: Lessons Learned and Future Enhancements

NASA Technical Reports Server (NTRS)

Miller, C. G.

2000-01-01

A synoptic of programmatic and technical lessons learned in the development of aerothermodynamic data bases for the X-33 and X-34 programs is presented in general terms and from the perspective of the NASA Langley Research Center Aerothermodynamics Branch. The format used is that of the "aerothermodynamic chain," the links of which are personnel, facilities, models/test articles, instrumentation, test techniques, and computational fluid dynamics (CFD). Because the aerodynamic data bases upon which the X-33 and X-34 vehicles will fly are almost exclusively from wind tunnel testing, as opposed to CFD, the primary focus of the lessons learned is on ground-based testing. The period corresponding to the development of X-33 and X-34 aerothermodynamic data bases was challenging, since a number of other such programs (e.g., X-38, X-43) competed for resources at a time of downsizing of personnel, facilities, etc., outsourcing, and role changes as NASA Centers served as subcontractors to industry. The impact of this changing environment is embedded in the lessons learned. From a technical perspective, the relatively long times to design and fabricate metallic force and moment models, delays in delivery of models, and a lack of quality assurance to determine the fidelity of model outer mold lines (OML) prior to wind tunnel testing had a major negative impact on the programs. On the positive side, the application of phosphor thermography to obtain global, quantitative heating distributions on rapidly fabricated ceramic models revolutionized the aerothermodynamic optimization of vehicle OMLs, control surfaces, etc. Vehicle designers were provided with aeroheating information prior to, or in conjunction with, aerodynamic information early in the program, thereby allowing trades to be made with both sets of input; in the past only aerodynamic data were available as input. Programmatically, failure to include transonic aerodynamic wind tunnel tests early in the assessment phase led to delays in the optimization phase, as OMLs required modification to provide adequate transonic aerodynamic performance without sacrificing subsonic and hypersonic performance. Funding schedules for industry, based on technical milestones, also presented challenges to aerothermodynamics seeking optimum flying characteristics across the subsonic to hypersonic speed regimes and minimum aeroheating. This paper is concluded with a brief discussion of enhancements in ground-based testing/CFD capabilities necessary to partially/fully satisfy future requirements.

Review of Adult Learning and Literacy, Volume 5. Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy

ERIC Educational Resources Information Center

Comings, John, Ed.; Garner, Barbara, Ed.; Smith, Cristine, Ed.

2005-01-01

"The Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 5" is a volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning.…

Review of Adult Learning and Literacy, Volume 4. Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy

ERIC Educational Resources Information Center

Comings, John, Ed.; Garner, Barbara, Ed.; Smith, Cristine, Ed.

2004-01-01

"The Review of Adult Learning and Literacy: Connecting Research Policy, and Practice, Volume 4" is an addition to a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning.…

Digital Discourses in Early Childhood Educator Online Learning

ERIC Educational Resources Information Center

Hoffman, Emily Brown

2017-01-01

Active, dialogic participation is a necessary component of high quality teacher professional learning (Dunst, Bruder, & Hamby, 2015). However, logistical problems arise when implementing cooperative learning opportunities for early childhood educators, as preschool teachers are habitually separated from peers both institutionally and…

FDNY and 9/11: Clinical services and health outcomes in World Trade Center-exposed firefighters and EMS workers from 2001 to 2016.

PubMed

Yip, Jennifer; Webber, Mayris P; Zeig-Owens, Rachel; Vossbrinck, Madeline; Singh, Ankura; Kelly, Kerry; Prezant, David J

2016-09-01

After the World Trade Center (WTC) attacks on September 11, 2001, the Fire Department of the City of New York (FDNY) instituted a WTC medical monitoring and treatment program and established a data center to document health outcomes in the WTC-exposed workforce of ∼16,000 firefighters and EMS workers. FDNY schedules routine monitoring exams every 12-18 months and physical and mental health treatment appointments, as required. FDNY research studies have consistently found that early arrival to work and/or prolonged work at the WTC-site increased the risks for adverse physical and mental health outcomes. To date, a substantial proportion has been diagnosed with obstructive airways disease, chronic rhinosinusitis, and gastroesophageal reflux disease; a quarter has two or more of these conditions. While much has been learned, the entire spectrum and trajectory of WTC-related disorders and their mechanisms of onset and persistence remain to be fully described. Am. J. Ind. Med. 59:695-708, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Eco-Early Childhood Education: A New Paradigm of Early Childhood Education in South Korea

ERIC Educational Resources Information Center

Kim, Eunju; Lim, Jaetack

2007-01-01

In the early 1990s, university faculty members, early childhood educators, and preschool teachers in South Korea created a new paradigm for education. Eco-early childhood education uses an ecological point of view to reform existing child-centered education. This perspective proposes moving from child- to life-centered, individual- to…

Perceptual learning increases the strength of the earliest signals in visual cortex.

PubMed

Bao, Min; Yang, Lin; Rios, Cristina; He, Bin; Engel, Stephen A

2010-11-10

Training improves performance on most visual tasks. Such perceptual learning can modify how information is read out from, and represented in, later visual areas, but effects on early visual cortex are controversial. In particular, it remains unknown whether learning can reshape neural response properties in early visual areas independent from feedback arising in later cortical areas. Here, we tested whether learning can modify feedforward signals in early visual cortex as measured by the human electroencephalogram. Fourteen subjects were trained for >24 d to detect a diagonal grating pattern in one quadrant of the visual field. Training improved performance, reducing the contrast needed for reliable detection, and also reliably increased the amplitude of the earliest component of the visual evoked potential, the C1. Control orientations and locations showed smaller effects of training. Because the C1 arises rapidly and has a source in early visual cortex, our results suggest that learning can increase early visual area response through local receptive field changes without feedback from later areas.

Learning from Cancer Precursors | Center for Cancer Research

Cancer.gov

Cancers that are preceded by distinct nonmalignant lesions provide an opportunity to study cancer progression and develop early detection and intervention strategies. Multiple myeloma—a cancer of the bone marrow that originates in a type of white blood cell called plasma cells—is consistently preceded by one of two nonmalignant precursor diseases: monoclonal gammopathy of undetermined significance (MGUS) or smoldering myeloma. Ola Landgren, M.D., Ph.D., and Adam Waxman, B.A., of the CCR Medical Oncology Branch recently published a case presentation and review in JAMA that discusses current understanding of myeloma precursor diseases and future opportunities for improving personalized management of patients with these conditions.

Integrative Approach for a Transformative Freshman-Level STEM Curriculum

PubMed Central

Curran, Kathleen L.; Olsen, Paul E.; Nwogbaga, Agashi P.; Stotts, Stephanie

2016-01-01

In 2014 Wesley College adopted a unified undergraduate program of evidence-based high-impact teaching practices. Through foundation and federal and state grant support, the college completely revised its academic core curriculum and strengthened its academic support structures by including a comprehensive early alert system for at-risk students. In this core, science, technology, engineering, and mathematics (STEM) faculty developed fresh manifestations of integrated concept-based introductory courses and revised upper-division STEM courses around student-centered learning. STEM majors can participate in specifically designed paid undergraduate research experiences in directed research elective courses. Such a college-wide multi-tiered approach results in institutional cultural change. PMID:27064213

PCMHs, ACOs, and medication management: lessons learned from early research partnerships.

PubMed

Schnur, Evan S; Adams, Alex J; Klepser, Donald G; Doucette, William R; Scott, David M

2014-02-01

The Patient Protection and Affordable Care Act has greatly accelerated the formation of team-based models of care delivery, primarily accountable care organizations (ACOs) and patient-centered medical homes (PCMHs).  Many have written about the need to incorporate medication management services into these systems in order to improve care and reduce total health care costs. Two primary ways of doing so have emerged: (1) an embedded model, whereby pharmacists are employed directly by a physician practice, or (2) a "virtual care team" model, whereby a PCMH or ACO develops an arrangement with external pharmacists in community settings to provide coordinated services.

Alternative Learning Centers: Another Option for Discipline Programs.

ERIC Educational Resources Information Center

Pare, John A.

1983-01-01

Describes the operation and effectiveness of the Alternative Learning Center program administered by James Madison Memorial High School in Madison (Wisconsin). The center permits the school to remove students committing breaches of school discipline from their classes without removing them from the educational environment altogether. (PGD)

Informal science education at Science City

NASA Astrophysics Data System (ADS)

French, April Nicole

The presentation of chemistry within informal learning environments, specifically science museums and science centers is very sparse. This work examines learning in Kansas City's Science City's Astronaut Training Center in order to identify specific behaviors associated with visitors' perception of learning and their attitudes toward space and science to develop an effective chemistry exhibit. Grounded in social-constructivism and the Contextual Model of Learning, this work approaches learning in informal environments as resulting from social interactions constructed over time from interaction between visitors. Visitors to the Astronaut Training Center were surveyed both during their visit and a year after the visit to establish their perceptions of behavior within the exhibit and attitudes toward space and science. Observations of visitor behavior and a survey of the Science City staff were used to corroborate visitor responses. Eighty-six percent of visitors to Science City indicated they had learned from their experiences in the Astronaut Training Center. No correlation was found between this perception of learning and visitor's interactions with exhibit stations. Visitor attitudes were generally positive toward learning in informal settings and space science as it was presented in the exhibit. Visitors also felt positively toward using video game technology as learning tools. This opens opportunities to developing chemistry exhibits using video technology to lessen the waste stream produced by a full scale chemistry exhibit.

Preliminary Development of the Parent Involvement in Early Learning Scale for Low-Income Families Enrolled in a Child-Development-Focused Home Visiting Program

ERIC Educational Resources Information Center

Manz, Patricia H.; Gernhart, Amanda L.; Bracaliello, Catherine B.; Pressimone, Vanessa J.; Eisenberg, Rachel A.

2014-01-01

Salient early intervention approaches for children below the age of 3 years, such as home visiting, seek to strengthen the pivotal role that parents play in fostering their young children's early learning. Yet, measures that identify and monitor the ways in which low-income parents support toddlers' learning experiences are lacking. Without parent…

The Head Start Child Development and Early Learning Framework: Promoting Positive Outcomes in Early Childhood Programs Serving Children 3-5 Years Old

ERIC Educational Resources Information Center

Office of Head Start, US Department of Health and Human Services, 2010

2010-01-01

This report presents a revision of the Head Start Child Outcomes Framework (2000), renamed The Head Start Child Development and Learning Framework: Promoting Positive Outcomes in Early Childhood Programs Serving Children 3-5 Years Old. The Framework outlines the essential areas of development and learning that are to be used by Head Start programs…

Informal Science Learning through Inquiry: Effects on Preschool Students' Achievement in Early Science Learning

ERIC Educational Resources Information Center

Samsudin, Mohd Ali; Haniza, Noor Hasyimah; Ismail, Juliah; Abd-Talib, Corrienna

2015-01-01

This study was undertaken to explore the effects of informal science learning outside the classroom on preschool students' achievement in the Early Science learning topic (plant-related topics that presented concepts about tree leaves, height and roots) using an inquiry method. A sample of 64 preschool students was selected using purposive…

Learning with Nature and Learning from Others: Nature as Setting and Resource for Early Childhood Education

ERIC Educational Resources Information Center

MacQuarrie, Sarah; Nugent, Clare; Warden, Claire

2015-01-01

Nature-based learning is an increasingly popular type of early childhood education. Despite this, children's experiences--in particular, their form and function within different settings and how they are viewed by practitioners--are relatively unknown. Accordingly, the use of nature as a setting and a resource for learning was researched. A…

Exploring Staff Perceptions: Early Childhood Teacher Educators Examine Online Teaching and Learning Challenges and Dilemmas

ERIC Educational Resources Information Center

Davis, Julie; Lennox, Sandra; Walker, Sue; Walsh, Kerryann

2007-01-01

Early Childhood teacher educators at Queensland University of Technology (QUT) have been engaging with online teaching and learning since the mid 1990s. On campus students have lectures and tutorials supported by information and communication technologies via QUT's home grown learning management system, Online Learning and Teaching (OLT). We…

Power and Identity in Immigrant Parents' Involvement in Early Years Mathematics Learning

ERIC Educational Resources Information Center

Takeuchi, Miwa Aoki

2018-01-01

This study examined immigrant parents' involvement in early years mathematics learning, focusing on learning of multiplication in in- and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and…

Highlighting in Early Childhood: Learning Biases through Attentional Shifting

ERIC Educational Resources Information Center

Burling, Joseph M.; Yoshida, Hanako

2017-01-01

The literature on human and animal learning suggests that individuals attend to and act on cues differently based on the order in which they were learned. Recent studies have proposed that one specific type of learning outcome, the highlighting effect, can serve as a framework for understanding a number of early cognitive milestones. However,…

Violence Prevention for Families of Young Children.

ERIC Educational Resources Information Center

American Psychological Association, Washington, DC.

Based on the view that violent behavior is learned and often learned early in life, this pamphlet shows parents how they can help protect young children from getting involved with violence and increase that child's chances for a safe and productive future. The pamphlet cautions parents that early learning is powerful and that children learn how to…

A Pilot Trial of Early Specialty Palliative Care for Patients with Advanced Pancreatic Cancer: Challenges Encountered and Lessons Learned.

PubMed

Schenker, Yael; Bahary, Nathan; Claxton, Rene; Childers, Julie; Chu, Edward; Kavalieratos, Dio; King, Linda; Lembersky, Barry; Tiver, Greer; Arnold, Robert M

2018-01-01

Patients with advanced pancreatic cancer suffer from high morbidity and mortality. Specialty palliative care may improve quality of life. Assess the feasibility, acceptability, and perceived effectiveness of early specialty physician-led palliative care for patients with advanced pancreatic cancer and their caregivers. A mixed-methods pilot randomized controlled trial in which patient-caregiver pairs were randomized (2:1) to receive specialty palliative care, in addition to standard oncology care versus standard oncology care alone. At a National Cancer Institute-designated comprehensive cancer center in Western Pennsylvania, 30 patients with advanced pancreatic adenocarcinoma and their caregivers (N = 30), oncologists (N = 4), and palliative care physicians (N = 3) participated. Feasibility (enrollment, three-month outcome-assessment, and intervention completion rates), acceptability, and perceived effectiveness (process interviews with patients, caregivers, and physicians). Consent:approach rate was 49%, randomized:consent rate 55%, and three-month outcome assessment rate 75%. Two patients and three caregivers withdrew early. The three-month mortality rate was 13%. Patients attended a mean of 1.3 (standard deviation 1.1) palliative care visits during the three-month period. Positive experiences with palliative care included receiving emotional support and symptom management. Negative experiences included inconvenience, long travel times, spending too much time at the cancer center, and no perceived palliative care needs. Physicians suggested embedding palliative care within oncology clinics, tailoring services to patient needs, and facilitating face-to-face communication between oncologists and palliative physicians. A randomized trial of early palliative care for advanced pancreatic cancer did not achieve feasibility goals. Integrating palliative care within oncology clinics may increase acceptability and perceived effectiveness.

Developing an Open Source, Reusable Platform for Distributed Collaborative Information Management in the Early Detection Research Network

NASA Technical Reports Server (NTRS)

Hart, Andrew F.; Verma, Rishi; Mattmann, Chris A.; Crichton, Daniel J.; Kelly, Sean; Kincaid, Heather; Hughes, Steven; Ramirez, Paul; Goodale, Cameron; Anton, Kristen;

On Talcott Mountain.

ERIC Educational Resources Information Center

La Salle, Donald P.

1979-01-01

Describes science programs for gifted students developed at a learning center in Connecticut. Programs include investigations in astronomy, geology, and climatology. The learning center site is a abandoned NIKE missle base. (MA)

The Dinosaur Connection.

ERIC Educational Resources Information Center

Donovan, Christine S.

1988-01-01

Provides background information, lesson plans, bulletin board activities, and a learning center description, all dealing with dinosaurs. Includes clip art for the learning center and reproducible "stamps" about some endangered species. (TW)

76 FR 76393 - Notice of Proposed Information Collection Requests

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-07

..., including through the use of information technology. Dated: December 2, 2011. Darrin King, Director... Collection: 21st Century Community Learning Centers: Lessons Learned Guides. OMB Control Number: 1875--NEW... Community Learning Centers (21st CCLC) program that will assist the U.S. Department of Education staff in...

Assessment of Tutoring Laboratories in a Learning Assistance Center

ERIC Educational Resources Information Center

Fullmer, Patricia

2012-01-01

The Learning Resource Center at Lincoln University, Pennsylvania, provides tutoring laboratories that are required for developmental reading, writing, and math courses. This article reviews the processes used to plan and determine the effectiveness of the tutoring laboratories, including logic models, student learning outcomes, and the results of…

Does Learning-Centered Teaching Promote Grade Improvement?

ERIC Educational Resources Information Center

Mostrom, Alison M.; Blumberg, Phyllis

2012-01-01

When the grade distribution within a course shifts towards higher grades, it may be due to grade inflation or grade improvement. If the positive shift is accompanied by an increase in achievement or learning, it should be considered grade improvement, "not" grade inflation. Effective learning-centered teaching is designed to promote student…

77 FR 8846 - Notice of Submission for OMB Review

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-15

..., Evaluation and Policy Development Type of Review: New. Title of Collection: 21st Century Community Learning Centers: Lessons Learned Guides. OMB Control Number: Pending. Total Estimated Number of Annual Responses... guides for the 21st Century Community Learning Centers (21st CCLC) program that will assist the U.S...

Overview of Mediated Courseware in Learning Centers.

ERIC Educational Resources Information Center

Spangenberg, Ronald W.

A limited overview of some media related factors, this document should be helpful to the learning center manager who lacks extensive experience with media. It discusses important theoretical factors associated with media selection and summarizes research concerning the use of color and of motion in learning. Descriptive information concerning…

Power through Struggle in Introductory Statistics

ERIC Educational Resources Information Center

Autin, Melanie; Bateiha, Summer; Marchionda, Hope

2013-01-01

Traditional classroom instruction consists of teacher-centered learning in which the instructor presents course material through lectures. A recent trend in higher education is the implementation of student-centered learning in which students take a more active role in the learning process. The purpose of this article is to describe the discomfort…

78 FR 22254 - Agency Information Collection Activities; Submission to the Office of Management and Budget for...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-15

... State Expanded Learning Time AGENCY: Institute of Education Sciences/National Center for Education... State Expanded Learning Time. OMB Control Number: 1850-NEW. Type of Review: a new collection... conduct semi-structured interviews with 21st Century Community Learning Centers (21st CCLC) state...

Organizational Transformation from the Inside Out: Reinventing the MIT Center for Organizational Learning.

ERIC Educational Resources Information Center

Clanon, Jeff

1999-01-01

The 2-year process by which the Massachusetts Institute of Technology's Center for Organizational Learning transformed into the self-governed Society for Organizational Learning illustrates new ways of conceiving organizations, the capabilities required for change, and critical elements of the process: diverse representation, grounding in business…

Using Rocks: A Discovery Approach to Multi-faceted Learning.

ERIC Educational Resources Information Center

Thomas, John I.

Pupils' natural questioning attitudes lead them to discovery in a learning center, in contrast to the lecture method, by which information is forced on students regardless of their interests. This paper describes learning experiences built around rocks. Materials placed in a rock center (rocks, stones, pebbles, magnifying glasses hammers, and…

Implementing Instructional Development Through Learning Resource Programs. Volume 1.

ERIC Educational Resources Information Center

Holloway, Ralph, Ed.

At a meeting of community/junior college officials on proposed academic redesign based on learning resource centers, various aspects of instructional development were discussed. Topics include the use of television to extend education, organizing for instructional development, bringing about change, the concept of the learning center, organizing…

Exploring How New Teaching Materials Influence the Beliefs and Practices of Instructors and Students' Attitudes about Geoscience

ERIC Educational Resources Information Center

Pelch, Michael Anthony

2016-01-01

STEM educational reform encourages a transition from instructor-centered passive learning classrooms to student-centered, active learning environments. Instructors adopting these changes incorporate research-validated teaching practices that improve student learning. Professional development that trains faculty to implement instructional reforms…

Environmental Studies. Plano Outdoor Learning Center.

ERIC Educational Resources Information Center

Plano Independent School District, TX.

This curriculum guide for the Plano Intermediate School District (Texas) Outdoor Learning Center is divided into three major sections. Section I provides information on the numbered stations/posts found along the perimeter and inner trails of the center and includes brief comments on the philosophy of environmental education and the history…

Evaluation Report on the Community Learning Center.

ERIC Educational Resources Information Center

Fried, Robert L.

The Community Learning Center (CLC) evaluation is based on on-site visits and interviews with staff and students of widely differing ethnic backgrounds. Teaching resources are varied. The Model Cities program is the basic source for CLC funding; the Cambridge Public Library is the center's local sponsor. The external bureaucratic framework needs…

Alternate Learning Center. Abstracts of Inservice Training Programs.

ERIC Educational Resources Information Center

Rhode Island State Dept. of Education, Providence. Div. of Development and Operations.

This booklet is a collection of abstracts describing the 18 programs offered at the Alternate Learning Center of the Rhode Island Teacher Center which has as its Primary function school based inservice training for local teachers and administrators. Each project is described in detail, including course goals, specific objectives, training…

When Enrollments Bulge but Budgets Don't, Consider "Satellite Learning Centers."

ERIC Educational Resources Information Center

Reecer, Marcia

1988-01-01

Describes Dade County (Florida) schools' answer to crowded classrooms and burgeoning primary enrollments: satellite learning centers built and maintained by local companies as employee childcare benefits. Each center is attached to a nearby "host" school that disburses funds, keeps student records, and supplies support services. (MLH)

Gender and Early Learning Environments. Research on Women and Education

ERIC Educational Resources Information Center

Irby, Beverly, Ed.; Brown, Genevieve H., Ed.

2011-01-01

The Research on Women and Education SIG of the American Educational Research Association presents the third book in its series, Gender and Early Learning Environments. Finding after the publication of Gender and Schooling in the Early Years, the second book in the series, that there was and is a paucity of published literature on early childhood…

Making the Case for Early Identification and Intervention for Young Children at Risk for Learning Disabilities

ERIC Educational Resources Information Center

Steele, Marcee M.

2004-01-01

The early identification of children with learning disabilities (LD) is difficult but can be accomplished. Observation of key behaviors which are indicators of LD by preschool and kindergarten teachers can assist in this process. This early identification facilitates the use of intervention strategies to provide a positive early experience for…

Achieving enlightenment: what do we know about the implicit learning system and its interaction with explicit knowledge?

PubMed

Vidoni, Eric D; Boyd, Lara A

2007-09-01

Two major memory and learning systems operate in the brain: one for facts and ideas (ie, the declarative or explicit system), one for habits and behaviors (ie, the procedural or implicit system). Broadly speaking these two memory systems can operate either in concert or entirely independently of one another during the performance and learning of skilled motor behaviors. This Special Issue article has two parts. In the first, we present a review of implicit motor skill learning that is largely centered on the interactions between declarative and procedural learning and memory. Because distinct neuroanatomical substrates support unique aspects of learning and memory and thus focal injury can cause impairments that are dependent on lesion location, we also broadly consider which brain regions mediate implicit and explicit learning and memory. In the second part of this article, the interactive nature of these two memory systems is illustrated by the presentation of new data that reveal that both learning implicitly and acquiring explicit knowledge through physical practice lead to motor sequence learning. In our new data, we discovered that for healthy individuals use of the implicit versus explicit memory system differently affected variability of performance during acquisition practice; variability was higher early in practice for the implicit group and later in practice for the acquired explicit group. Despite the difference in performance variability, by retention both groups demonstrated comparable change in tracking accuracy and thus, motor sequence learning. Clinicians should be aware of the potential effects of implicit and explicit interactions when designing rehabilitation interventions, particularly when delivering explicit instructions before task practice, working with individuals with focal brain damage, and/or adjusting therapeutic parameters based on acquisition performance variability.

Honoring 15 Years of the 21st Century Community Learning Centers Program: A Polity-Centered Analysis

ERIC Educational Resources Information Center

Phillips, Sarah Fierberg

2010-01-01

Emphasizing the intersection of policy and politics, this paper uses Theda Skocpol's polity-centered approach (1992) to analyze two key moments in the history of the 21st Century Community Learning Centers (CCLC) program: (1) 1998, when the program's budget grew from $40 million to $200 million; and (2) 2003, when President Bush attempted to cut…

Developing a New Graduate Program in Healthcare Management: Embracing the Transformation of Healthcare Management Education on a Pathway to Success

ERIC Educational Resources Information Center

Dominguez, Daniel G.; Garcia, Chris; LaFrance, Kevin G.

2013-01-01

Within a sea change in the structure and process of providing health services, the field of health administration education has moved decisively and concretely from a teaching-centered model of education based on the assumption that knowledge equals competency to a learning-centered model. The learning-centered, or student-centered, model is based…

Honoring Family and Culture: Learning from New Zealand

ERIC Educational Resources Information Center

Nagel, Nancy G.

2009-01-01

The New Zealand Ministry of Education's early childhood curriculum policy is built on a framework called "Te Whariki." This framework provides a sociocultural context for children's early learning and emphasizes a learning partnership between teachers, parents, families, and community. Besides interpersonal relationships, Te Whariki…

Not Only Size Matters: Early-Talker and Late-Talker Vocabularies Support Different Word-Learning Biases in Babies and Networks.

PubMed

Colunga, Eliana; Sims, Clare E

2017-02-01

In typical development, word learning goes from slow and laborious to fast and seemingly effortless. Typically developing 2-year-olds seem to intuit the whole range of things in a category from hearing a single instance named-they have word-learning biases. This is not the case for children with relatively small vocabularies (late talkers). We present a computational model that accounts for the emergence of word-learning biases in children at both ends of the vocabulary spectrum based solely on vocabulary structure. The results of Experiment 1 show that late-talkers' and early-talkers' noun vocabularies have different structures and that neural networks trained on the vocabularies of individual late talkers acquire different word-learning biases than those trained on early-talker vocabularies. These models make novel predictions about the word-learning biases in these two populations. Experiment 2 tests these predictions on late- and early-talking toddlers in a novel noun generalization task. Copyright © 2016 Cognitive Science Society, Inc.

Early Learning Left Out: Building an Early-Learning System to Secure America's Future. Federal, State and School District Investments by Child Age. 4th Edition. 2010-2012

ERIC Educational Resources Information Center

Bruner, Charles

2013-01-01

As a society, are we investing enough in our youngest children? The BUILD Initiative's latest report, Early Learning Left Out, by CFPC director Charles Bruner, provides a clear answer that current investments fall far short. The report draws upon the most recent federal, state, and public school budget information--and what we know about effective…

Learning and Teaching Early Math: The Learning Trajectories Approach, 2nd Edition. Studies in Mathematical Thinking and Learning Series

ERIC Educational Resources Information Center

Clements, Douglas H.; Sarama, Julie

2014-01-01

In this important book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how "learning trajectories" help diagnose a child's level of mathematical understanding and provide guidance for teaching. By focusing on the inherent delight and curiosity behind young children's mathematical reasoning,…

Quality of the Home Learning Environment during Preschool Age--Domains and Contextual Conditions

ERIC Educational Resources Information Center

Kluczniok, Katharina; Lehrl, Simone; Kuger, Susanne; Rossbach, Hans-Guenther

2013-01-01

The quality of the home learning environment has been proven to be of major importance for child development, but little is known about the role of domain specificity in promoting early childhood learning at home and its dependence on family background. This article presents a framework of the home learning environment in early childhood that…

When Service Learning Meets the Project Approach: Incorporating Service Learning in an Early Childhood Program

ERIC Educational Resources Information Center

Chun, Eul Jung; Hertzog, Nancy B.; Gaffney, Janet S.; Dymond, Stacy K.

2012-01-01

The researchers described in this case study how Service Learning was incorporated within the context of an early childhood program where the teachers used the Project Approach. The Service Learning project was embedded in an investigation about water and was designed to help tsunami victims in Asia. Participants included two teachers and 12…

Learning Partnerships in Rural Early Childhood Settings.

ERIC Educational Resources Information Center

Coombe, Kennece; Lubawy, Joy

A study examined six aspects of learning communities in early childhood settings in rural New South Wales (Australia). These aspects are reflection, individual development, diversity, conversation, caring, and shared responsibility. Surveys of 15 directors of early childhood programs indicated that the reflective component of the learning…

Math in Riley's World

ERIC Educational Resources Information Center

Kritzer, Karen L.

2011-01-01

In their overview for the prekindergarten-grade 2 Standards, the National Council for Teachers of Mathematics (NCTM) documents the value of early mathematical environments. During these early years, young children are building beliefs about what mathematics is and learning about themselves as early mathematicians. What young children learn about…

Early life programming of innate fear and fear learning in adult female rats.

PubMed

Stevenson, Carl W; Meredith, John P; Spicer, Clare H; Mason, Rob; Marsden, Charles A

2009-03-02

The early rearing environment can impact on emotional reactivity and learning later in life. In this study the effects of neonatal maternal separation (MS) on innate fear and fear learning were assessed in the adult female rat. Pups were subjected to MS (360 min), brief handling (H; 15 min), or animal facility rearing (AFR) on post-natal days 2-14. In the first experiment, innate fear was tested in the open field. No differences between the early rearing groups were observed in unconditioned fear. In the second experiment, separate cohorts were used in a 3-day fear learning paradigm which tested the acquisition (Day 1), expression and extinction (both Day 2) of conditioning to an auditory cue; extinction recall was determined as well (Day 3). Contextual fear conditioning was also assessed prior to cue presentations on Days 2 and 3. Whereas MS attenuated the acquisition and expression of fear conditioning to the cue, H potentiated extinction learning. Cue-induced fear was reduced on Day 3, compared to Day 2, indicating that the recall of extinction learning was evident; however, no early rearing group differences in extinction recall were observed. Similarly, while contextual fear was decreased on Day 3, compared to Day 2, there were no differences between the early rearing groups on either day tested. The present findings of altered cue-conditioned fear learning, in the absence of innate fear changes, lend further support for the important role of the early rearing environment in mediating cognition in adulthood.

How to develop a low cost, in-house distance learning center for continuing medical education. Part II.

PubMed

Lanza, Vincenzo

2002-12-01

The first part of this paper discussed the advantages and communication tools needed to create a Distance Learning Center for continuing medical education by using an Intranet or the Internet. This part continues with an explanation of the hardware, software (largely free) and human resources needed for videoconferencing as well as the costs. Suitable even for small hospitals Distance Learning Centers can be of higher quality than traditional methods of continuing medical education.

Learning curve for new technology?: a nationwide register-based study of 46,363 total knee arthroplasties.

PubMed

Peltola, Mikko; Malmivaara, Antti; Paavola, Mika

2013-12-04

The risk of early revision is increased for the first patients operatively treated with a newly introduced knee prosthesis. In this study, we explored the learning curves associated with ten knee implant models to determine their effect on early revision risk. We studied register data from all seventy-five surgical units that performed knee arthroplasty in Finland from 1998 to 2007. Of 54,925 patients (66,098 knees), 39,528 patients (46,363 knees) underwent arthroplasty for osteoarthritis of the knee with the ten most common total knee implants and were followed with complete data until December 31, 2010, or the time of death. We used a Cox proportional-hazards regression model for calculating the hazard ratios for early revision for the first fifteen arthroplasties and subsequent increments of numbers of arthroplasties. We found large differences among knee implants at the introduction with regard to the risk of early revision, as well as for the overall risk of early revision. A learning curve was found for four implant models, while six models did not show a learning effect on the risk of early revision. The survivorship of the studied prostheses showed substantial differences. Knee implants have model-specific learning curves and early revision risks. Some models are more difficult to implement than others. The manufacturers should consider the learning effect when designing implants and instrumentation. The surgeons should thoroughly familiarize themselves with the new knee implants before use.

Developmental deficits in adult patients with arteriovenous malformations.

PubMed

Lazar, R M; Connaire, K; Marshall, R S; Pile-Spellman, J; Hacein-Bey, L; Solomon, R A; Sisti, M B; Young, W L; Mohr, J P

1999-01-01

Cerebral arteriovenous malformations (AVMs) are congenital masses of arteries and veins that appear to undergo an unclear "maturation" for many years. Using structured interviews, we compared developmental history of adult patients with AVM with a comparison group of patients with cerebral tumor or aneurysm. To determine whether a remote history of developmental abnormality in adult patients with AVM might be an early marker of cerebral status. Adult patients with AVM and a comparison group of patients with cerebral aneurysm or low-grade tumor participated in a survey. Urban medical school-based tertiary care center. Forty-four randomly selected patients with AVM from the Columbia-Presbyterian AVM Database. There were 32 comparison patients:15 randomly chosen patients from the institution's Cerebral Aneurysm Database and all 17 patients who underwent a biopsy from 1990 to 1995 with a diagnosis of low-grade tumor and who could be contacted. A brief, structured interview adapted from the Centers for Disease Control and Prevention for its 1994 study of the prevalence of learning disabilities in American children. We defined the positive occurrence of a condition as an affirmative answer to the question, " Did have (condition) during his/her school-age years?" Each patient was also asked if there had been any problems in the following skill areas: reading, writing, listening, speaking, attention, impulsivity, organization, mathematics, or drawing. The AVM size was calculated on the angiographic film by measuring its longest diameter in any dimension. Patients with AVM were significantly more likely to report a positive occurrence to any survey question (P<.05). Two thirds of all patients with AVM (66%) reported at least 1 skill difficulty during their school years, significantly more than the comparison group (P<.001). Neither the maximum AVM diameter nor the occurrence of hemorrhage as an adult differed between patients with AVM with and without early skill difficulty. Patients with AVM are more likely to report a developmental learning disorder than patients with tumor or aneurysm despite the absence of other neurologic symptoms of diseases not diagnosed for another 20 years. These data support the notion that disorders of behavioral and intellectual function are sensitive markers of early cerebral status.

Linking Developmental Working Memory and Early Academic Skills

ERIC Educational Resources Information Center

Decker, Janice E.

2011-01-01

Brain-based initiatives and school readiness mandates in education have prompted researchers to examine the biological mechanisms associated with learning in the hope that understanding empirical evidence can maximize learning potential. Current research has examined working memory skills in relationship to early learning. The function of working…

Mobile Learning and Early Age Mathematics

ERIC Educational Resources Information Center

Peled, Shir; Schocken, Shimon

2014-01-01

The ability to develop engaging simulations and constructive learning experiences using mobile devices is unprecedented, presenting a disruption in educational practices of historical proportions. In this paper we describe some of the unique virtues that mobile learning hold for early age mathematics education. In particular, we describe how…

Early Identification of Ineffective Cooperative Learning Teams

ERIC Educational Resources Information Center

Hsiung, C .M.; Luo, L. F.; Chung, H. C.

2014-01-01

Cooperative learning has many pedagogical benefits. However, if the cooperative learning teams become ineffective, these benefits are lost. Accordingly, this study developed a computer-aided assessment method for identifying ineffective teams at their early stage of dysfunction by using the Mahalanobis distance metric to examine the difference…

Research in Service Learning: Publishing Opportunities Resource List

ERIC Educational Resources Information Center

Homana, Gary, Comp.

2007-01-01

This resource list was developed as part of the Emerging Scholars in K-12 Service-Learning Research Seminar, held at the University of Maryland on June 14-16, 2007 and hosted by The Center for Information & Research on Civic Learning & Engagement (CIRCLE), University of Maryland; the Center for Youth and Communities, Brandeis University;…

Becoming a Learning Organization: A Precondition for Person Centered Services to People with Learning Difficulties.

ERIC Educational Resources Information Center

Iles, Ian K.

2003-01-01

This article suggests that services for people with intellectual disabilities in England will need to undergo radical revision as agencies strive to implement person centered planning as described in the White Paper, "Valuing People." It further suggests that services need to become learning organizations, committed to values of…

Teaching Reading in a Learning Assistance Center.

ERIC Educational Resources Information Center

Caverly, David

This paper reviews nine principles regarding the reading process, and six scaffolds for teaching students to read, and then suggests a specific developmental reading program for a learning center built upon this knowledge. It is generally accepted that four factors interact to form the reading/learning process: (1) Material; (2) Self; (3)…

Student-Centered Transformative Learning in Leadership Education: An Examination of the Teaching and Learning Process

ERIC Educational Resources Information Center

Haber-Curran, Paige; Tillapaugh, Daniel W.

2015-01-01

Innovative and learner-centered approaches to teaching and learning are vital for the applied field of leadership education, yet little research exists on such pedagogical approaches within the field. Using a phenomenological approach in analyzing 26 students' reflective narratives, the authors explore students' experiences of and process of…

Lincoln Career Education Project. Final Report. Book 2. Elementary Learning Centers.

ERIC Educational Resources Information Center

Lincoln Public Schools, NE.

Curriculum materials from the Lincoln Career Education Project, Nebraska, are presented for career education learning activities at the elementary level. The guide contains complete materials for 12 learning center units infusing career education as well as personal/social growth and cultural awareness in some. Units are organized under the…

Faculty Perception and Use of Learning-Centered Strategies to Assess Student Performance

ERIC Educational Resources Information Center

Johnson, Matthew Lynn

2013-01-01

In this study, the researcher explored collegiate faculty use and perception of learning- centered strategies to assess student performance on various learning tasks. Through this study, the researcher identified the assessment strategies that faculty participants most frequently used, as well as the strategies that they perceived to be most…

PSYCHOLOGICAL RESEARCH IN CLASSROOM LEARNING, REPORT ON A CONFERENCE (BROMWOODS RESIDENTIAL CENTER, WASHINGTON UNIVERSITY, ST. LOUIS, MO.).

ERIC Educational Resources Information Center

WIENTGE, KING M., ED.; AND OTHERS

PAPERS WERE PRESENTED AT A CONFERENCE ON CLASSROOM LEARNING ON SUCH TOPICS AS PROGRAM DESIGN, TESTING, AND OTHER EVALUATION TECHNIQUES, COMPUTER ASSISTED INSTRUCTION, PROGRAMED INSTRUCTION, SIMULATION, PACING, AND RETENTION. SEVERAL TREATED MILITARY TRAINING, ADULT LEARNING, AND ADULT-CENTERED CLASSROOM TECHNIQUES. IN ONE PAPER, THE SYSTEMS…

77 FR 28359 - Notice of Submission for OMB Review; Office of Planning, Evaluation and Policy Development...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-14

... Policy Development; Evaluation of the 21st Century Community Learning Centers State Competitions SUMMARY: This study will examine state subgrant competitions conducted under the 21st Century Community Learning Centers (CCLC) program in order to glean ``lessons learned'' that can inform efforts to improve the state...

The Cispus Experience: A Curriculum Guide for the Cispus Learning Center.

ERIC Educational Resources Information Center

Association of Washington School Principals, Olympia.

This curriculum guide presents lesson plans for outdoor and environmental education at the Cispus Learning Center, a camp in Randle, Washington. Objectives for the Cispus experience cover student learning of content, socialization as a team member, development of aesthetic awareness of nature and art, and increased physical wellness. Lesson plans…

Writing-to-Learn, Writing-to-Communicate, & Scientific Literacy

ERIC Educational Resources Information Center

Balgopal, Meena; Wallace, Alison

2013-01-01

Writing-to-learn (WTL) is an effective instructional and learning strategy that centers on the process of organizing and articulating ideas, as opposed to writing-to-communicate, which centers on the finished written product. We describe a WTL model that we have developed and tested with various student groups over several years. With effective…

Scientific thinking in young children: theoretical advances, empirical research, and policy implications.

PubMed

Gopnik, Alison

2012-09-28

New theoretical ideas and empirical research show that very young children's learning and thinking are strikingly similar to much learning and thinking in science. Preschoolers test hypotheses against data and make causal inferences; they learn from statistics and informal experimentation, and from watching and listening to others. The mathematical framework of probabilistic models and Bayesian inference can describe this learning in precise ways. These discoveries have implications for early childhood education and policy. In particular, they suggest both that early childhood experience is extremely important and that the trend toward more structured and academic early childhood programs is misguided.

Professional learning communities (PLCs) for early childhood science education

NASA Astrophysics Data System (ADS)

Eum, Jungwon

This study explored the content, processes, and dynamics of Professional Learning Community (PLC) sessions. This study also investigated changes in preschool teachers' attitudes and beliefs toward science teaching after they participated in two different forms of PLCs including workshop and face-to-face PLC as well as workshop and online PLC. Multiple sources of data were collected for this study including participant artifacts and facilitator field notes during the PLC sessions. The participants in this study were eight teachers from NAEYC-accredited child care centers serving 3- to 5-year-old children in an urban Midwest city. All teachers participated in a workshop entitled, "Ramps and Pathways." Following the workshop, the first group engaged in face-to-face PLC sessions and the other group engaged in online PLC sessions. Qualitative data were collected through audio recordings, online archives, and open-ended surveys. The teachers' dialogue during the face-to-face PLC sessions was audiotaped, transcribed, and analyzed for emerging themes. Online archives during the online PLC sessions were collected and analyzed for emerging themes. Four main themes and 13 subthemes emanated from the face-to-face sessions, and 3 main themes and 7 subthemes emanated from the online sessions. During the face-to-face sessions, the teachers worked collaboratively by sharing their practices, supporting each other, and planning a lesson together. They also engaged in inquiry and reflection about their science teaching and child learning in a positive climate. During the online sessions, the teachers shared their thoughts and documentation and revisited their science teaching and child learning. Five themes and 15 subthemes emanated from the open-ended survey responses of face-to-face group teachers, and 3 themes and 7 subthemes emanated from the open-ended survey responses of online group teachers. Quantitative data collected in this study showed changes in teachers' attitudes and beliefs toward science teaching. Face-to-face group teachers' comfort with planning and doing different science activities increased significantly after the workshop and after the combination of workshop and face-to-face PLC. This study contributes to the research about various forms of professional development and their process and outcome in early childhood science education and informs early childhood professional communities of creative ways to improve science teaching and learning.

A statewide biomedical communications network for South Carolina.

PubMed

Mangiaracina, J; Sawyer, W A

1976-03-01

In 1972, the Medical University of South Carolina was awarded a contract to establish 4 Area Health Education Centers in South Carolina. These centers, based in community hospitals, provide residency programs, clinical instruction for students, and continuing education programs for health professionals. In late 1974, contractual agreements between the Medical University of South Carolina's Library/Learning Resource Center and the Area Health Education Centers were negotiated to provide book and nonbook learning materials to all health practitioners in South Carolina. The history and the functions of the resulting network and evaluation of audiovisual and self-instructional learning materials procured and distributed by the network are described.

Equal Access to Early Learning. Cantigny Conference Report (Chicago, Illinois, June 5-7, 2001).

ERIC Educational Resources Information Center

National Black Child Development Inst., Inc., Washington, DC.

Despite a growing acknowledgement that the United States needs to invest more in the early care and education needs of children, the country lacks a common vision for a comprehensive approach to an early childhood care and education system. The Equal Access to Early Learning Conference, sponsored by the National Black Child Development Institute…

Value of Play as An Early Learning Instrument in Bangladesh Context: A Socio-Cultural Study

ERIC Educational Resources Information Center

Chowdhury, Nurun Nahar; Rivalland, Corine

2012-01-01

In early childhood education the dominant discourse of play-based pedagogy is greatly influenced by a western play approach. This paper examines how play is valued as early learning in Bangladesh. It reports on a qualitative study that explored the understandings of four parents and four early childhood educators in semi-rural Bangladesh. Findings…

An Ecological Footprint for an Early Learning Centre: Identifying Opportunities for Early Childhood Sustainability Education through Interdisciplinary Research

ERIC Educational Resources Information Center

McNichol, Heidi; Davis, Julie Margaret; O'Brien, Katherine R.

2011-01-01

In this study, engineers and educators worked together to adapt and apply the ecological footprint (EF) methodology to an early learning centre in Brisbane, Australia. Results were analysed to determine how environmental impact can be reduced at the study site and more generally across early childhood settings. It was found that food, transport…

Accessing and Using Research for Evidence-Based Practice

ERIC Educational Resources Information Center

National Center for the Study of Adult Learning and Literacy (NCSALL), 2005

2005-01-01

A federally funded research and development center focused solely on adult learning, the National Center for the Study of Adult Learning and Literacy (NCSALL) is a partnership of the Harvard University Graduate School of Education, World Education, Rutgers University, Portland State University in Oregon, and the Center for Literacy Studies at the…

Cocreating Value in Teaching and Learning Centers

ERIC Educational Resources Information Center

Schumann, David W.; Peters, John; Olsen, Taimi

2013-01-01

The advent of faculty development centers that focus on the improvement of teaching skills and better understanding of student learning concepts dates back to the 1960s. These centers were initiated from a realization that the effectiveness of a faculty member resulted from growth and maturity over time and that certain support systems were…

Down with Walls, Up with Malls: Taking Classes to the Shopping Centers.

ERIC Educational Resources Information Center

Duerden, Noel H.

1980-01-01

Learn and Shop, a concept of offering university credit courses by university faculty in shopping centers which was developed by Indiana University-Purdue University in Indianapolis, is described. The Learn and Shop curriculum permits individuals to earn a two-year associate degree in liberal arts entirely at shopping centers. (MLW)

Assessing the Academic Medical Center as a Supportive Learning Community

ERIC Educational Resources Information Center

Gannon, Sam C.

2011-01-01

Academic medical centers are well-known for their emphasis on teaching, research and public service; however, like most large, bureaucratic organizations, they oftentimes suffer from an inability to learn as an organization. The role of the research administrator in the academic medical center has grown over time as the profession itself has…

Human Resource Building--An Approach to Service Learning

ERIC Educational Resources Information Center

Rajan, Sonika

2009-01-01

Background: Isabella Thoburn College at Lucknow, Uttar Pradesh, India has initiated Service Learning Program for its students through 4 issue based centers. One of the centers AIDS Awareness Center for Counseling, Education, and Training (AACCET) is in the field of HIV/AIDS. It follows 6 pronged approach to achieve its objectives and one of the…

Lessons Learned in Starting and Running a Neighborhood Networks Center.

ERIC Educational Resources Information Center

Department of Housing and Urban Development, Washington, DC.

This guide shares information about setting up and operating Neighborhood Networks centers. (These centers operate in Department of Housing and Urban Development-assisted or -insured housing nationwide to help low-income people boost their basic skills and find good jobs, learn to use computers and the Internet, run businesses, improve their…

Early Foreign Language Learning: The Biological Perspective.

ERIC Educational Resources Information Center

Peltzer-Karpf, Annemarie

A discussion of the biological and developmental issues in early second language learning first looks at psycholinguistic research on brain growth patterns and the relationship of first and second language learning. Focus is on three phenomena observed in the self-organization of living systems: selection of input data; organization of specialized…

Early Learning and Development: Cultural-Historical Concepts in Play

ERIC Educational Resources Information Center

Fleer, Marilyn

2010-01-01

"Early Learning and Development" provides a unique synthesis of cultural-historical theory from Vygotsky, Elkonin and Leontiev in the 20th century to the ground-breaking research of scholars such as Siraj-Blatchford, Kratsova and Hedegaard today. It demonstrates how development and learning are culturally embedded and institutionally defined, and…

Preventing Early Learning Failure.

ERIC Educational Resources Information Center

Sornson, Bob, Ed.

Noting that thousands of young children with the capacity to experience school success do not because they are unprepared for school learning activities, have experienced physical or emotional setbacks that cause them to be at risk for early learning failure, have never experienced limits on their behavior, or have mild sensory or motor deficits,…

A New Tool to Facilitate Learning Reading for Early Childhood

ERIC Educational Resources Information Center

Puspitasari, Cita; Subiyanto

2017-01-01

This paper proposes a new android application for early childhood learning reading. The description includes a design, development, and an evaluation experiment of an educational game for learning reading on android. Before developing the game, Unified Modeling Language (UML) diagrams, interfaces, animation, narrative or audio were designed.…

Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Maryland

ERIC Educational Resources Information Center

Race to the Top - Early Learning Challenge, 2016

2016-01-01

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Maryland's accomplishments, lessons learned, challenges, and strategies Maryland will implement to address those challenges. Maryland's remarkable progress in increasing participation in their tiered quality rating and improvement…

Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Vermont

ERIC Educational Resources Information Center

Race to the Top - Early Learning Challenge, 2016

2016-01-01

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Vermont's accomplishments, lessons learned, challenges, and strategies Vermont will implement to address those challenges. Vermont's remarkable progress in increasing participation in their tiered quality rating and improvement system,…

Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Pennsylvania

ERIC Educational Resources Information Center

Race to the Top - Early Learning Challenge, 2016

2016-01-01

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Pennsylvania's accomplishments, lessons learned, challenges, and strategies Pennsylvania will implement to address those challenges. Pennsylvania's remarkable progress in increasing participation in their tiered quality rating and…

Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Minnesota

ERIC Educational Resources Information Center

Race to the Top - Early Learning Challenge, 2016

2016-01-01

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Minnesota's accomplishments, lessons learned, challenges, and strategies Minnesota will implement to address those challenges. Minnesota's remarkable progress in increasing participation in their tiered quality rating and improvement…

Addressing Early Learning Standards for All Children within Blended Preschool Classrooms

ERIC Educational Resources Information Center

Grisham-Brown, Jennifer; Pretti-Frontczak, Kristie; Hawkins, Sarah R.; Winchell, Brooke N.

2009-01-01

Preschool teachers working in blended classrooms are faced with identifying which children need intensive instruction as well as being responsible for directly linking individualized learning outcomes with state or federal early learning standards. The series of studies presented were designed to illustrate how teachers working in blended…