Moral reasoning about great apes in research

NASA Astrophysics Data System (ADS)

Okamoto, Carol Midori

2006-04-01

This study explored how individuals (biomedical scientists, Great Ape Project activists, lay adults, undergraduate biology and environmental studies students, and Grade 12 and 9 biology students) morally judge and reason about using great apes in biomedical and language research. How these groups perceived great apes' mental capacities (e.g., pain, logical thinking) and how these perceptions related to their judgments were investigated through two scenarios. In addition, the kinds of informational statements (e.g., biology, economics) that may affect individuals' scenario judgments were investigated. A negative correlation was found between mental attributions and scenario judgments while no clear pattern occurred for the informational statements. For the biomedical scenario, all groups significantly differed in mean judgment ratings except for the biomedical scientists, GAP activists and Grade 9 students. For the language scenario, all groups differed except for the GAP activists, and undergraduate environmental studies and Grade 9 students. An in-depth qualitative analysis showed that although the biomedical scientists, GAP activists and Grade 9 students had similar judgments, they produced different mean percentages of justifications under four moral frameworks (virtue, utilitarianism, deontology, and welfare). The GAP activists used more virtue reasoning while the biomedical scientists and Grade 9 students used more utilitarian and welfare reasoning, respectively. The results are discussed in terms of developing environmental/humane education curricula.

More Than One Million Children Served: Reading Recovery Results, 2000-2001.

ERIC Educational Resources Information Center

Reading Recovery Council of North America, Columbus, OH.

A key premise of Reading Recovery is that early intervention in first grade is critical in long-term literacy achievement because the gap between lowest- and highest-achieving children is narrow in lower grades but widens in later elementary school. Reading Recovery closes this gap at the critical time in children's literacy learning before the…

Development of the literacy achievement gap: a longitudinal study of kindergarten through third grade.

PubMed

Foster, Wayne A; Miller, Merideth

2007-07-01

The major goal of this study was to specify the developmental trajectories for phonics and early text comprehension skills of children from kindergarten through third grade. Data from the Early Childhood Longitudinal Study (N = 12,261) were used in this study. The participants were divided into 3 school readiness groups based on an assessment of literacy skill development at the time of entrance into kindergarten. The different groups were tracked on phonics and text comprehension development through the third grade. Students in the average and high literacy readiness groups achieved high scores in decoding (phonics) by the end of the first grade. Students in the low readiness group did not match these scores until the third grade. Although the phonics gap was essentially closed in the third grade, a second, very significant text comprehension gap was exposed. The 3 readiness groups were analyzed to assess the relative contributions of parent education, income, and kindergarten literacy score to third-grade literacy achievement. The results of this study stress the need for speech-language pathologists to assess emergent literacy skills in their speech and language clients and to include appropriate literacy goals in the treatment regimen as a means for reducing the potential need for identification as learning disabled in reading in the later years of elementary school.

Is the Black-White Achievement Gap a Public Sector Effect? An Examination of Student Achievement in the Third Grade

ERIC Educational Resources Information Center

Simms, Kathryn

2012-01-01

Prior research has suggested private school education in middle school and high school as a solution for the Black-White achievement gap. However, more recent research calls this solution into question. Additionally, research increasingly implicates third grade as being of preeminent importance in driving students' subsequent academic achievement.…

Impact of grade separator on pedestrian risk taking behavior.

PubMed

Khatoon, Mariya; Tiwari, Geetam; Chatterjee, Niladri

2013-01-01

Pedestrians on Delhi roads are often exposed to high risks. This is because the basic needs of pedestrians are not recognized as a part of the urban transport infrastructure improvement projects in Delhi. Rather, an ever increasing number of cars and motorized two-wheelers encourage the construction of large numbers of flyovers/grade separators to facilitate signal free movement for motorized vehicles, exposing pedestrians to greater risk. This paper describes the statistical analysis of pedestrian risk taking behavior while crossing the road, before and after the construction of a grade separator at an intersection of Delhi. A significant number of pedestrians are willing to take risks in both before and after situations. The results indicate that absence of signals make pedestrians behave independently, leading to increased variability in their risk taking behavior. Variability in the speeds of all categories of vehicles has increased after the construction of grade separators. After the construction of the grade separator, the waiting time of pedestrians at the starting point of crossing has increased and the correlation between waiting times and gaps accepted by pedestrians show that after certain time of waiting, pedestrians become impatient and accepts smaller gap size to cross the road. A Logistic regression model is fitted by assuming that the probability of road crossing by pedestrians depends on the gap size (in s) between pedestrian and conflicting vehicles, sex, age, type of pedestrians (single or in a group) and type of conflicting vehicles. The results of Logistic regression explained that before the construction of the grade separator the probability of road crossing by the pedestrian depends on only the gap size parameter; however after the construction of the grade separator, other parameters become significant in determining pedestrian risk taking behavior. Copyright © 2012 Elsevier Ltd. All rights reserved.

Band gap grading and photovoltaic performance of solution-processed Cu(In,Ga)S2 thin-film solar cells.

PubMed

Sohn, So Hyeong; Han, Noh Soo; Park, Yong Jin; Park, Seung Min; An, Hee Sang; Kim, Dong-Wook; Min, Byoung Koun; Song, Jae Kyu

2014-12-28

The photophysical properties of CuInxGa1-xS2 (CIGS) thin films, prepared by solution-based coating methods, are investigated to understand the correlation between the optical properties of these films and the electrical characteristics of solar cells fabricated using these films. Photophysical properties, such as the depth-dependent band gap and carrier lifetime, turn out to be at play in determining the energy conversion efficiency of solar cells. A double grading of the band gap in CIGS films enhances solar cell efficiency, even when defect states disturb carrier collection by non-radiative decay. The combinational stacking of different density films leads to improved solar cell performance as well as efficient fabrication because a graded band gap and reduced shunt current increase carrier collection efficiency. The photodynamics of minority-carriers suggests that the suppression of defect states is a primary area of improvement in CIGS thin films prepared by solution-based methods.

Five Factors Leading to Deaf and Hard of Hearing Students' Success: Perspectives of a Veteran Teacher

ERIC Educational Resources Information Center

Metz, Kelly K.

2017-01-01

Educators of deaf and hard of hearing students must close the gap that too often exists between a student's grade level and his or her actual achievement. Delays in developing and using English can lead naturally to delays in overall academic performance, and sometimes the gap between the student's grade level and his or her academic performance…

Collegiate Grading Practices and the Gender Pay Gap.

ERIC Educational Resources Information Center

Dowd, Alicia C.

2000-01-01

Presents a theoretical analysis showing that relatively low grading quantitative fields and high grading verbal fields create a disincentive for college women to invest in quantitative study. Extends research by R. Sabot and J. Wakeman-Linn. Models pressures on grading practices using higher education production functions. (Author/SLD)

Closing the Gap: An Overview. The Achievement Gap: An Overview. Info Brief. Number 44

ERIC Educational Resources Information Center

Poliakoff, Anne Rogers

2006-01-01

Persistent gaps between the academic achievements of different groups of children are thoroughly documented by the U.S. National Assessment of Educational Progress and other statistical analyses of state assessments, grades, course selection, and dropout rates. Despite improvements in some years, the gap endures as a consistent and disturbing…

Design of phononic band gaps in functionally graded piezocomposite materials by using topology optimization

NASA Astrophysics Data System (ADS)

Vatanabe, Sandro L.; Silva, Emílio C. N.

2011-04-01

One of the properties of composite materials is the possibility of having phononic band gaps, within which sound and vibrations at certain frequencies do not propagate. These materials are called Phononic Crystals (PCs). PCs with large band gaps are of great interest for many applications, such as transducers, elastic/ acoustic filters, noise control, and vibration shields. Most of previous works concentrates on PCs made of elastic isotropic materials; however, band gaps can be enlarged by using non-isotropic materials, such as piezoelectric materials. Since the main property of PCs is the presence of band gaps, one possible way to design structures which have a desired band gap is through Topology Optimization Method (TOM). TOM is a computational technique that determines the layout of a material such that a prescribed objective is maximized. Functionally Graded Materials (FGM) are composite materials whose properties vary gradually and continuously along a specific direction within the domain of the material. One of the advantages of applying the FGM concept to TOM is that it is not necessary a discrete 0-1 result, once the material gradation is part of the solution. Therefore, the interpretation step becomes easier and the dispersion diagram obtained from the optimization is not significantly modified. In this work, the main objective is to optimize the position and width of piezocomposite materials band gaps. Finite element analysis is implemented with Bloch-Floquet theory to solve the dynamic behavior of two-dimensional functionally graded unit cells. The results demonstrate that phononic band gaps can be designed by using this methodology.

Evaluation of open-graded friction course mixture : technical assistance report.

DOT National Transportation Integrated Search

2004-10-01

Open-graded friction course (OGFC) is a porous, gap-graded, predominantly single size aggregate bituminous mixture that contains a high percentage of air voids. The high air void content and the open structure of this mix promote the effective draina...

Grade determination of crumb rubber-modified performance graded asphalt binder.

DOT National Transportation Integrated Search

2013-08-01

Due to particulates common in crumb rubber-modified asphalt binders, conventional PG grading using the Dynamic Shear Rheometer (DSR) with a gap height of 1.0 mm may not be valid and in accordance with current specifications. Asphalt binder testing an...

Grade determination of crumb rubber-modified performance graded asphalt binder.

DOT National Transportation Integrated Search

2013-08-01

Due to particulates common in crumb rubber-modified asphalt binders, conventional PG grading using the Dynamic : Shear Rheometer (DSR) with a gap height of 1.0 mm may not be valid and in accordance with current specifications. : Asphalt binder testin...

Patterns of Change in U.S. Gender Achievement Gaps during Elementary and Middle School

ERIC Educational Resources Information Center

Fahle, Erin

2016-01-01

Research on gender achievement gaps shows they exist, and are largest in the tails of the distribution, starting as early as Kindergarten and persisting through eighth grade. In mathematics, studies find small average gender achievement gaps and larger systematically male-favoring gaps among the highest achieving students. This paper seeks to…

Improvement of band gap profile in Cu(InGa)Se{sub 2} solar cells through rapid thermal annealing

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

Chen, D.S.; College of Mathematics and Physics, Shanghai University of Electric Power, Shanghai, 200090; Yang, J.

Highlights: • Proper RTA treatment can effectively optimize band gap profile to more expected level. • Inter-diffusion of atoms account for the improvement of the graded band gap profile. • The variation of the band gap profile created an absolute gain in the efficiency by 1.22%. - Abstract: In the paper, the effect of rapid thermal annealing on non-optimal double-graded band gap profiles was investigated by using X-ray photoelectron spectroscopy and capacitance–voltage measurement techniques. Experimental results revealed that proper rapid thermal annealing treatment can effectively improve band gap profile to more optimal level. The annealing treatment could not only reducemore » the values of front band gap and minimum band gap, but also shift the position of the minimum band gap toward front electrode and enter into space charge region. In addition, the thickness of Cu(InGa)Se{sub 2} thin film decreased by 25 nm after rapid thermal annealing treatment. All of these modifications were attributed to the inter-diffusion of atoms during thermal treatment process. Simultaneously, the variation of the band gap profile created an absolute gain in the efficiency by 1.22%, short-circuit current density by 2.16 mA/cm{sup 2} and filled factor by 3.57%.« less

Closing the Performance Gap: The Impact of the Early College High School Model on Underprepared Students

ERIC Educational Resources Information Center

Bernstein, Larry; Edmunds, Julie; Fesler, Lily

2014-01-01

Students entering high school in 9th grade face a formidable challenge. The transition to high school from 8th grade brings with it increased risks for all students. For example, students in 9th grade are anywhere from three to five times more likely to fail a class than students in any other grade. Similarly, ninth grade retention rates are…

Tunable graded rod laser assembly

NASA Technical Reports Server (NTRS)

AuYeung, John C. (Inventor)

1985-01-01

A tunable laser assembly including a pair of radially graded indexed optical segments aligned to focus the laser to form an external resonant cavity with an optical axis, the respective optical segments are retativity moveable along the optical axis and provide a variable et aion gap sufficient to permit variable tuning of the laser wavelength without altering the effective length of the resonant cavity. The gap also include a saturable absorbing material providing a passive mode-locking of the laser.

Grading Participation in College Courses: Instructor Attitudes and Practices

ERIC Educational Resources Information Center

Rogers, Susan L.

2011-01-01

An exploratory study was launched to redress a gap in the literature that is expressed as an assumption that "most" college instructors grade participation in undergraduate courses. A sample of 521 instructors at a large, northeastern public university was surveyed to assess their attitudes and practices in grading participation in…

Subgroup Achievement and Gap Trends: Idaho, 2010

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

This paper profiles the student subgroup achievement and gap trends in Idaho for 2010. Idaho showed improvement in reading and math in grade 8 at the basic, proficient, and advanced levels for Latino and white students, low income students, and boys and girls. The state has also made progress in narrowing achievement gaps between Latino and white…

Behaviors of Teachers and Their Students in Schools with and without an Achievement Gap: An Observational Study

ERIC Educational Resources Information Center

Ratcliff, Nancy J.; Carroll, Kimberly L.; Jones, Cathy R.; Costner, Richard H.; Sheehan, Heather C.; Hunt, Gilbert H.

2017-01-01

This research shares findings from a year-long observational study to determine if there were significant differences in the identified behaviors of teachers and students in fourth and seventh grade classrooms in schools with an achievement gap versus those with no achievement gap. Specific research questions addressed types of instructional…

The role of planning skills in the income-achievement gap.

PubMed

Crook, Stephen R; Evans, Gary W

2014-01-01

The pervasive income-achievement gap has been attributed in part to deficiencies in executive functioning (EF). The development of EF is related to children's planning ability, an aspect of development that has received little attention. Longitudinal data from the National Institute of Child Health and Human Development study of early child care show that early childhood poverty (1 and 24 months) is significantly related to fifth grade, math, and reading achievement (n = 1,009). The ability to plan in Grade 3, indexed by the Tower of Hanoi task, mediates the income-achievement gap in math and to a lesser extent in reading. IQ was incorporated as a statistical control throughout. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.

Do Gender and Physical Attractiveness Affect College Grades?

ERIC Educational Resources Information Center

Krawczyk, Michal

2018-01-01

In this study, data on grades awarded for bachelor and master theses at a large Polish university were used to identify possible discrimination on gender or physical attractiveness. The focus is on the gap between the grades awarded by the advisor (who knows the student personally) and the referee (who typically does not, so that gender is less…

End-of-Grade (EOG) Multiple-Choice Test Results, 2008-09. Measuring Up. E&R Report No. 10.12

ERIC Educational Resources Information Center

McMillen, Brad

2010-01-01

In 2008-09, results from End-of-Grade (EOG) reading and mathematics tests in WCPSS continued to demonstrate an upward trend across grade levels and student subgroups. Disaggregation of results by ethnicity, income level, disability status, and English proficiency status showed that achievement gaps between historically underperforming subgroups…

Tunneling calculations for GaAs-Al(x)Ga(1-x) as graded band-gap sawtooth superlattices. Thesis

NASA Technical Reports Server (NTRS)

Forrest, Kathrine A.; Meijer, Paul H. E.

1991-01-01

Quantum mechanical tunneling calculations for sawtooth (linearly graded band-gap) and step-barrier AlGaAs superlattices were performed by means of a transfer matrix method, within the effective mass approximation. The transmission coefficient and tunneling current versus applied voltage were computed for several representative structures. Particular consideration was given to effective mass variations. The tunneling properties of step and sawtooth superlattices show some qualitative similarities. Both structures exhibit resonant tunneling, however, because they deform differently under applied fields, the J-V curves differ.

Gender Gap Trends on Mathematics Exams Position Girls and Young Women for STEM Careers

ERIC Educational Resources Information Center

Beekman, John A.; Ober, David

2015-01-01

Nine years of results on 4.2 million of Indiana's Indiana Statewide Testing for Educational Progress (ISTEP) mathematics (math) exams (grades 3-10) taken after the implementation of No Child Left Behind have been used to determine gender gaps and their associated trends. Sociocultural factors were investigated by comparing math gender gaps and gap…

The Gender Gap in Student Engagement: The Role of Teachers' Autonomy Support, Structure, and Involvement

ERIC Educational Resources Information Center

Lietaert, Sofie; Roorda, Debora; Laevers, Ferre; Verschueren, Karine; De Fraine, Bieke

2015-01-01

Background: The gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap. Aims: This study investigated, for Dutch language classes, (1) how boys and…

The Black-White Test Score Gap through Third Grade. NBER Working Paper No. 11049

ERIC Educational Resources Information Center

Fryer, Roland G.; Levitt, Steven D.

2005-01-01

This paper describes basic facts regarding the black-white test score gap over the first four years of school. Black children enter school substantially behind their white counterparts in reading and math, but including a small number of covariates erases the gap. Over the first four years of school, however, blacks lose substantial ground…

Increasing Student Performance on the Independent School Entrance Exam (ISEE) Using the Gap Analysis Approach

ERIC Educational Resources Information Center

Sarshar, Shanon Etty

2013-01-01

Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this study examined the performance gap experienced by 6th grade students on the math sections of the ISEE (Independent School Entrance Exam). The purpose of the study was to identify and validate the knowledge, motivation, and organization causes of the students' low…

Decreasing the Gap: Understanding the Role of READ 180 in Helping to Decrease the Achievement Gap for Middle School Students

ERIC Educational Resources Information Center

Neubert, Emily Sarah

2017-01-01

As federal mandates continue to emphasize the use of standardized tests, academic research is needed to determine if reading intervention programs are helping to close the achievement gap between struggling readers and their grade level peers. Although previous research indicated that reading intervention can be an effective tool for increasing…

Altered glutamyl-aminopeptidase activity and expression in renal neoplasms

PubMed Central

2014-01-01

Background Advances in the knowledge of renal neoplasms have demonstrated the implication of several proteases in their genesis, growth and dissemination. Glutamyl-aminopeptidase (GAP) (EC. 3.4.11.7) is a zinc metallopeptidase with angiotensinase activity highly expressed in kidney tissues and its expression and activity have been associated wtih tumour development. Methods In this prospective study, GAP spectrofluorometric activity and immunohistochemical expression were analysed in clear-cell (CCRCC), papillary (PRCC) and chromophobe (ChRCC) renal cell carcinomas, and in renal oncocytoma (RO). Data obtained in tumour tissue were compared with those from the surrounding uninvolved kidney tissue. In CCRCC, classic pathological parameters such as grade, stage and tumour size were stratified following GAP data and analyzed for 5-year survival. Results GAP activity in both the membrane-bound and soluble fractions was sharply decreased and its immunohistochemical expression showed mild staining in the four histological types of renal tumours. Soluble and membrane-bound GAP activities correlated with tumour grade and size in CCRCCs. Conclusions This study suggests a role for GAP in the neoplastic development of renal tumours and provides additional data for considering the activity and expression of this enzyme of interest in the diagnosis and prognosis of renal neoplasms. PMID:24885240

The Operation of Grade Retention and Educational Inequality: Who Gets Retained in Macao and Why?

ERIC Educational Resources Information Center

Wong, Yi-Lee; Zhou, Yisu

2017-01-01

While the existence of a class, gender, or ethnic gap in educational attainment is well documented for many societies, how the practice of grade retention contributes to these patterns of educational inequality has been inadequately addressed. Given that grade retention is commonly practised in Macao, Macao is used as a case for illustration.…

Motivation: The Value of Developing Intrinsic Motivation in Elementary School Students in Grades Four through Six

ERIC Educational Resources Information Center

Gerstner, Gary M.

2017-01-01

This study sought to fill the gap in the literature concerning intrinsic motivation in elementary students in Grades 4-6 by examining 155 elementary school students and in-depth interviews with three elementary grade teachers. This study used data collected from the self-report survey called the Children's Academic Intrinsic Motivation Inventory…

Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology

PubMed Central

Harackiewicz, Judith M.; Canning, Elizabeth A.; Tibbetts, Yoi; Giffen, Cynthia J.; Blair, Seth S.; Rouse, Douglas I.; Hyde, Janet S.

2014-01-01

Many students start college intending to pursue a career in the biosciences, but too many abandon this goal because they struggle in introductory biology. Interventions have been developed to close achievement gaps for underrepresented minority students and women, but no prior research has attempted to close the gap for first-generation students, a population that accounts for nearly a fifth of college students. We report a values affirmation intervention conducted with 798 U.S. students (154 first-generation) in an introductory biology course for majors. For first-generation students, values affirmation significantly improved final course grades and retention in the second course in the biology sequence, as well as overall GPA for the semester. This brief intervention narrowed the achievement gap between first-generation and continuing generation students for course grades by 50% and increased retention in a critical gateway course by 20%. Our results suggest that educators can expand the pipeline for first-generation students to continue studying in the biosciences with psychological interventions. PMID:25049437

A theoretical study of heterojunction and graded band gap type solar cells

NASA Technical Reports Server (NTRS)

Chiang, J. P. C.; Hauser, J. R.

1979-01-01

The work performed concentrated on including multisun effects, high temperature effects, and electron irradiation effects into the computer analysis program for heterojunction and graded bandgap solar cells. These objectives were accomplished and the program is now available for such calculations.

Optically initiated silicon carbide high voltage switch

DOEpatents

Caporaso, George J [Livermore, CA; Sampayan, Stephen E [Manteca, CA; Sullivan, James S [Livermore, CA; Sanders,; David, M [Livermore, CA

2011-02-22

An improved photoconductive switch having a SiC or other wide band gap substrate material, such as GaAs and field-grading liners composed of preferably SiN formed on the substrate adjacent the electrode perimeters or adjacent the substrate perimeters for grading the electric fields.

Divergent Streams: Race-Gender Achievement Gaps at Selective Colleges and Universities.

PubMed

Massey, Douglas S; Probasco, Lierin

2010-03-01

In this paper, we extend previous research on racial performance gaps at 28 selective US colleges and universities by examining differences in grade achievement and graduate rates across race-gender categories. Using data from the National Longitudinal Survey of Freshmen, we show that black males, black females, and Hispanic males attain significantly lower grades than other race-gender groups, and that black males are 35% less likely to graduate on-time than other race-gender groups. Analyses consider an array of personal and institutional indicators of academic performance. Grades and graduation rates are improved by academic preparation (particularly high school GPA), scholarly effort, and, for graduation rates, membership in career-oriented or majority-white campus groups. Grade performance and graduation rates are undermined by a hostile racial climate on campus, family stress, and stereotype threat, all of which disproportionately affect minority students. We conclude with recommendations to college administrators for ways of selecting and supporting minority students to reduce differentials in academic achievement across race-gender groups.

Closing Achievement Gaps with a Utility-Value Intervention: Disentangling Race and Social Class

PubMed Central

Harackiewicz, Judith M.; Canning, Elizabeth A.; Tibbetts, Yoi; Priniski, Stacy J.; Hyde, Janet S.

2015-01-01

Many college students abandon their goal of completing a degree in STEM when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on race or social class, but have not examined how the two may be confounded and interact. This research therefore investigates the independent and interactive effects of race and social class as moderators of an intervention designed to promote performance, measured by grade in the course. In a double-blind randomized experiment conducted over four semesters of an introductory biology course (N = 1040), we tested the effectiveness of a utility-value intervention in which students wrote about the personal relevance of course material. The utility-value intervention was successful in reducing the achievement gap for FG-URM students by 61%: the performance gap for FG-URM students, relative to CG-Majority students, was large in the control condition, .84 grade points (d = .98), and the treatment effect for FG-URM students was .51 grade points (d = 0.55). The UV intervention helped students from all groups find utility value in the course content, and mediation analyses showed that the process of writing about utility value was particularly powerful for FG-URM students. Results highlight the importance of examining the independent and interactive effects of race and social class when evaluating interventions to close achievement gaps and the mechanisms through which they may operate. PMID:26524001

Using Real-Time Data and Corrective Teacher-Feedback as a Mechanism to Improve Children's Reading Skills: An Exploratory Study in the Millennium Village Site of Bonsaaso, Ghana

ERIC Educational Resources Information Center

Iyengar, Radhika; Muffly, Sarah; Akomaning-Mensah, Charles; Karim, Alia; Pokharel, Prabhas; Adeni, Sarayu

2016-01-01

Educational outcomes across multiple countries show large gaps between children's grade level curricular expectations and the actual learning levels of children. This paper discusses findings from an early grades literacy study and attempts to explore factors that potentially improve the English language learning results of Grades 3 and 4 learners…

The Effects of Teachers' Gender-Stereotypical Expectations on the Development of the Math Gender Gap

ERIC Educational Resources Information Center

Robinson, Joseph P.; Lubienski, Sarah T.; Copur, Yasemin

2011-01-01

Scholars have identified mathematics gender gaps favoring males as early as kindergarten or first grade, particularly at the top of the achievement distribution (Penner & Paret, 2008; Rathbun, West & Germino-Hausken, 2004; Robinson & Lubienski, 2011). These relatively small achievement disparities precede larger differences in…

Gender Gap Linked to Differential Socialization for High-Achieving Senior Mathematics Students.

ERIC Educational Resources Information Center

Campbell, James R.; Beaudry, Jeffrey S.

1998-01-01

Examined whether 11th-grade girls and boys enrolled in advanced mathematics courses nationwide were socialized in similar ways, using Campbell's differential socialization paradigm. Results uncovered a gender gap favoring boys. Self-imposed pressure and persistence had important direct effects on achievement. Self-concept had important direct…

Making the Grade

ERIC Educational Resources Information Center

Stewart, Pearl

2012-01-01

At San Diego State University, retention and graduation rates garner national attention. The author discusses SDSU's intensive efforts to improve its graduation and retention rates and to close the achievement gap. San Diego State has been lauded nationally for its success on closing the achievement gap. An article titled "Walking the Walk on…

Examining Multidimensional Middle Grade Outcomes after Early Elementary School Grade Retention

ERIC Educational Resources Information Center

Hwang, Sophia; Cappella, Elise; Schwartz, Kate

2016-01-01

Recently, researchers have begun to employ rigorous statistical methods and developmentally-informed theories to evaluate outcomes for students retained in non-kindergarten early elementary school. However, the majority of this research focuses on academic outcomes. Gaps remain regarding retention's effects on psychosocial outcomes important to…

Sexually Transmitted Infections and First Sexual Intercourse Age in Adolescents: The Nationwide Retrospective Cross-Sectional Study.

PubMed

Lee, Seo Yoon; Lee, Hyo Jung; Kim, Tae Kyoung; Lee, Sang Gyu; Park, Eun-Cheol

2015-12-01

Sexually transmitted infections (STIs) are major causes of medical and psychological problems globally, while adolescents in South Korea have recently shown rapid changes in sexual behaviors. We aimed to examine the association between the age of first sexual intercourse and the experience of STIs among adolescents. Additionally, in which specific time period would more likely to get infected from sexual intercourse. We used data from the 2007-2013 Korea Youth Risk Behavior Web-based Survey. Only adolescents with sexual intercourse experience (N = 22,381) were included, and multiple logistic regression analysis was performed. One dichotomized measure and one continuous measure were assessed: (i) STIs experience (defined as having had STIs); and (ii) association between STIs experience and absolute age gap (defined as temporal differences between secondary sexual character emergence age and first sexual intercourse age). Approximately 7.4% of boys and 7.5% of girls reported had STI. For both boys and girls, the chance of experiencing STIs increased as the age of first sexual intercourse decreased (boys: before elementary school [age 7 or under]: odds ratio [OR] = 10.81, first grade [age 7 or 8]: OR = 4.44, second grade [age 8 or 9]: OR = 8.90, fourth grade [age 10 or 11]: OR = 7.20, ninth grade [age 15 or 16]: OR = 2.31; girls: before elementary school: OR = 18.09, first grade: OR = 7.26, second grade: OR = 7.12, fourth grade: OR = 8.93, ninth grade: OR = 2.74). The association between the absolute age gap and STI experience was examined additionally (boys: OR = 0.93, girls: OR = 0.87). This study shows that earlier initiation of sexual intercourse increases the odds of experiencing STIs. Also as the age gap gets shorter, the odds of experiencing STIs increase. Our study suggests that it is important to consider the time period of first sexual intercourse and to reinforce a monitoring system along with the development of other preventive strategies. © 2015 International Society for Sexual Medicine.

A Capstone Project Using the Gap Analysis Model: Closing the College Readiness Gap for Latino English Language Learners with a Focus on College Affordability and Student Grades

ERIC Educational Resources Information Center

Kurland, Michael A. T.

2013-01-01

This capstone dissertation inquiry project focused on the underperformance of English language learners (ELLs) at a high school. The Clark and Estes' (2008) gap analysis model was the analytical framework used to conduct this inquiry. At the request of the school, the inquiry focus was on gaining a better understanding of the underachievement…

Barrier infrared detector

NASA Technical Reports Server (NTRS)

Ting, David Z. (Inventor); Khoshakhlagh, Arezou (Inventor); Soibel, Alexander (Inventor); Hill, Cory J. (Inventor); Gunapala, Sarath D. (Inventor)

2012-01-01

A superlattice-based infrared absorber and the matching electron-blocking and hole-blocking unipolar barriers, absorbers and barriers with graded band gaps, high-performance infrared detectors, and methods of manufacturing such devices are provided herein. The infrared absorber material is made from a superlattice (periodic structure) where each period consists of two or more layers of InAs, InSb, InSbAs, or InGaAs. The layer widths and alloy compositions are chosen to yield the desired energy band gap, absorption strength, and strain balance for the particular application. Furthermore, the periodicity of the superlattice can be "chirped" (varied) to create a material with a graded or varying energy band gap. The superlattice based barrier infrared detectors described and demonstrated herein have spectral ranges covering the entire 3-5 micron atmospheric transmission window, excellent dark current characteristics operating at least 150K, high yield, and have the potential for high-operability, high-uniformity focal plane arrays.

Minority Achievement Gaps in STEM: Findings of a Longitudinal Study of Project Excite

ERIC Educational Resources Information Center

Olszewski-Kubilius, Paula; Steenbergen-Hu, Saiying; Thomson, Dana; Rosen, Rhoda

2017-01-01

This longitudinal study examined the outcomes of Project Excite on reducing minority students' achievement gaps in STEM over 14 years. Project Excite was designed to provide intensive supplemental enrichment and accelerated programming for high-potential, underrepresented minority students from third through eighth grades to better prepare them…

Racial and Gender Gaps in Academic Achievement. Report Summary.

ERIC Educational Resources Information Center

Dulaney, Chuck; Banks, Karen

This report summarizes the level of academic achievement, and the extent of racial and gender gaps in that achievement, of students in North Carolina's Wake County Public School System (WCPSS). The comparison was conducted using 1993 End-of-Grade (EOG) tests; low income group EOG test performance; 1993 writing tests and high school writing…

Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies

ERIC Educational Resources Information Center

Gibson, Charles

2016-01-01

Despite a well-documented history of immigration in the United States of America and rise in population of students that speak a language other than English, academic achievement gaps between English Language Learners and their native English language speaking counterparts from Grades Pre-Kindergarten through the college/university level still…

Equal Knowledge Is the Strong Root of Democratic Egalitarianism

ERIC Educational Resources Information Center

Palumbo, Anthony; Levitt, Roberta

2011-01-01

This article considers how to bridge the achievement gap by showing that reading methodology influenced American educational philosophy, primary-grade curricula, and American schools. It considers the impact of the romantic movement on progressive education and notes that the current academic achievement gap has two roots. The first can be traced,…

Subgroup Achievement and Gap Trends: New Hampshire

ERIC Educational Resources Information Center

Center on Education Policy, 2009

2009-01-01

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

Understanding Science Achievement Gaps by Race/Ethnicity and Gender in Kindergarten and First Grade

ERIC Educational Resources Information Center

Curran, F. Chris; Kellogg, Ann T.

2016-01-01

Disparities in science achievement across race and gender have been well documented in secondary and postsecondary school; however, the science achievement gap in the early years of elementary school remains understudied. We present findings from the recently released Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 that…

Rural-Urban Gaps in Academic Achievement, Schooling Conditions, Student, and Teachers' Characteristics in Pakistan

ERIC Educational Resources Information Center

Tayyaba, Saadia

2012-01-01

Purpose: Recent educational research has demonstrated rural-urban gaps in achievement and schooling conditions. Evidence from developing countries is still sparse. This study seeks to report rural-urban disparities in achievement, student, teacher, and school characteristics based on a nationally representative sample of grade four students from…

Closing achievement gaps with a utility-value intervention: Disentangling race and social class.

PubMed

Harackiewicz, Judith M; Canning, Elizabeth A; Tibbetts, Yoi; Priniski, Stacy J; Hyde, Janet S

2016-11-01

Many college students abandon their goal of completing a degree in science, technology, engineering, or math (STEM) when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on race or social class, but have not examined how the 2 may be confounded and interact. This research therefore investigates the independent and interactive effects of race and social class as moderators of an intervention designed to promote performance, measured by grade in the course. In a double-blind randomized experiment conducted over 4 semesters of an introductory biology course (N = 1,040), we tested the effectiveness of a utility-value intervention in which students wrote about the personal relevance of course material. The utility-value intervention was successful in reducing the achievement gap for FG-URM students by 61%: the performance gap for FG-URM students, relative to continuing generation (CG)-Majority students, was large in the control condition, .84 grade points (d = .98), and the treatment effect for FG-URM students was .51 grade points (d = 0.55). The UV intervention helped students from all groups find utility value in the course content, and mediation analyses showed that the process of writing about utility value was particularly powerful for FG-URM students. Results highlight the importance of intersectionality in examining the independent and interactive effects of race and social class when evaluating interventions to close achievement gaps and the mechanisms through which they may operate. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Indigenous Students' Increasing Risk of Grade Repetition in Early Schooling

ERIC Educational Resources Information Center

Anderson, Robyn

2012-01-01

The current study considers grade repetition rates in the early years of school, Preparatory (Prep) to Year 3, in Queensland state schools, of which there is a significant gap in the Australian research literature. Data accessed from the Queensland Government's Department of Education and Training (DET), shows that particular groups of students…

Reduced recombination in a surface-sulfurized Cu(InGa)Se2 thin-film solar cell

NASA Astrophysics Data System (ADS)

Kim, Shinho; Nishinaga, Jiro; Kamikawa, Yukiko; Ishizuka, Shogo; Nagai, Takehiko; Koida, Takashi; Tampo, Hitoshi; Shibata, Hajime; Matsubara, Koji; Niki, Shigeru

2018-05-01

This study demonstrates surface sulfurization effects on Cu(InGa)Se2 (CIGSe) thin-film solar cells with a single back-graded band gap. Single back-graded CIGSe thin films were prepared via a three-stage process in a high-vacuum molecular beam epitaxial growth chamber and were subsequently annealed in a tube furnace under environmental conditions with H2S gas. After sulfurization, an ∼80- to ∼100-nm-thick CuIn(SSe)2 layer with significantly small Ga contents (CISSe:Ga) was formed on the CIGSe layer. The newly formed CISSe:Ga layer exhibited graded S contents from surface to bulk, thus resulting in a front-graded band gap. In addition, CISSe:Ga was covered with S-enriched CISSe region that was extended from the surface to a depth of a few nm and was depleted of Ga. A device with the sulfurized CIGSe showed reduced recombination at the buffer–absorber interface, in space-charge region and in bulk. Consequently, the open circuit voltage increased from 0.58 V (in the non-sulfurized case) to 0.66 V, and the conversion efficiency improved from 15.5 to 19.4%. This large improvement is caused by the front graded band gap at the surface and the hole-blocking barrier, which suppress recombination at the CdS/CISSe:Ga interface. In addition, sulfurization followed by KF post-deposition treatment (PDT) increased the efficiency to 20.1%. Compared to the untreated sulfurized device, the KF-PDT device delivered an increased carrier lifetime and reduced the recombination in bulk probably because the defects were passivated by the K, which penetrated into the bulk region.

Predictors and Outcomes of Early vs. Later English Language Proficiency Among English Language Learners

PubMed Central

Halle, Tamara; Hair, Elizabeth; Wandner, Laura; McNamara, Michelle; Chien, Nina

2011-01-01

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children’s growth and development. PMID:22389551

Understanding the Gender Gap in Introductory Physics

NASA Astrophysics Data System (ADS)

Finkelstein, Noah; Kost, Lauren; Pollock, Steven

2008-04-01

While it has been suggested interactive engagement (IE) techniques can eliminate the gender gap (the difference in performance between men and women on measures of conceptual learning), we find that, at our institution, the gender gap persisted from pre to posttest in IE classes (Pollock, Physical Review: ST PER. 3, 010107, 2007). This talk reports on a three-part follow-up study that investigates what factors contribute to the gender gap. First, we analyze student grades in different components of the course and find that men and women's course grades are not significantly different (p>0.1), but men outscore women on exams and women outscore men on homework and participation. Second, we compare average posttest scores of men and women who score similarly on the pretest and find that there are no significant differences between men and women's average posttest scores. Finally, we analyze other factors in addition to the pretest score that could influence the posttest score and find that gender does not account for a majorportion of the variation in posttest scores when a measure of mathematics performance is included. These findings indicate that the gender gap exists in interactive physics classes, but may be due in large part to differences in preparation, background, and math skills as assessed by traditional survey instruments.

Challenges and Gaps in Children's Transition from Early Childhood Development to Grade One in Zimbabwe

ERIC Educational Resources Information Center

Chikwiri, E.; Musiyiwa, J.

2017-01-01

The study focused on challenges and gaps faced by children during the transition period from early childhood development (ECD) to primary education and possible solutions to them. It adopted the qualitative methodological approach through the use of Focus Group Discussions with councillors, education officials, child care workers, chiefs, parents…

Using Higher Order Cognitive Questions in the Primary Classroom To Improve Comprehension.

ERIC Educational Resources Information Center

Coolidge, Susan W.

A teaching team leader and second grade teacher designed and implemented a 10-week practicum intervention meant to improve the inferential comprehension of 105 second graders whose reading scores on the Ginn Mastery Tests revealed a gap between inferential and literal comprehension. It was reasoned that the gap would decrease if teachers were…

Single Sex Math Classes: What and for Whom? One School's Experiences.

ERIC Educational Resources Information Center

Durost, Richard A.

1996-01-01

Presque Isle (Maine) High School has offered a section of all-girls algebra for seven years. The intent was to narrow the gap between 11th-grade boys' and girls' math achievement scores and create a more comfortable learning atmosphere for girls. The achievement score gap has decreased from 72 to 16 points. (MLH)

Subgroup Achievement and Gap Trends: New Hampshire, 2010

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

This paper profiles the student subgroup achievement and gap trends in New Hampshire for 2010. New Hampshire's demographic profile is such that, with the exception of Latino students at the elementary level, there are fewer than 500 students in the racial/ethnic subgroups at the various grade levels, and therefore these groups are too small to…

Bridging the Rural-Urban Literacy Gap in China: A Mediation Analysis of Family Effects

ERIC Educational Resources Information Center

Wang, Jingying; Li, Hui; Wang, Dan

2018-01-01

This study examines the effects of family involvement on the literacy gap between rural and urban Chinese primary students via mediation analysis. Altogether, 1080 students in Grades 1, 3, and 5 were randomly sampled from three urban and three rural primary schools from Shandong and Guizhou Provinces, representing eastern and western China,…

Subgroup Achievement and Gap Trends: Hawaii

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

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

Social Support and Socioeconomic Status Predict Secondary Students' Grades and Educational Plans Indifferently across Immigrant Group and Gender

ERIC Educational Resources Information Center

Ulriksen, Robin; Sagatun, Åse; Zachrisson, Henrik Daae; Waaktaar, Trine; Lervåg, Arne Ola

2015-01-01

Social support and socioeconomic status (SES) have received considerable attention in explaining academic achievement and the achievement gap between students with ethic majority and immigrant background, and between boys and girls. Using a Structural Equation Modeling approach we examine (1) if there exist a gap in school achievements between…

Analyzing Performance by Grade 10 Hispanic High School Students on the Massachusetts State Assessment. Issues & Answers. REL 2009-No. 071

ERIC Educational Resources Information Center

Sanchez, Maria Teresa; Ehrlich, Stacy; Midouhas, Emily; O'Dwyer, Laura

2009-01-01

Massachusetts policymakers recently expressed a desire to better understand Hispanic student achievement patterns in their state. Scores on the Massachusetts Comprehensive Assessment System (MCAS) tests have consistently revealed a gap in performance between Hispanic students and students from other subgroups, a gap corresponding to national…

The Impact of Single-Gender Classrooms on Student Achievement in Seventh Grade Math Classes

ERIC Educational Resources Information Center

Sutton, Antwon M.

2009-01-01

A mathematics achievement gap exists between males and females. The measurement of achievement was compared between single-gender and traditional classroom students in the 7th grade to assess whether or not a single-gender environment affected their scores. The Measures of Academic Progress (MAP) state assessment served as the data collection…

Benefits of Repeated Reading Intervention for Low-Achieving Fourth- and Fifth-Grade Students

ERIC Educational Resources Information Center

Vadasy, Patricia F.; Sanders, Elizabeth A.

2008-01-01

Many students have difficulty achieving reading fluency, and nearly half of fourth graders are not fluent readers in grade-level texts. Intensive and focused reading practice is recommended to help close the gap between students with poor fluency and their average reading peers. In this study, the "Quick Reads" fluency program was used…

Algebra I Achievement of Eighth Grade Mexican American Students Using Cooperative Learning versus Traditional Instruction

ERIC Educational Resources Information Center

Bunrasi, John Bosco Tuptip

2012-01-01

The purpose of this study was to examine constructivist-based algebra lessons and a cooperative construct to address the achievement gap between White (non-Hispanic) and Mexican American 8th grade students at a southern California middle school. The lessons were designed to facilitate social interdependence which promoted peer-to-peer interaction…

Descending the Tower: Lessons Learned in a First Grade Classroom.

ERIC Educational Resources Information Center

Ford, Michael P.

In light of concerns that previous staff development projects did not truly capture life in the classroom, and that there may be a gap between one's previous elementary and current university teaching experiences, a teacher educator used a semester sabbatical to shadow six first-grade teachers in order to inform thinking and practice in teaching…

Transition Points for the Gender Gap in Computer Enjoyment

ERIC Educational Resources Information Center

Christensen, Rhonda; Knezek, Gerald; Overall, Theresa

2005-01-01

Data gathered from 10,000 Texas public school students in Grades 3-12 over the years 2000, 2001, 2002, and 2005 were analyzed to replicate findings first discovered as a byproduct of evaluation of a large scale U.S. Department of Education Technology Innovation Challenge Grant. Initial findings were that girls in Grades 4 and 5 reported enjoying…

Engineering Design Processes in Seventh-Grade Classrooms: Bridging the Engineering Education Gap

ERIC Educational Resources Information Center

English, Lyn D.; Hudson, Peter B.; Dawes, Les

2012-01-01

This paper reports on some findings from the first year of a three-year longitudinal study, in which seventh- to ninth-graders were introduced to engineering education. Specifically, the paper addresses students' responses to an initial design activity involving bridge construction, which was implemented at the end of seventh grade. This paper…

Using GRADE as a framework to guide research on the sexual and reproductive health and rights (SRHR) of women living with HIV - methodological opportunities and challenges.

PubMed

Siegfried, Nandi; Narasimhan, Manjulaa; Kennedy, Caitlin E; Welbourn, Alice; Yuvraj, Anandi

2017-09-01

In March 2016, WHO reviewed evidence to develop global recommendations on the sexual and reproductive health and rights (SRHR) of women living with HIV. Systematic reviews and a global survey of women living with HIV informed the guideline development decision-making process. New recommendations covered abortion, Caesarean section, safe disclosure, and empowerment and self-efficacy interventions. Identification of key research gaps is part of the WHO guidelines development process, but consistent methods to do so are lacking. Our method aimed to ensure consistency and comprised the systematic application of a framework based on GRADE (Grading of Recommendations, Assessment, Development and Evaluation) to the process. The framework incorporates the strength and quality rating of recommendations and the priorities reported by women in the survey to inform research prioritisation. For each gap, we also articulated: (1) the most appropriate and robust study design to answer the question; (2) alternative pragmatic designs if the ideal design is not feasible; and (3) the methodological challenges facing researchers through identifying potential biases. We found 12 research gaps and identified five appropriate study designs to address the related questions: (1) Cross-sectional surveys; (2) Qualitative interview-driven studies; (3) Registries; (4) Randomised controlled trials; and (5) Medical record audit. Methodological challenges included selection, recruitment, misclassification, measurement and contextual biases, and confounding. In conclusion, a framework based on GRADE can provide a systematic approach to identifying research gaps from a WHO guideline. Incorporation of the priorities of women living with HIV into the framework systematically ensures that women living with HIV can shape future policy decisions affecting their lives. Implementation science and participatory research are appropriate over-arching approaches to enhance uptake of interventions and to ensure inclusion of women living with HIV at all stages of the research process.

Can mixed assessment methods make biology classes more equitable?

PubMed

Cotner, Sehoya; Ballen, Cissy J

2017-01-01

Many factors have been proposed to explain the attrition of women in science, technology, engineering and math fields, among them the lower performance of women in introductory courses resulting from deficits in incoming preparation. We focus on the impact of mixed methods of assessment, which minimizes the impact of high-stakes exams and rewards other methods of assessment such as group participation, low-stakes quizzes and assignments, and in-class activities. We hypothesized that these mixed methods would benefit individuals who otherwise underperform on high-stakes tests. Here, we analyze gender-based performance trends in nine large (N > 1000 students) introductory biology courses in fall 2016. Females underperformed on exams compared to their male counterparts, a difference that does not exist with other methods of assessment that compose course grade. Further, we analyzed three case studies of courses that transitioned their grading schemes to either de-emphasize or emphasize exams as a proportion of total course grade. We demonstrate that the shift away from an exam emphasis consequently benefits female students, thereby closing gaps in overall performance. Further, the exam performance gap itself is reduced when the exams contribute less to overall course grade. We discuss testable predictions that follow from our hypothesis, and advocate for the use of mixed methods of assessments (possibly as part of an overall shift to active learning techniques). We conclude by challenging the student deficit model, and suggest a course deficit model as explanatory of these performance gaps, whereby the microclimate of the classroom can either raise or lower barriers to success for underrepresented groups in STEM.

Can mixed assessment methods make biology classes more equitable?

PubMed Central

Ballen, Cissy J.

2017-01-01

Many factors have been proposed to explain the attrition of women in science, technology, engineering and math fields, among them the lower performance of women in introductory courses resulting from deficits in incoming preparation. We focus on the impact of mixed methods of assessment, which minimizes the impact of high-stakes exams and rewards other methods of assessment such as group participation, low-stakes quizzes and assignments, and in-class activities. We hypothesized that these mixed methods would benefit individuals who otherwise underperform on high-stakes tests. Here, we analyze gender-based performance trends in nine large (N > 1000 students) introductory biology courses in fall 2016. Females underperformed on exams compared to their male counterparts, a difference that does not exist with other methods of assessment that compose course grade. Further, we analyzed three case studies of courses that transitioned their grading schemes to either de-emphasize or emphasize exams as a proportion of total course grade. We demonstrate that the shift away from an exam emphasis consequently benefits female students, thereby closing gaps in overall performance. Further, the exam performance gap itself is reduced when the exams contribute less to overall course grade. We discuss testable predictions that follow from our hypothesis, and advocate for the use of mixed methods of assessments (possibly as part of an overall shift to active learning techniques). We conclude by challenging the student deficit model, and suggest a course deficit model as explanatory of these performance gaps, whereby the microclimate of the classroom can either raise or lower barriers to success for underrepresented groups in STEM. PMID:29281676

Patterns and Trends in Achievement Gaps in Malaysian Secondary Schools (1999-2011): Gender, Ethnicity, and Socioeconomic Status

ERIC Educational Resources Information Center

Saw, Guan Kung

2016-01-01

Educational inequality is a highly debated yet empirically understudied topic in Malaysia. This paper examines the patterns and trends of academic achievement gaps by student social groups in Malaysia, drawing upon nationally representative data for the most recent four cohorts (1999, 2003, 2007, and 2011) of eighth-grade Malaysian students from…

The Teachers' Perspectives on Effective Strategies for African American Students Embedded in the GO Math Program

ERIC Educational Resources Information Center

Sumter, Jeremiah, Jr.

2016-01-01

Research and history has demonstrated the overwhelming disparity and gap of mathematical achievement between African Americans and their White counterparts. According to the National Assessment of Educational Progress (NAEP), the achievement gap on a national level is prevalent. The USA jurisdiction has Black 8th grade math students results at 12%…

Bridging the Numeracy Gap for Students in Low SES Communities: The Power of a Whole School Approach

ERIC Educational Resources Information Center

Gervasoni, Ann; Parish, Linda; Upton, Cait; Hadden, Teresa; Turkenburg, Kathie; Bevan, Kate; Livesey, Carole; Thompson, Deirdre; Croswell, Melissa; Southwell, Julie

2010-01-01

This paper explores the impact of the "Bridging the Numeracy Gap Project" on the whole-number learning of Prep and Grade 1 students living in a low Socio-Economic Status (SES) community. The findings suggest that an approach that includes a specialist mathematics teacher who provides specialised programs for mathematically vulnerable…

From Noncompetence to Exceptional Talent: Exploring the Range of Academic Achievement within and between Grade Levels

ERIC Educational Resources Information Center

Gagne, Francoys

2005-01-01

This article analyzes the magnitude of individual differences in academic achievement and their growth over the first 9 years of schooling. The author anchors the widening-gap phenomenon on the theoretical recognition of large individual differences in learning pace, which logically leads over time to an increasing gap in knowledge and skills…

A Test of Leading Explanations for the College Racial-Ethnic Achievement Gap: Evidence from a Longitudinal Case Study

ERIC Educational Resources Information Center

Martin, Nathan D.; Spenner, Kenneth I; Mustillo, Sarah A.

2017-01-01

In this study, we examined racial/ethnic differences in grade point average (GPA) among students at a highly selective, private university who were surveyed before matriculation and during the first, second and fourth college years, and assessed prominent explanations for the Black-White and Latino-White college achievement gap. We found that…

An Investigation on a Crystalline-Silicon Solar Cell with Black Silicon Layer at the Rear.

PubMed

Zhou, Zhi-Quan; Hu, Fei; Zhou, Wen-Jie; Chen, Hong-Yan; Ma, Lei; Zhang, Chi; Lu, Ming

2017-12-15

Crystalline-Si (c-Si) solar cell with black Si (b-Si) layer at the rear was studied in order to develop c-Si solar cell with sub-band gap photovoltaic response. The b-Si was made by chemical etching. The c-Si solar cell with b-Si at the rear was found to perform far better than that of similar structure but with no b-Si at the rear, with the efficiency being increased relatively by 27.7%. This finding was interesting as b-Si had a large specific surface area, which could cause high surface recombination and degradation of solar cell performance. A graded band gap was found to form at the rear of the c-Si solar cell with b-Si layer at the rear. This graded band gap tended to expel free electrons away from the rear, thus reducing the probability of electron-hole recombination at b-Si and improving the performance of c-Si solar cell.

Teacher expectations, classroom context, and the achievement gap.

PubMed

McKown, Clark; Weinstein, Rhona S

2008-06-01

In two independent datasets with 1872 elementary-aged children in 83 classrooms, Studies 1 and 2 examined the role of classroom context in moderating the relationship between child ethnicity and teacher expectations. For Study 1 overall and Study 2 mixed-grade classrooms, in ethnically diverse classrooms where students reported high levels of differential teacher treatment (PDT) towards high and low achieving students, teacher expectations of European American and Asian American students were between .75 and 1.00 standard deviations higher than teacher expectations of African American and Latino students with similar records of achievement. In highly diverse low-PDT classrooms in Study 1 and highly diverse low-PDT mixed-grade classrooms in Study 2, teachers held similar expectations for all students with similar records of achievement. Study 3 estimated the contribution of teacher expectations to the year-end ethnic achievement gap in high- and low-bias classrooms. In high-bias classrooms, teacher expectancy effects accounted for an average of .29 and up to .38 standard deviations of the year-end ethnic achievement gap.

Stakeholders' Perceptions on Mandated Student Retention in Early Childhood

ERIC Educational Resources Information Center

Mankins, Jennifer K.

2018-01-01

Reading is one of the primary goals of the early elementary grades. When students start to struggle with this complex skill, educators and parents search for solutions to rectify quickly mounting gaps before a child falls too far behind. In the State of Oklahoma, lawmakers have passed a law requiring mandatory 3rd grade retention for students who…

Assessing Equity beyond Knowledge- and Skills-Based Outcomes: A Comparative Ethnography of Two Fourth-Grade Reform-Based Science Classrooms

ERIC Educational Resources Information Center

Carlone, Heidi B.; Haun-Frank, Julie; Webb, Angela

2011-01-01

When evaluating equity, researchers often look at the "achievement gap." Privileging knowledge and skills as primary outcomes of science education misses other, more subtle, but critical, outcomes indexing inequitable science education. In this comparative ethnography, we examined what it meant to "be scientific" in two fourth-grade classes taught…

Development of the Literacy Achievement Gap: A Longitudinal Study of Kindergarten through Third Grade

ERIC Educational Resources Information Center

Foster, Wayne A.; Miller, Merideth

2007-01-01

Purpose: The major goal of this study was to specify the developmental trajectories for phonics and early text comprehension skills of children from kindergarten through third grade. Method: Data from the Early Childhood Longitudinal Study (N = 12,261) were used in this study. The participants were divided into 3 school readiness groups based on…

Direct band gap measurement of Cu(In,Ga)(Se,S){sub 2} thin films using high-resolution reflection electron energy loss spectroscopy

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

Heo, Sung; College of Information and Communication Engineering, Sungkyunkwan University, Cheoncheon-dong 300, Jangan-gu, Suwon 440-746; Lee, Hyung-Ik

2015-06-29

To investigate the band gap profile of Cu(In{sub 1−x},Ga{sub x})(Se{sub 1−y}S{sub y}){sub 2} of various compositions, we measured the band gap profile directly as a function of in-depth using high-resolution reflection energy loss spectroscopy (HR-REELS), which was compared with the band gap profile calculated based on the auger depth profile. The band gap profile is a double-graded band gap as a function of in-depth. The calculated band gap obtained from the auger depth profile seems to be larger than that by HR-REELS. Calculated band gaps are to measure the average band gap of the spatially different varying compositions with respectmore » to considering its void fraction. But, the results obtained using HR-REELS are to be affected by the low band gap (i.e., out of void) rather than large one (i.e., near void). Our findings suggest an analytical method to directly determine the band gap profile as function of in-depth.« less

An Examination of the Achievement Gap and School A-F Letter Grades in a Southwest County in the United States

ERIC Educational Resources Information Center

Jacobson, Jason A.

2016-01-01

Research has suggested the "No Child Left Behind Act" passed in 2001 has resulted in narrowed curriculum and a failed attempt at its primary objective to close the achievement gap. Understanding changes that have occurred in student achievement from 2011 to 2014 of the NCLB requirements is the focus of this quantitative ex-post facto…

Tackling the Achievement Gap Head on: A Background and Discussion Paper for Community Groups Interested in Helping All Children Succeed in School

ERIC Educational Resources Information Center

Mueller, Dan

2005-01-01

The achievement gap is clearly visible throughout the school years, from grade-school test scores through high school graduation and higher education. It divides American Indian, Asian, Black, Latino, and White students, and it divides the economically advantaged from the disadvantaged regardless of their race/ethnicity. Under the federal No Child…

Instructional Factors that Contribute to Achievement in Reading for African American Male Students in Grades K-5 in an Urban School in Georgia

ERIC Educational Resources Information Center

Robinson, Isaac, III

2010-01-01

According to the National Assessment of Educational Progress, reading skills for African American male students in Grades 4 and 8 have improved over the past decade. However, a significant reading achievement gap still exists between African American male students and their European American counterparts. The purpose, as well as the central…

GaAsP on GaP top solar cells

NASA Technical Reports Server (NTRS)

Mcneely, J. B.; Negley, G. H.; Barnett, A. M.

1985-01-01

GaAsP on GaP top solar cells as an attachment to silicon bottom solar cells are being developed. The GaAsP on GaP system offers several advantages for this top solar cell. The most important is that the gallium phosphide substrate provides a rugged, transparent mechanical substrate which does not have to be removed or thinned during processing. Additional advantages are that: (1) gallium phosphide is more oxidation resistant than the III-V aluminum compounds, (2) a range of energy band gaps higher than 1.75 eV is readily available for system efficiency optimization, (3) reliable ohmic contact technology is available from the light-emitting diode industry, and (4) the system readily lends itself to graded band gap structures for additional increases in efficiency.

Examining the Effects of READ 180 with Sixth Grade Students in a Southwest United States School District Based on a Formative Assessment--Measures of Academic Progress--and Its Impact on Leadership Decisions

ERIC Educational Resources Information Center

Davis, Daniel A.

2012-01-01

An achievement gap in reading existed in a Southwest United States school district with Hispanic, economically disadvantaged, English Language Learners (ELLs), and special education sixth grade students based on Measures of Academic Progress data. This study investigated the effectiveness of the "READ 180" reading intervention program…

The Impact of Online and Traditional Homework on the Attitudes, Achievement, and Learning Styles of Sixth Grade Language Arts Students

ERIC Educational Resources Information Center

Nordstrom, Hope McGee

2012-01-01

The purpose of this study was to examine the use of online homework as one way to bridge the gap between how students live and the diverse ways they learn by focusing on the attitudes, academic achievement, and learning styles of sixth grade language arts students. Students in the treatment group completed online homework, while the control group…

Upping the Ante of Text Complexity in the Common Core State Standards: Examining Its Potential Impact on Young Readers

ERIC Educational Resources Information Center

Hiebert, Elfrieda H.; Mesmer, Heidi Anne E.

2013-01-01

The Common Core Standards for the English Language Arts (CCSS) provide explicit guidelines matching grade-level bands (e.g., 2-3, 4-5) with targeted text complexity levels. The CCSS staircase accelerates text expectations for students across Grades 2-12 in order to close a gap in the complexity of texts typically used in high school and those of…

Closing the social-class achievement gap: a difference-education intervention improves first-generation students' academic performance and all students' college transition.

PubMed

Stephens, Nicole M; Hamedani, MarYam G; Destin, Mesmin

2014-04-01

College students who do not have parents with 4-year degrees (first-generation students) earn lower grades and encounter more obstacles to success than do students who have at least one parent with a 4-year degree (continuing-generation students). In the study reported here, we tested a novel intervention designed to reduce this social-class achievement gap with a randomized controlled trial (N = 168). Using senior college students' real-life stories, we conducted a difference-education intervention with incoming students about how their diverse backgrounds can shape what they experience in college. Compared with a standard intervention that provided similar stories of college adjustment without highlighting students' different backgrounds, the difference-education intervention eliminated the social-class achievement gap by increasing first-generation students' tendency to seek out college resources (e.g., meeting with professors) and, in turn, improving their end-of-year grade point averages. The difference-education intervention also improved the college transition for all students on numerous psychosocial outcomes (e.g., mental health and engagement).

Daily online testing in large classes: boosting college performance while reducing achievement gaps.

PubMed

Pennebaker, James W; Gosling, Samuel D; Ferrell, Jason D

2013-01-01

An in-class computer-based system, that included daily online testing, was introduced to two large university classes. We examined subsequent improvements in academic performance and reductions in the achievement gaps between lower- and upper-middle class students in academic performance. Students (N = 901) brought laptop computers to classes and took daily quizzes that provided immediate and personalized feedback. Student performance was compared with the same data for traditional classes taught previously by the same instructors (N = 935). Exam performance was approximately half a letter grade above previous semesters, based on comparisons of identical questions asked from earlier years. Students in the experimental classes performed better in other classes, both in the semester they took the course and in subsequent semester classes. The new system resulted in a 50% reduction in the achievement gap as measured by grades among students of different social classes. These findings suggest that frequent consequential quizzing should be used routinely in large lecture courses to improve performance in class and in other concurrent and subsequent courses.

Recursive processes in self-affirmation: intervening to close the minority achievement gap.

PubMed

Cohen, Geoffrey L; Garcia, Julio; Purdie-Vaughns, Valerie; Apfel, Nancy; Brzustoski, Patricia

2009-04-17

A 2-year follow-up of a randomized field experiment previously reported in Science is presented. A subtle intervention to lessen minority students' psychological threat related to being negatively stereotyped in school was tested in an experiment conducted three times with three independent cohorts (N = 133, 149, and 134). The intervention, a series of brief but structured writing assignments focusing students on a self-affirming value, reduced the racial achievement gap. Over 2 years, the grade point average (GPA) of African Americans was, on average, raised by 0.24 grade points. Low-achieving African Americans were particularly benefited. Their GPA improved, on average, 0.41 points, and their rate of remediation or grade repetition was less (5% versus 18%). Additionally, treated students' self-perceptions showed long-term benefits. Findings suggest that because initial psychological states and performance determine later outcomes by providing a baseline and initial trajectory for a recursive process, apparently small but early alterations in trajectory can have long-term effects. Implications for psychological theory and educational practice are discussed.

Gap junctions modulate glioma invasion by direct transfer of microRNA.

PubMed

Hong, Xiaoting; Sin, Wun Chey; Harris, Andrew L; Naus, Christian C

2015-06-20

The invasiveness of high-grade glioma is the primary reason for poor survival following treatment. Interaction between glioma cells and surrounding astrocytes are crucial to invasion. We investigated the role of gap junction mediated miRNA transfer in this context. By manipulating gap junctions with a gap junction inhibitor, siRNAs, and a dominant negative connexin mutant, we showed that functional glioma-glioma gap junctions suppress glioma invasion while glioma-astrocyte and astrocyte-astrocyte gap junctions promote it in an in vitro transwell invasion assay. After demonstrating that glioma-astrocyte gap junctions are permeable to microRNA, we compared the microRNA profiles of astrocytes before and after co-culture with glioma cells, identifying specific microRNAs as candidates for transfer through gap junctions from glioma cells to astrocytes. Further analysis showed that transfer of miR-5096 from glioma cells to astrocytes is through gap junctions; this transfer is responsible, in part, for the pro-invasive effect. Our results establish a role for glioma-astrocyte gap junction mediated microRNA signaling in modulation of glioma invasive behavior, and that gap junction coupling among astrocytes magnifies the pro-invasive signaling. Our findings reveal the potential for therapeutic interventions based on abolishing alteration of stromal cells by tumor cells via manipulation of microRNA and gap junction channel activity.

Gap junctions modulate glioma invasion by direct transfer of microRNA

PubMed Central

Hong, Xiaoting; Sin, Wun Chey; Harris, Andrew L.; Naus, Christian C.

2015-01-01

The invasiveness of high-grade glioma is the primary reason for poor survival following treatment. Interaction between glioma cells and surrounding astrocytes are crucial to invasion. We investigated the role of gap junction mediated miRNA transfer in this context. By manipulating gap junctions with a gap junction inhibitor, siRNAs, and a dominant negative connexin mutant, we showed that functional glioma-glioma gap junctions suppress glioma invasion while glioma-astrocyte and astrocyte-astrocyte gap junctions promote it in an in vitro transwell invasion assay. After demonstrating that glioma-astrocyte gap junctions are permeable to microRNA, we compared the microRNA profiles of astrocytes before and after co-culture with glioma cells, identifying specific microRNAs as candidates for transfer through gap junctions from glioma cells to astrocytes. Further analysis showed that transfer of miR-5096 from glioma cells to astrocytes is through gap junctions; this transfer is responsible, in part, for the pro-invasive effect. Our results establish a role for glioma-astrocyte gap junction mediated microRNA signaling in modulation of glioma invasive behavior, and that gap junction coupling among astrocytes magnifies the pro-invasive signaling. Our findings reveal the potential for therapeutic interventions based on abolishing alteration of stromal cells by tumor cells via manipulation of microRNA and gap junction channel activity. PMID:25978028

Lorelle Mansfield, Ph.D. | NREL

Science.gov Websites

)Se2 (CIGS) thin films for photovoltaic applications. In particular, she is developing rapid two-step content, and band gap grading. While at NREL, she has also deposited CIGS on novel substrates using low

Secondary prevention of work-related disability in nonspecific low back pain: does problem-solving therapy help? A randomized clinical trial.

PubMed

van den Hout, Johanna H C; Vlaeyen, Johan W S; Heuts, Peter H T G; Zijlema, Johan H L; Wijnen, Joseph A G

2003-01-01

Given the individual and economic burden of chronic work disability in low back pain patients, there is a need for effective preventive interventions. The aim of the present study was to investigate whether problem-solving therapy had a supplemental value when added to behavioral graded activity, regarding days of sick leave and work status. Randomized controlled trial. Employees who were recently on sick leave as a result of nonspecific low back pain were referred to the rehabilitation center by general practitioner, occupational physician, or rehabilitation physician. Forty-five employees had been randomly assigned to the experimental treatment condition that included behavioral graded activity and problem-solving therapy (GAPS), and 39 employees had been randomly assigned to behavioral graded activity and group education (GAGE). Days of sick leave and work status. Data were retrieved from occupational health services. Data analyses showed that employees in the GAPS group had significantly fewer days of sick leave in the second half-year after the intervention. Moreover, work status was more favorable for employees in this condition, in that more employees had a 100% return-to-work and fewer patients ended up receiving disability pensions one year after the intervention. Sensitivity analyses confirmed these results. The addition of problem-solving therapy to behavioral graded activity had supplemental value in employees with nonspecific low back pain.

Measuring engagement in fourth to twelfth grade classrooms: the Classroom Engagement Inventory.

PubMed

Wang, Ze; Bergin, Christi; Bergin, David A

2014-12-01

Research on factors that may promote engagement is hampered by the absence of a measure of classroom-level engagement. Literature has suggested that engagement may have 3 dimensions--affective, behavioral, and cognitive. No existing engagement scales measure all 3 dimensions at the classroom level. The Classroom Engagement Inventory (CEI) was developed to fill this gap. In Study 1, exploratory and confirmatory factor analyses were conducted on data from 3,481 students from the 4th to 12th grade. The results suggested a 4-factor model of the CEI. Using these results, in Study 2 several items were revised and data were collected 1 year later from 4th to 12th grade students in the same school district as Study 1. Analyses were conducted on data from 3,560 students after data cleaning. A series of potential models was tested. The final results suggest a 5-factor 24-item CEI: (1) Affective Engagement, (2) Behavioral Engagement-Compliance, (3) Behavioral Engagement-Effortful Class Participation, (4) Cognitive Engagement, and (5) Disengagement. Results advance understanding of the construct of classroom engagement. The CEI fills a significant gap in measurement of engagement. The CEI is classroom level, measures multiple dimensions of engagement, uses self-report, is relatively short, and can be readily administered in classrooms from the 4th to 12th grade. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Graded junction termination extensions for electronic devices

NASA Technical Reports Server (NTRS)

Merrett, J. Neil (Inventor); Isaacs-Smith, Tamara (Inventor); Sheridan, David C. (Inventor); Williams, John R. (Inventor)

2006-01-01

A graded junction termination extension in a silicon carbide (SiC) semiconductor device and method of its fabrication using ion implementation techniques is provided for high power devices. The properties of silicon carbide (SiC) make this wide band gap semiconductor a promising material for high power devices. This potential is demonstrated in various devices such as p-n diodes, Schottky diodes, bipolar junction transistors, thyristors, etc. These devices require adequate and affordable termination techniques to reduce leakage current and increase breakdown voltage in order to maximize power handling capabilities. The graded junction termination extension disclosed is effective, self-aligned, and simplifies the implementation process.

Graded junction termination extensions for electronic devices

NASA Technical Reports Server (NTRS)

Merrett, J. Neil (Inventor); Isaacs-Smith, Tamara (Inventor); Sheridan, David C. (Inventor); Williams, John R. (Inventor)

2007-01-01

A graded junction termination extension in a silicon carbide (SiC) semiconductor device and method of its fabrication using ion implementation techniques is provided for high power devices. The properties of silicon carbide (SiC) make this wide band gap semiconductor a promising material for high power devices. This potential is demonstrated in various devices such as p-n diodes, Schottky diodes, bipolar junction transistors, thyristors, etc. These devices require adequate and affordable termination techniques to reduce leakage current and increase breakdown voltage in order to maximize power handling capabilities. The graded junction termination extension disclosed is effective, self-aligned, and simplifies the implementation process.

Unpacking Gender Differences in Students' Perceived Experiences in Introductory Physics

NASA Astrophysics Data System (ADS)

Kost, Lauren E.; Pollock, Steven J.; Finkelstein, Noah D.

2009-11-01

Prior research has shown, at our institution: 1) males outperform females on conceptual assessments (a gender gap), 2) the gender gap persists despite the use of research-based reforms, and 3) the gender gap is correlated with students' physics and mathematics background and prior attitudes and beliefs [Kost, et al. PRST-PER, 5, 010101]. Our follow-up work begins to explore how males and females experience the introductory course differently and how these differences relate to the gender gap. We gave a survey to students in the introductory course in which we investigated students' physics identity and self-efficacy. We find there are significant gender differences in each of these three areas, and further find that these measures are weakly correlated with student conceptual performance, and moderately correlated with course grade.

Predictors of gender achievement in physical science at the secondary level

NASA Astrophysics Data System (ADS)

Kozlenko, Brittany Hunter

This study used the 2009 National Assessment of Educational Progress (NAEP) science restricted data-set for twelfth graders. The NAEP data used in this research study is derived from a sample group of 11,100 twelfth grade students that represented a national population of over 3,000,000 twelfth grade students enrolled in science in the United States in 2009. The researcher chose the NAEP data set because it provided a national sample using uniform questions. This study investigated how the factors of socioeconomic status (SES), parental education level, mode of instruction, and affective disposition affect twelfth grade students' physical science achievement levels in school for the sample population and subgroups for gender. The factors mode of instruction and affective disposition were built through factor analysis based on available questions from the student surveys. All four factors were found to be significant predictors of physical science achievement for the sample population. NAEP exams are administered to a national sample that represents the population of American students enrolled in public and private schools. This was a non-experimental study that adds to the literature on factors that impact physical science for both genders. A gender gap is essentially nonexistent at the fourth grade level but appears at the eighth grade level in science based on information from NAEP (NCES, 1997). The results of the study can be used to make recommendation for policy change to diminish this gender gap in the future. Educators need to be using research to make instructional decisions; research-based instruction helps all students.

Bridging the Gaps.

ERIC Educational Resources Information Center

Netzer, Greg

1995-01-01

Discusses a model water quality monitoring project, Project Bridge, established to train minority girls about to enter eighth grade in scientific procedures followed by hands-on experimentation. Students spent a week monitoring water in an urban stream and analyzing results. (LZ)

Adding to the Education Debt: Depressive Symptoms Mediate the Association between Racial Discrimination and Academic Performance in African Americans

PubMed Central

English, Devin; Lambert, Sharon F.; Ialongo, Nicholas S.

2015-01-01

Although the United States faces a seemingly intractable divide between white and African American academic performance, there remains a dearth of longitudinal research investigating factors that work to maintain this gap. The present study examined whether racial discrimination predicted the academic performance of African American students through its effect on depressive symptoms. Participants were a community sample of African American adolescents (N = 495) attending urban public schools from grade 7 to grade 9 (Mage = 12.5). Structural equation modeling revealed that experienced racial discrimination predicted increases in depressive symptoms 1 year later, which, in turn, predicted decreases in academic performance the following year. These results suggest that racial discrimination continues to play a critical role in the academic performance of African American students and, as such, contributes to the maintenance of the race-based academic achievement gap in the United States. PMID:27425564

Investigating the Source of the Gender Gap in Introductory Physics

NASA Astrophysics Data System (ADS)

Kost, Lauren E.; Pollock, Steven J.; Finkelstein, Noah D.

2007-11-01

Our previous research showed that despite the use of interactive engagement (IE) techniques at our institution, the difference in performance between men and women on a conceptual learning survey persisted from pre to posttest. This paper reports on a three-part follow-up study that investigates what factors contribute to the gender gap. First, we analyze student grades in different components of the course and find that men and women's course grades are not significantly different (p>0.1), but men outscore women on exams and women outscore men on homework and participation. Second, we compare average posttest scores of men and women who score similarly on the pretest and find that there are no significant differences between men and women's average posttest scores. Finally, we analyze other factors in addition to the pretest score that could influence the posttest score and find that gender does not account for a meaningful portion of the variation in posttest scores when a measure of mathematics performance is included. These findings indicate that the gender gap exists in interactive physics classes, but may be due in large part to differences in preparation, background, and math skills as assessed by traditional survey instruments.

A longitudinal examination of the link between youth physical fitness and academic achievement.

PubMed

London, Rebecca A; Castrechini, Sebastian

2011-07-01

Childhood obesity has been linked with other persistent health problems, but research is just beginning to examine its relationship with academic performance. This article tracks students longitudinally to examine the ways student physical fitness and changes in fitness align with school performance. Using matched administrative data and individual growth modeling, we examine the relationship between academic achievement and overall physical fitness longitudinally from fourth to seventh and sixth to ninth grades for students in a California community. Comparing those who are persistently fit to those who are persistently unfit, we find disparities in both math and English language arts test scores. These academic disparities begin even before students begin fitness testing in fifth grade and are larger for girls and Latinos. Overall physical fitness is a better predictor of academic achievement than obesity as measured by body mass index. Socioeconomic status acts as a buffer for those who have poor physical fitness but strong academic performance. The findings indicate the presence of a physical fitness achievement gap that has consequences for potential students' future educational and health outcomes. This gap begins as early as fourth grade, which is before physical fitness testing begins in California. © 2011, American School Health Association.

Different behavioral patterns of success for men and women in an online introductory science course: Addressing the course grade gender gap

NASA Astrophysics Data System (ADS)

Mead, C.; Horodyskyj, L.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2016-12-01

In this study, we explore how data provided by an online learning environment can provide fine-grained behavioral context for the performance gender gap commonly observed in introductory college science courses. Previous studies reported that women earn lower grades than men in such courses, often ascribed to reduced engagement and resilience driven by sociocultural causes, such as stereotype threat. This may be exacerbated in courses graded primarily based on high-stakes exams. Here, we use student data (n = 1121) from Habitable Worlds, an online laboratory science course, to identify behavioral differences between men and women. In Habitable Worlds, students earn points from 30 "trainings," which are scored on completion, and 30 "applications," which are scored on correctness. The lack of high-stakes cumulative exams represents a valuable contrast with typical science courses in which gender gaps have been reported. Our data indicate that a gender gap exists even for these low-stakes assessments. Results of a generalized linear model show that course success among women is much more strongly predicted by training scores than by application scores, while those factors have roughly equal predictive value among men. Predicted success among women is also modulated by the total number of attempts made on questions throughout the course, where more attempts implies lower success (holding other factors constant). This relationship is non-significant for men. Our interpretation of these model results is that obstacles such as stereotype threat represent a tax for women on effort and engagement, such that equivalent effort yields lesser success than for men. Thus, the women who do succeed differ sharply from lower performing women on indicators of effort. Future work should build on this result both as an indicator of conditions under which women are more likely to succeed and as a way to more quickly identify students who may struggle.

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Utah

ERIC Educational Resources Information Center

Center on Education Policy, 2011

2011-01-01

This paper profiles Utah's test score trends through 2008-09. In 2004, the mean scale score on the state 4th grade reading test was 167 for non-Title I students and 164 for Title I students. In 2009 the mean scale score in 4th grade reading was 168 for non-Title I students and 164 for Title I students. Between 2004 and 2009, the mean scale score…

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Colorado

ERIC Educational Resources Information Center

Center on Education Policy, 2011

2011-01-01

This paper profiles Colorado's test score trends through 2008-09. In 2003, the mean scale score on the state 4th grade reading test was 598 for non-Title I students and 558 for Title I students. In 2009, the mean scale score in 4th grade reading was 599 for non-Title I students and 556 for Title I students. Between 2003 and 2009, the mean scale…

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? North Carolina

ERIC Educational Resources Information Center

Center on Education Policy, 2011

2011-01-01

This paper profiles North Carolina's test score trends through 2008-09. In 2006, the mean scale score on the state 4th grade math test was 351 for non-Title I students and 347 for Title I students. In 2009, the mean scale score in 4th grade math was 354 for non-Title I students and 350 for Title I students. Between 2006 and 2009, the mean scale…

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Delaware

ERIC Educational Resources Information Center

Center on Education Policy, 2011

2011-01-01

This paper profiles Delaware's test score trends through 2008-09. In 2006, the mean scale score on the state 4th grade reading test was 474 for non-Title I students and 464 for Title I students. In 2009, the mean scale score in 4th grade reading was 478 for non-Title I students and 467 for Title I students. Between 2006 and 2009, the mean scale…

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? New Hampshire

ERIC Educational Resources Information Center

Center on Education Policy, 2011

2011-01-01

This paper profiles New Hampshire's test score trends through 2008-09. In 2006, the mean scale score on the state 4th grade reading test was 445 for non-Title I students and 438 for Title I students. In 2009, the mean scale score in 4th grade reading was 448 for non-Title I students and 441 for Title I students. Between 2006 and 2009, the mean…

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Missouri

ERIC Educational Resources Information Center

Center on Education Policy, 2011

2011-01-01

This paper profiles Missouri's test score trends through 2008-09. In 2006, the mean scale score on the state 4th grade reading test was 661 for non-Title I students and 642 for Title I students. In 2009, the mean scale score in 4th grade reading was 661 for non-Title I students and 648 for Title I students. Between 2006 and 2009, there was no…

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Kentucky

ERIC Educational Resources Information Center

Center on Education Policy, 2011

2011-01-01

This paper profiles Kentucky's test score trends through 2008-09. In 2007, the mean scale score on the state 4th grade reading test was 455 for non-Title I students and 451 for Title I students. In 2009, the mean scale score in 4th grade reading was 455 for non-Title I students and 451 for Title I students. Between 2007 and 2009, the mean scale…

Dispersion relations of elastic waves in one-dimensional piezoelectric/piezomagnetic phononic crystal with functionally graded interlayers.

PubMed

Guo, Xiao; Wei, Peijun; Lan, Man; Li, Li

2016-08-01

The effects of functionally graded interlayers on dispersion relations of elastic waves in a one-dimensional piezoelectric/piezomagnetic phononic crystal are studied in this paper. First, the state transfer equation of the functionally graded interlayer is derived from the motion equation by the reduction of order (from second order to first order). The transfer matrix of the functionally graded interlayer is obtained by solving the state transfer equation with the spatial-varying coefficient. Based on the transfer matrixes of the piezoelectric slab, the piezomagnetic slab and the functionally graded interlayers, the total transfer matrix of a single cell is obtained. Further, the Bloch theorem is used to obtain the resultant dispersion equations of in-plane and anti-plane Bloch waves. The dispersion equations are solved numerically and the numerical results are shown graphically. Five kinds of profiles of functionally graded interlayers between a piezoelectric slab and a piezomagnetic slab are considered. It is shown that the functionally graded interlayers have evident influences on the dispersion curves and the band gaps. Copyright © 2016 Elsevier B.V. All rights reserved.

Development of a framework to identify research gaps from systematic reviews.

PubMed

Robinson, Karen A; Saldanha, Ian J; McKoy, Naomi A

2011-12-01

Our objective was to develop a framework to identify research gaps from systematic reviews. We reviewed the practices of (1) evidence-based practice centers (EPCs), and (2) other organizations that conduct evidence syntheses. We developed and pilot tested a framework for identifying research gaps. Four (33%) EPCs and three (8%) other organizations reported using an explicit framework to determine research gaps. Variations of the PICO (population, intervention, comparison, outcomes) framework were most common. We developed a framework incorporating both the characterization of the gap using PICOS elements (also including setting) and the identification of the reason(s) why the gap exists as (1) insufficient or imprecise information, (2) biased information, (3) inconsistency or unknown consistency, and (4) not the right information. We mapped each of these reasons to concepts from three common evidence-grading systems. Our framework determines from systematic reviews where the current evidence falls short and why or how the evidence falls short. This explicit identification of research gaps will allow systematic reviews to maximally inform the types of questions that need to be addressed and the types of studies needed to address the research gaps. Copyright © 2011 Elsevier Inc. All rights reserved.

Comparison between Conventional MR Arthrograhphy and Abduction and External Rotation MR Arthrography in Revealing Tears of the Antero-Inferior Glenoid Labrum

PubMed Central

Choi, Jung-Ah; Suh, Sang-il; Kim, Baek Hyun; Cha, Sang Hoon; Lee, Ki Yeol; Lee, Chang Hee

2001-01-01

Objective To compare, in terms of their demonstration of tears of the anterior glenoid labrum, oblique axial MR arthrography obtained with the patient's shoulder in the abduction and external rotation (ABER) position, with conventional axial MR arthrography obtained with the patient's arm in the neutral position. Materials and Methods MR arthrography of the shoulder, including additional oblique axial sequences with the patient in the ABER position, was performed in 30 patients with a clinical history of recurrent anterior shoulder dislocation. The degree of anterior glenoid labral tear or defect was evaluated in both the conventional axial and the ABER position by two radiologists. Decisions were reached by consensus, and a three-point scale was used: grade 1=normal; grade 2=probable tear, diagnosed when subtle increased signal intensity in the labrum was apparent; grade 3=definite tear/defect, when a contrast material-filled gap between the labrum and the glenoid rim or deficient labrum was present. The scores for each imaging sequence were averaged and to compare conventional axial and ABER position scans, Student's t test was performed. Results In 21 (70%) of 30 patients, the same degree of anterior instability was revealed by both imaging sequences. Eight (27%) had a lower grade in the axial position than in the ABER position, while one (3%) had a higher grade in the axial position. Three whose axial scan was grade 1 showed only equivocal evidence of tearing, but their ABER-position scan, in which a contrast material-filled gap between the labrum and the glenoid rim was present, was grade 3. The average grade was 2.5 (SD=0.73) for axial scans and 2.8 (SD=0.46) for the ABER position. The difference between axial and ABER-position scans was statistically significant (p<0.05). Conclusion MR arthrography with the patient's shoulder in the ABER position is more efficient than conventional axial scanning in revealing the degree of tear or defect of the anterior glenoid labrum. When equivocal features are seen at conventional axial MR arthrography, oblique axial imaging in the ABER position is helpful. PMID:11754329

Comparability of IQ Scores on Five Widely Used Intelligence Tests

ERIC Educational Resources Information Center

Hieronymus, A. N.; Stroud, James B.

1969-01-01

Attempts to fill research gap on testing by obtaining comparisons of deviation scores, at grade levels four, seven, and ten, from the California Test of Mental Maturity, Henmon-Nelson Tests, and Lorge-Thorndike Intelligence tests. Results tabulated. (CJ)

NovaChip pilot project : Route 5, Waterboro, Brownfield, & Fryeburg.

DOT National Transportation Integrated Search

2011-02-01

In July & August, 2010, MaineDOT conducted experimental applications of NovaChip on 16 miles : of highway in western Maine. Novachip is a proprietary pavement process that applies an ultrathin, : gap-graded, hot mix wearing course over a polymer rich...

Factors affecting femoral rotational angle based on the posterior condylar axis in gap-based navigation-assisted total knee arthroplasty for valgus knee.

PubMed

Lee, Sung-Sahn; Lee, Yong-In; Kim, Dong-Uk; Lee, Dae-Hee; Moon, Young-Wan

2018-01-01

Achieving proper rotational alignment of the femoral component in total knee arthroplasty (TKA) for valgus knee is challenging because of lateral condylar hypoplasia and lateral cartilage erosion. Gap-based navigation-assisted TKA enables surgeons to determine the angle of femoral component rotation (FCR) based on the posterior condylar axis. This study evaluated the possible factors that affect the rotational alignment of the femoral component based on the posterior condylar axis. Between 2008 and 2016, 28 knees were enrolled. The dependent variable for this study was FCR based on the posterior condylar axis, which was obtained from the navigation system archives. Multiple regression analysis was conducted to identify factors that might predict FCR, including body mass index (BMI), Kellgren-Lawrence grade (K-L grade), lateral distal femoral angles obtained from the navigation system and radiographs (NaviLDFA, XrayLDFA), hip-knee-ankle (HKA) axis, lateral gap under varus stress (LGVS), medial gap under valgus stress (MGVS), and side-to-side difference (STSD, MGVS - LGVS). The mean FCR was 6.1° ± 2.0°. Of all the potentially predictive factors evaluated in this study, only NaviLDFA (β = -0.668) and XrayLDFA (β = -0.714) predicted significantly FCR. The LDFAs, as determined using radiographs and the navigation system, were both predictive of the rotational alignment of the femoral component based on the posterior condylar axis in gap-based TKA for valgus knee. A 1° increment with NaviLDFA led to a 0.668° decrement in FCR, and a 1° increment with XrayLDFA led to a 0.714° decrement. This suggests that symmetrical lateral condylar hypoplasia of the posterior and distal side occurs in lateral compartment end-stage osteoarthritis with valgus deformity.

Programming experience promotes higher STEM motivation among first-grade girls.

PubMed

Master, Allison; Cheryan, Sapna; Moscatelli, Adriana; Meltzoff, Andrew N

2017-08-01

The gender gap in science, technology, engineering, and math (STEM) engagement is large and persistent. This gap is significantly larger in technological fields such as computer science and engineering than in math and science. Gender gaps begin early; young girls report less interest and self-efficacy in technology compared with boys in elementary school. In the current study (N=96), we assessed 6-year-old children's stereotypes about STEM fields and tested an intervention to develop girls' STEM motivation despite these stereotypes. First-grade children held stereotypes that boys were better than girls at robotics and programming but did not hold these stereotypes about math and science. Girls with stronger stereotypes about robotics and programming reported lower interest and self-efficacy in these domains. We experimentally tested whether positive experience with programming robots would lead to greater interest and self-efficacy among girls despite these stereotypes. Children were randomly assigned either to a treatment group that was given experience in programming a robot using a smartphone or to control groups (no activity or other activity). Girls given programming experience reported higher technology interest and self-efficacy compared with girls without this experience and did not exhibit a significant gender gap relative to boys' interest and self-efficacy. These findings show that children's views mirror current American cultural messages about who excels at computer science and engineering and show the benefit of providing young girls with chances to experience technological activities. Copyright © 2017 Elsevier Inc. All rights reserved.

Cardiopulmonary monitoring in Thai ICUs (ICU-rESOURCE I Study).

PubMed

Chittawatanarat, Kaweesak; Wattanathum, Anan; Chaiwat, Onuma

2014-01-01

Cardiopulmonary monitoring (CPM) is rapidly progressing but data regarding CPM in Thai ICUs was unavailable. The objective of this study was to describe the situation, and gaps of CPM in Thai ICUs. Data were retrieved from the ICU-RESOURCE I study database survey CPM was divided into two aspects of device and measurement methods. These were categorized by device availability grading (AG), device availability per bed (DPB) and numeric frequency grading scale (FGS). Device availability was compared between academic and non-academic ICUs. Gap analysis of DPB and FGS was performed. Statistical significant difference was defined as p-value < 0.05. One hundred and fifty-five ICUs across Thailand participated in this study. Academic ICUs had significantly more devices available in new equipment with p < 0.05 (Vigilio, PiCCO, NICOM, esophageal pressure monitoring, transcutaneous PO2, electrical impedance tomography of lung) as well as measurement methods (stroke volume variation [SVV], pulse pressure variation [PPC], central venous oxygen saturation [ScvO2], lung mechanics). Most of new and higher technological devices had low density and few were available in all of Thai ICUs. However, in gap analysis, although these new devices and measurement techniques were available in ICUs, they were not frequently utilized. New technology devices of CPM had more availability in ACAD than in non-ACAD ICUs. Formal continuous training in new measurement methods should be established for reducing the availability and utilization gap (Thai Clinical Trial Registry: TCTR-201200005).

MAEPOPP Center 2015 Best Education Practices Directory

ERIC Educational Resources Information Center

Arendale, David R., Ed.

2015-01-01

Purpose: This directory identifies, describes, and contains evaluative data evidence-based practices that improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. Methodology: The directory was a…

Technical advisory guide (TAG) for bonded wearing course pilot projects.

DOT National Transportation Integrated Search

2003-10-01

A bonded wearing course (BWC) is a gap graded, ultra thin hot-mix asphalt (HMA) mixture applied : over a thick polymer modified asphalt emulsion membrane. The emulsion membrane seals the : existing surface and produces high binder content at the inte...

Construction and performance of ultra thin asphalt friction course

DOT National Transportation Integrated Search

1997-09-01

The Novachip process, also known as ultrathin friction course, was developed in France in 1986. The process utilizes a single piece of equipment to place a thin, gap-graded hot mix asphalt (HMA) onto a relatively thick layer of polymer modified aspha...

Thermal tests of large recirculation cooling installations for nuclear power plants

NASA Astrophysics Data System (ADS)

Balunov, B. F.; Lychakov, V. D.; Il'in, V. A.; Shcheglov, A. A.; Maslov, O. P.; Rasskazova, N. A.; Rakhimov, R. Z.; Boyarov, R. A.

2017-11-01

The article presents the results from thermal tests of some recirculation installations for cooling air in nuclear power plant premises, including the volume under the containment. The cooling effect in such installations is produced by pumping water through their heat-transfer tubes. Air from the cooled room is blown by a fan through a bundle of transversely finned tubes and is removed to the same room after having been cooled. The finning of tubes used in the tested installations was made of Grade 08Kh18N10T and Grade 08Kh18N10 stainless steels or Grade AD1 aluminum. Steel fins were attached to the tube over their entire length by means of high-frequency welding. Aluminum fins were extruded on a lathe from the external tube sheath into which a steel tube had preliminarily been placed. Although the fin extrusion operation was accompanied by pressing the sheath inner part to the steel tube, tight contact between them over the entire surface was not fully achieved. In view of this, the air gap's thermal resistance coefficient was introduced in calculating the heat transfer between the heat-transferring media. The air gap average thickness was determined from the test results taking into account the gap variation with temperature due to different linear expansion coefficients of steel and aluminum. These tests, which are part of the acceptance tests of the considered installations, were carried out at the NPO TsKTI test facility and were mainly aimed at checking if the obtained thermal characteristics were consistent with the values calculated according to the standard recommendations with introduction, if necessary, of modifications to those recommendations.

Do scheduled caste and scheduled tribe women legislators mean lower gender-caste gaps in primary schooling in India?

PubMed

Halim, Nafisa; Yount, Kathryn M; Cunningham, Solveig

2016-07-01

Despite India's substantial investments in primary schooling, gaps in schooling persist across gender and caste-with scheduled caste and scheduled tribe (SC/ST) girls being particularly disadvantaged. The representation of SC/ST women in state legislatures may help to mitigate this disadvantage. Specifically, because of her intersecting gender and caste/tribe identities, a SC/ST woman legislator might maintain a strong sense of solidarity especially with SC/ST girls and women, and support legislative policies benefitting SC/ST girls. Consequently, for this reason, we expect that living in a district where SC/ST women represent in state legislatures in a higher proportion may increase SC/ST girls' primary school completion, progression and performance. We tested this hypothesis using district-level data between 2000 and 2004 from the Indian Election Commission, the 2004/5 India Human Development Survey, and the Indian Census of 2001. As expected, the representation of SC/ST women in state legislatures was positively associated with SC/ST girls' grade completion and age-appropriate grade progression but was apparent not SC/ST girls' primary-school performance. SC/ST women's representation in state legislatures may reduce gender-caste gaps in primary-school attainment in India. Copyright © 2016. Published by Elsevier Inc.

Albumen Glue, New Material for Conjunctival Graft Surgery, an Animal Experiment

NASA Astrophysics Data System (ADS)

Kartiwa, A.; Miraprahesti, R.; Sovani, I.; Enus, S.; Boediono, A.

2017-02-01

Attach conjunctival graft commonly used are suture technique and fibrin glue. This study was to investigate albumen glue as an alternative to suture technique in attaching conjunctival graft in rabbits. Aim of this study was to compare the conjunctival wound healing between albumen glue and suture technique in rabbit eye as a model. There was an experimental animal study included 32 eyes (16 rabbits) in PT. Bio Farma (Persero) and Histology Laboratory, Faculty of Medicine, Padjadjaran University from March 2014 to July 2104. The study consisted of albumen glue group and suture technique group. The examination included the comparison of conjunctival graft attachment and histologic examination by microscopically was done to obtain the wound gap, then analyze by Mann-Whitney test. The results indicated that the graft attachment was significantly better-using albumen glue (grade 4) compared to suture (grade 2-3) on day-1 after surgery (p=0,000). The wound gap was smaller using albumen glue (0-0,33 μm versus 5,33-14 μm ; p=0,0005) on 10 minutes after surgery and 0 μm versus 0,33-4 μm ; p=0,0005 on day-7 after surgery. In conclusion, the graft attachment using albumen glue was better and the wound gap was smaller using albumen glue than suture technique.

Do scheduled caste and scheduled tribe women legislators mean lower gender-caste gaps in primary schooling in India?

PubMed Central

Halim, Nafisa; Yount, Kathryn M.; Cunningham, Solveig

2017-01-01

Despite India’s substantial investments in primary schooling, gaps in schooling persist across gender and caste—with scheduled caste and scheduled tribe (SC/ST) girls being particularly disadvantaged. The representation of SC/ST women in state legislatures may help to mitigate this disadvantage. Specifically, because of her intersecting gender and caste/tribe identities, a SC/ST woman legislator might maintain a strong sense of solidarity especially with SC/ST girls and women, and support legislative policies benefitting SC/ST girls. Consequently, for this reason, we expect that living in a district where SC/ST women represent in state legislatures in a higher proportion may increase SC/ST girls’ primary school completion, progression and performance. We tested this hypothesis using district-level data between 2000 and 2004 from the Indian Election Commission, the 2004/5 India Human Development Survey, and the Indian Census of 2001. As expected, the representation of SC/ST women in state legislatures was positively associated with SC/ST girls’ grade completion and age-appropriate grade progression but was apparent not SC/ST girls’ primary-school performance. SC/ST women’s representation in state legislatures may reduce gender-caste gaps in primary-school attainment in India. PMID:27194655

The Math Gap: a description of the mathematics performance of preschool-aged deaf/hard-of-hearing children.

PubMed

Pagliaro, Claudia M; Kritzer, Karen L

2013-04-01

Over decades and across grade levels, deaf/hard-of-hearing (d/hh) student performance in mathematics has shown a gap in achievement. It is unclear, however, exactly when this gap begins to emerge and in what areas. This study describes preschool d/hh children's knowledge of early mathematics concepts. Both standardized and nonstandardized measures were used to assess understanding in number, geometry, measurement, problem solving, and patterns, reasoning and algebra. Results present strong evidence that d/hh students' difficulty in mathematics may begin prior to the start of formal schooling. Findings also show areas of strength (geometry) and weakness (problem solving and measurement) for these children. Evidence of poor foundational performance may relate to later academic achievement.

Adding to the Education Debt: Depressive Symptoms Mediate the Association between Racial Discrimination and Academic Performance in African Americans.

PubMed

English, Devin; Lambert, Sharon F; Ialongo, Nicholas S

2016-08-01

Although the United States faces a seemingly intractable divide between white and African American academic performance, there remains a dearth of longitudinal research investigating factors that work to maintain this gap. The present study examined whether racial discrimination predicted the academic performance of African American students through its effect on depressive symptoms. Participants were a community sample of African American adolescents (N=495) attending urban public schools from grade 7 to grade 9 (Mage=12.5). Structural equation modeling revealed that experienced racial discrimination predicted increases in depressive symptoms 1year later, which, in turn, predicted decreases in academic performance the following year. These results suggest that racial discrimination continues to play a critical role in the academic performance of African American students and, as such, contributes to the maintenance of the race-based academic achievement gap in the United States. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Will Not Want: Self-Control Rather than Motivation Explains the Female Advantage in Report Card Grades

PubMed Central

Duckworth, Angela L.; Shulman, Elizabeth P.; Mastronarde, Andrew J.; Patrick, Sarah D.; Zhang, Jinghui; Druckman, Jeremy

2015-01-01

Girls earn better grades than boys, but the mechanism explaining this gender difference is not well understood. We examined the relative importance of self-control and motivation in explaining the female advantage in grades. In Study 1, we surveyed middle school teachers and found they judged girls to be higher in both school motivation and self-control. In Studies 2 and 3—using self-reported motivation and teacher- and/or parent-reported self-control, and quarterly and final grades obtained from school records—we find that self-control, but not school motivation, helps to explain the gender gap in academic performance. In these studies, girls appeared to be more self-controlled than boys, but—contrary to teacher judgments in Study 1—did not appear to be more motivated to do well in school. PMID:25883522

Early Adolescent Temperament, Parental Monitoring, and Substance Use in Mexican-Origin Adolescents

PubMed Central

Clark, D. Angus; Donnellan, M. Brent; Robins, Richard W.; Conger, Rand D.

2015-01-01

Previous studies suggest that temperamental dispositions are associated with substance use. However, most research supporting this association has relied on European American samples (Stautz & Cooper, 2013). We addressed this gap by evaluating the prospective relations between 5th grade temperament and 9th grade substance use in a longitudinal sample of Mexican-origin youth (N = 674). Effortful control and trait aggressiveness predicted 9th grade substance use, intentions, and expectations, even after controlling for 5th grade substance use. Additionally, we found an interaction between temperament and parental monitoring such that monitoring is a protective factor for early substance use primarily for youth with temperamental tendencies associated with risk for substance use (e.g., low effortful control and aggression). Results add to the growing literature demonstrating that early manifestations of self-control are related to consequential life outcomes. PMID:25841175

The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement.

PubMed

Lietaert, Sofie; Roorda, Debora; Laevers, Ferre; Verschueren, Karine; De Fraine, Bieke

2015-12-01

The gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap. This study investigated, for Dutch language classes, (1) how boys and girls differ in behavioural engagement, (2) which teacher support dimensions (autonomy support, structure, involvement) may explain gender differences in engagement (mediation hypothesis), and (3) whether and which of these teacher support dimensions matter more for boys' as opposed to girls' engagement (moderation or differential effects hypothesis). A total of 385 Grade 7 students and their 15 language teachers participated in this study. Teacher support was assessed through student reports. Student engagement was measured using student, teacher, and observer reports. By means of structural equation modelling, the mediating role of the teacher support dimensions for gender differences in behavioural engagement was tested. The potential differential role of the teacher support dimensions for boys' and girls' engagement was investigated through multigroup analysis. Boys were less engaged than girls and reported lower support from their teacher. Autonomy support and involvement partially mediated the relationship between gender and behavioural engagement. Autonomy support was demonstrated to be a protective factor for boys' engagement but not for girls'. Structure and involvement contributed equally to engagement for both sexes. Although involvement and autonomy support partly explained the gender gap in engagement (mediation hypothesis), more support was found for differential effects of autonomy support on boys' versus girls' engagement (differential effects hypothesis). © 2015 The British Psychological Society.

Nathan Glazer Explains the Black Faculty Gap.

ERIC Educational Resources Information Center

Glazer, Nathan

2003-01-01

Contends that the low number of academically high-scoring black students at selective colleges, combined with the attraction of alternate career opportunities, largely explains the shortage of black doctoral candidates. The lower grades black students receive at selective institutions may discourage them from choosing academic careers. Suggests…

Manufacturing Curriculum Grant. Final Report.

ERIC Educational Resources Information Center

Scarborough, Jule Dee

A manufacturing curriculum for secondary vocational programs was designed to bridge the gap between grades 9-10 level courses and the community college-level curriculum of the Illinois Plan for Industrial Education. During the project, a literature review of manufacturing curriculum materials was conducted, a manufacturing conceptual framework was…

Third Working Meeting on Gallium Arsenide Solar Cells

NASA Technical Reports Server (NTRS)

Walker, G. H. (Compiler)

1976-01-01

Research results are reported for GaAs Schottky barrier solar cells, GaAlAs/GaAs heteroface solar cells, and GaAlAs graded band gap solar cells. Related materials studies are presented. A systems study for GaAs and Si solar concentrator systems is given.

Conferencing the SMART Way

ERIC Educational Resources Information Center

Akers, Pamela

2005-01-01

As schools across the nation strive to eliminate student achievement gaps, it has become more crucial than ever for parents to be involved, especially parents of children achieving below grade level. In Maryland's Howard County Public Schools, a parent-teacher conferencing program called SMART, focused on Specific, Measurable, Achievable,…

Flooding Vocabulary Gaps to Accelerate Word Learning

ERIC Educational Resources Information Center

Brabham, Edna; Buskist, Connie; Henderson, Shannon Coman; Paleologos, Timon; Baugh, Nikki

2012-01-01

Students entering school with limited vocabularies are at a disadvantage compared to classmates with robust knowledge of words and meanings. Teaching a few unrelated words at a time is insufficient for catching these students up with peers and preparing them to comprehend texts they will encounter across the grades. This article presents…

Teaching Smarter: An Unconventional Guide to Boosting Student Success

ERIC Educational Resources Information Center

Kelley, Patrick

2015-01-01

This refreshingly frank handbook shows teachers how to close the achievement gap in their classrooms by teaching students innovative paths to academic success. Drawing on over 20 years' experience, Kelley presents straightforward strategies for helping learners improve their grades and test scores and experience greater school engagement--all…

Understanding the Discipline Gap from an Ecological Perspective

ERIC Educational Resources Information Center

McElderry, Cathy G.; Cheng, Tyrone C.

2014-01-01

This study investigated school exclusion's relationships with student characteristics, mother characteristics, parental involvement, school location, and service provision. The researchers examined data from 4,837 students in seventh to 12th grade extracted from a national data set. Multivariate results showed that student's age, gender,…

Number Sense Made Simple Using Number Patterns

ERIC Educational Resources Information Center

Su, Hui Fang Huang; Marinas, Carol; Furner, Joseph

2011-01-01

This article highlights investigating intriguing number patterns utilising an emerging technology called the Square Tool. Mathematics teachers of grades K-12 will find the Square Tool useful in making connections and bridging the gap from the concrete to the abstract. Pattern recognition helps students discover various mathematical concepts. With…

Learning Connections. Learning Times. Volume 6, Number 3

ERIC Educational Resources Information Center

LDA Minnesota, 2008

2008-01-01

This issue of "Learning Times" discusses closing the achievement gap for low-income kids. Too many low-income children in Minnesota lag behind grade level in reading and math. LDA's (Learning Disabilities Association's) Learning Connections program serves these students who have fallen behind, but who do not receive special education…

2016 EOA National Best Practices Center Directory (2nd Ed.)

ERIC Educational Resources Information Center

Arendale, David R., Ed.

2016-01-01

This 2016 directory identifies, describes, and contains evaluative data evidence-based practices that improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. The directory was a production of the…

Emotional Intelligence and Academic Achievement in 11th Grade At-Risk Students

ERIC Educational Resources Information Center

Nelson, Patricia Diane

2009-01-01

As the emphasis on measures of student academic achievement increases, educational researchers and practitioners are interested in identifying factors that demonstrate effectiveness in supporting student achievement. This quantitative, correlational study explored the influence of emotional intelligence on closing the achievement gap. A study of…

Instructional Materials in Consumer Education: Interpersonal Relations.

ERIC Educational Resources Information Center

North Dakota State Board for Vocational Education, Bismarck.

The seven interpersonal relations units in the consumer education guide are: Expressing Satisfaction or Dissatisfaction with Consumer Goods and Services, What to Do in Case of a Financial Crisis, Bridging the Generation Gap, Rebellion, Emotions, Discovering Myself, and Dual Role (homemaker/wage earner). Grade levels of the units, are…

Construction and performance of a stone matrix asphalt mix test section in Virginia.

DOT National Transportation Integrated Search

1995-01-01

SMA is a gap-graded mix filled with a rich asphalt-fines mastic developed in Europe. In 1991 five states constructed trial sections to determine if satisfactory mixes could be produced in the United States with current materials and high rates of pro...

Collaborative Action Research for Middle Grades Improvement

ERIC Educational Resources Information Center

Downes, John M.; Bishop, Penny A.; Swallow, Meredith; Olofson, Mark; Hennessey, Susan

2016-01-01

Technology's rapid evolution applies constant pressure to educational organizations, suggesting a need to continually re-envision schools for the digital age. Yet educators often struggle to understand the growing chasm between students' out-of-school and in-school technology lives. This gap is particularly noticeable during the middle grades…

Teaching Vocabulary to English Language Learners

ERIC Educational Resources Information Center

Daniels, Sharilyn Fox

2009-01-01

This study determined if the vocabulary gap for English Language Learners (ELLs) and their peers could be bridged through providing home interventions with multiple exposures to words, definitions, model sentences and context. Ninety-one first grade students from a public school in Southern California with a 95% ELL population were researched. ELL…

High School FCS Program Reaches Out to Senior Citizens

ERIC Educational Resources Information Center

Sowers, Margaret A.

2007-01-01

"Bridging the Gap: Intergenerational Appreciation" is an educational partnership between community residents and high school family and consumer sciences (FCS) students in the Cornwall-Lebanon School District in Lebanon, Pennsylvania. The program provides 10th, 11th, and 12th grade students opportunities to be actively involved with the…

Early Learning: Birth to Third Grade Continuum. Annotated Bibliography

ERIC Educational Resources Information Center

Hite, Jenny

2014-01-01

Recent studies indicate that persistent achievement gaps among children begin as early as 18 months, years before most publicly funded prekindergarten programs offer enrollment. Early childhood development necessitates more than access to pre-K at age four. Proper brain development requires adequate nutrition, access to quality healthcare, and…

Math Attitudes of Computer Education and Instructional Technology Students

ERIC Educational Resources Information Center

Tekerek, Mehmet; Yeniterzi, Betul; Ercan, Orhan

2011-01-01

Computer Education and Instructional Technology (CEIT) Departments train computer teachers to fill gap of computer instructor in all grades of schools in Turkey. Additionally graduates can also work as instructional technologist or software developer. The curriculum of CEIT departments includes mathematics courses. The aim of this study is to…

Assessment Policy and Practices: Test Accommodations for Students without Disabilities?

ERIC Educational Resources Information Center

Lin, Pei-Ying

2013-01-01

This study investigated accommodations for students without disabilities in order to fill critical gaps in both knowledge and practices in fields of special education and educational assessments. In Ontario, students at different grade levels were assessed by the provincial assessments developed by the Education Quality and Accountability Office…

The Uneven Implementation of Universal School Policies: Maternal Education and Florida's Mandatory Grade Retention Policy

ERIC Educational Resources Information Center

LiCalsi, Christina; Ozek, Umut; Figlio, David

2016-01-01

Research consistently demonstrates a strong, positive relationship between parents' socioeconomic status and children's educational achievement. This achievement gap is already present when children enter school in kindergarten and, despite the numerous policies aimed at leveling the educational playing field for disadvantaged students, it does…

Reducing the racial achievement gap: a social-psychological intervention.

PubMed

Cohen, Geoffrey L; Garcia, Julio; Apfel, Nancy; Master, Allison

2006-09-01

Two randomized field experiments tested a social-psychological intervention designed to improve minority student performance and increase our understanding of how psychological threat mediates performance in chronically evaluative real-world environments. We expected that the risk of confirming a negative stereotype aimed at one's group could undermine academic performance in minority students by elevating their level of psychological threat. We tested whether such psychological threat could be lessened by having students reaffirm their sense of personal adequacy or "self-integrity." The intervention, a brief in-class writing assignment, significantly improved the grades of African American students and reduced the racial achievement gap by 40%. These results suggest that the racial achievement gap, a major social concern in the United States, could be ameliorated by the use of timely and targeted social-psychological interventions.

Properties and shock response of PMMA

NASA Astrophysics Data System (ADS)

Jordan, Jennifer L.; Casem, Daniel; Moy, Paul; Walter, Timothy

2017-01-01

Polymethylmethacrylate (PMMA) is used widely in shock experiments as a window material and in explosive characterization tests, e.g. gap tests, as a shock mitigation material. In order to simulate the complex loading present in a gap test, the constitutive response of the PMMA must be well understood. However, it is not clear what characterization must be done when the PMMA material is changed, e.g. changing supplier, and the Rohm and Haas Type II UVA PMMA, which was used for many of the calibration experiments, is no longer available. In this paper, we will present characterization results on legacy Rohm and Haas Type II UVA in comparison with a new PMMA grade proposed for use in gap tests. Planar shock experiments are performed to determine the compression and release response.

National differences in gender–science stereotypes predict national sex differences in science and math achievement

PubMed Central

Nosek, Brian A.; Smyth, Frederick L.; Sriram, N.; Lindner, Nicole M.; Devos, Thierry; Ayala, Alfonso; Bar-Anan, Yoav; Bergh, Robin; Cai, Huajian; Gonsalkorale, Karen; Kesebir, Selin; Maliszewski, Norbert; Neto, Félix; Olli, Eero; Park, Jaihyun; Schnabel, Konrad; Shiomura, Kimihiro; Tulbure, Bogdan Tudor; Wiers, Reinout W.; Somogyi, Mónika; Akrami, Nazar; Ekehammar, Bo; Vianello, Michelangelo; Banaji, Mahzarin R.; Greenwald, Anthony G.

2009-01-01

About 70% of more than half a million Implicit Association Tests completed by citizens of 34 countries revealed expected implicit stereotypes associating science with males more than with females. We discovered that nation-level implicit stereotypes predicted nation-level sex differences in 8th-grade science and mathematics achievement. Self-reported stereotypes did not provide additional predictive validity of the achievement gap. We suggest that implicit stereotypes and sex differences in science participation and performance are mutually reinforcing, contributing to the persistent gender gap in science engagement. PMID:19549876

Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes

PubMed Central

Jordt, Hannah; Eddy, Sarah L.; Brazil, Riley; Lau, Ignatius; Mann, Chelsea; Brownell, Sara E.; King, Katherine; Freeman, Scott

2017-01-01

Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful. In this study, we address the hypothesis that the achievement gap between white and URM students in an undergraduate biology course has a psychological and emotional component arising from stereotype threat. Specifically, we introduced a values affirmation exercise that counters stereotype threat by reinforcing a student’s feelings of integrity and self-worth in three iterations of an intensive active-learning college biology course. On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average. This result suggests that achievement gaps resulting from the underperformance of URM students could be mitigated by providing students with a learning environment that removes psychological and emotional impediments of performance through short psychosocial interventions. PMID:28710060

Optical Control of Internal Electric Fields in Band Gap-Graded InGaN Nanowires

NASA Astrophysics Data System (ADS)

Erhard, N.; Sarwar, A. T. M. Golam; Yang, F.; McComb, D. W.; Myers, R. C.; Holleitner, A. W.

2015-01-01

InGaN nanowires are suitable building blocks for many future optoelectronic devices. We show that a linear grading of the indium content along the nanowire axis from GaN to InN introduces an internal electric field evoking a photocurrent. Consistent with quantitative band structure simulations we observe a sign change in the measured photocurrent as a function of photon flux. This negative differential photocurrent opens the path to a new type of nanowire-based photodetector. We demonstrate that the photocurrent response of the nanowires is as fast as 1.5 ps.

Characterization of Cu(In,Ga)Se 2 (CIGS) films with varying gallium ratios

DOE PAGES

Claypoole, Jesse; Peace, Bernadette; Sun, Neville; ...

2015-09-05

Cu(In 1–x,Ga x)Se 2 (CIGS) absorber layers were deposited on molybdenum (Mo) coated soda-lime glass substrates with varying Ga content (described as Ga/(In + Ga) ratios) with respect to depth. As the responsible mechanisms for the limitation of the performance of the CIGS solar cells with high Ga contents are not well understood, the goal of this work was to investigate different properties of CIGS absorber films with Ga/(In + Ga) ratios varied between 0.29 and 0.41 (as determined by X-ray florescence spectroscopy (XRF)) in order to better understand the role that the Ga content has on film quality. Themore » Ga grading in the CIGS layer has the effect causing a higher band gap toward the surface and Mo contact while the band gap in the middle of the CIGS layer is lower. Also, a wider and larger Ga/(In + Ga) grading dip located deeper in the CIGS absorber layers tend to produce larger grains in the regions of the films that have lower Ga/(In + Ga) ratios. Moreover, it was found that surface roughness decreases from 51.2 nm to 41.0 nm with increasing Ga/(In + Ga) ratios. Furthermore, the surface roughness generally decreases if the Ga grading occurs deeper in the absorber layer.« less

Semiconductor-based photoelectrochemical water splitting at the limit of very wide depletion region

DOE PAGES

Liu, Mingzhao; Lyons, John L.; Yan, Danhua H.; ...

2015-11-23

In semiconductor-based photoelectrochemical (PEC) water splitting, carrier separation and delivery largely relies on the depletion region formed at the semiconductor/water interface. As a Schottky junction device, the trade-off between photon collection and minority carrier delivery remains a persistent obstacle for maximizing the performance of a water splitting photoelectrode. Here, it is demonstrated that the PEC water splitting efficiency for an n-SrTiO 3 (n-STO) photoanode is improved very significantly despite its weak indirect band gap optical absorption (α < 10⁴ cm⁻¹), by widening the depletion region through engineering its doping density and profile. Graded doped n-SrTiO 3 photoanodes are fabricated withmore » their bulk heavily doped with oxygen vacancies but their surface lightly doped over a tunable depth of a few hundred nanometers, through a simple low temperature re-oxidation technique. The graded doping profile widens the depletion region to over 500 nm, thus leading to very efficient charge carrier separation and high quantum efficiency (>70%) for the weak indirect transition. As a result, this simultaneous optimization of the light absorption, minority carrier (hole) delivery, and majority carrier (electron) transport by means of a graded doping architecture may be useful for other indirect band gap photocatalysts that suffer from a similar problem of weak optical absorption.« less

Composition-graded nanowire solar cells fabricated in a single process for spectrum-splitting photovoltaic systems.

PubMed

Caselli, Derek; Liu, Zhicheng; Shelhammer, David; Ning, Cun-Zheng

2014-10-08

Nanomaterials such as semiconductor nanowires have unique features that could enable novel optoelectronic applications such as novel solar cells. This paper aims to demonstrate one such recently proposed concept: Monolithically Integrated Laterally Arrayed Multiple Band gap (MILAMB) solar cells for spectrum-splitting photovoltaic systems. Two cells with different band gaps were fabricated simultaneously in the same process on a single substrate using spatially composition-graded CdSSe alloy nanowires grown by the Dual-Gradient Method in a chemical vapor deposition system. CdSSe nanowire ensemble devices tested under 1 sun AM1.5G illumination achieved open-circuit voltages up to 307 and 173 mV and short-circuit current densities as high as 0.091 and 0.974 mA/cm(2) for the CdS- and CdSe-rich cells, respectively. The open-circuit voltages were roughly three times those of similar CdSSe film cells fabricated for comparison due to the superior optical quality of the nanowires. I-V measurements were also performed using optical filters to simulate spectrum-splitting. The open-circuit voltages and fill factors of the CdS-rich subcells were uniformly larger than the corresponding CdSe-rich cells for similar photon flux, as expected. This suggests that if all wires can be contacted, the wide-gap cell is expected to have greater output power than the narrow-gap cell, which is the key to achieving high efficiencies with spectrum-splitting. This paper thus provides the first proof-of-concept demonstration of simultaneous fabrication of MILAMB solar cells. This approach to solar cell fabrication using single-crystal nanowires for spectrum-splitting photovoltaics could provide a future low-cost high-efficiency alternative to the conventional high-cost high-efficiency tandem cells.

Culturally Responsive Teaching in an Oglala Lakota Classroom

ERIC Educational Resources Information Center

Stowe, Rebeka

2017-01-01

In response to the widening academic achievement gap between Native American students and other students in the United States, a culturally responsive approach was used in a Native American social studies class with positive results. Eighth-grade Oglala Lakota students in an American History classroom experienced a unit infused with lessons that…

The Influence of Academic Momentum and Associate Degree Credit Requirements on Community College Student Degree Completion

ERIC Educational Resources Information Center

Knox, Daniel

2017-01-01

This study addresses gaps in the theoretical and policy literature by examining the relationship between associate degree program credit requirements and four student outcomes: associate degree attainment, time to degree, final associate degree grade point average, and persistence. Using student unit record data, a longitudinal quantitative study…

Do Interim Assessments Reduce the Race and SES Achievement Gaps?

ERIC Educational Resources Information Center

Konstantopoulos, Spyros; Li, Wei; Miller, Shazia R.; van der Ploeg, Arie

2017-01-01

The authors examined differential effects of interim assessments on minority and low socioeconomic status students' achievement in Grades K-6. They conducted a large-scale cluster randomized experiment in 2009-2010 to evaluate the impact of Indiana's policy initiative introducing interim assessments statewide. The authors used 2-level models to…

Oral Vocabulary and Language Acquisition Strategies to Increase Literacy

ERIC Educational Resources Information Center

Green, Grace

2017-01-01

This study addresses low literacy achievement in students in kindergarten and first grades. The study was designed to help identify how general education teachers can use specific daily research-based oral vocabulary acquisition strategies to close the literacy gap. This quantitative research helped to determine if the implementation of an oral…

Level 2 Therapeutic Model Site

ERIC Educational Resources Information Center

Spears, Brad; Sanchez, David; Bishop, Jane; Rogers, Sharon; DeJong, Judith A.

2006-01-01

L2, one of the original sites first funded under the Therapeutic Residential Model Initiative in 2001-2002, is operated as a peripheral dormitory This dormitory cares for 185 boys and girls in grades 1-12 who attend local public schools. L2 presented an outstanding proposal which identified gaps in services and presented a reasonable budget to…

Helping Students Adapt to Graduate School: Making the Grade.

ERIC Educational Resources Information Center

Silber, Earle; Arnstein, Robert L.; Backus, Varda; Eddy, Harrison P.; Liptzin, Myron B.; Notman, Malkah Tolpin; Reich, Peter; Reid, Elizabeth Aub; Siggins, Lorraine D.; Silverman, Morton; Stauffer, Tom G.; Wenger, Robert E.

This book, formulated by the Group for the Advancement of Psychiatry (GAP) Committee on the College Student, describes the complexity of graduate student lives and advocates providing students with mental health services and other support to help them cope more successfully with the challenges of graduate school. It provides a view of students…

Teaching and Reaching All Students: An Instructional Model for Closing the Gap

ERIC Educational Resources Information Center

Powell, Rebecca; Cantrell, Susan Chambers; Rightmyer, Elizabeth

2013-01-01

This article presents a model for culturally responsive instruction (CRI) that represents a synthesis of research on effective literacy and content instruction for diverse middle grades learners.The article discusses the various elements of the Culturally Responsive Instruction Observation Protocol (CRIOP) model. It then examines these elements by…

Use of Angle Model to Understand Addition and Subtraction of Fractions

ERIC Educational Resources Information Center

Mukwambo, Muzwangowenyu; Ngcoza, Kenneth; Ramasike, Lineo Florence

2018-01-01

Learners in lower primary and even some in upper primary grades grapple to perform mathematical operations which involve fractions. Failure to solve these mathematical operations creates a gap in the teaching and learning processes of mathematics. We opine that this is attributed to use of traditional mathematical approaches of teaching and…

"Scrubbing" Data for D3M

ERIC Educational Resources Information Center

Mercurius, Neil

2005-01-01

Data-driven decision-making (D3M) appears to be the new buzz phrase for this century, the information age. On the education front, teachers and administrators are engaging in data-centered dialog in grade-level meetings, lounges, hallways, and classrooms as they brainstorm toward closing the gap in student achievement. Clearly, such discussion…

High power RF coaxial switch

NASA Technical Reports Server (NTRS)

Caro, E. R. (Inventor)

1980-01-01

A coaxial switch capable of operating in a vacuum with high RF power in the 1.2 GHz range without multipactor breakdown, and without relying on pressurization with an inert gas is described. The RF carrying conductors of the switch are surrounded with a high grade solid dielectric, thus eliminating any gaps in which electrons can accelerate.

Making the Grade: A 50-State Analysis of School Accountability Systems.

ERIC Educational Resources Information Center

Martin, Carmel; Sargrad, Scott; Batel, Samantha

2016-01-01

One of the most enduring and contentious debates in education circles concerns the best way to hold schools and districts accountable for improving outcomes for students and closing achievement gaps. Lawmakers, teachers, district administrators, parents, and other stakeholders--all with strong and differing opinions--have wrestled for decades with…

One Community Working Together

ERIC Educational Resources Information Center

Weis, Charles

2011-01-01

In the city of San Jose, more than half of all public school students tested are not proficient in their grade-level skills. This article discusses how school, civic and community leaders have joined forces with the goal of eliminating the achievement gap in San Jose by 2020. This wide and highly inclusive collaboration is made possible by an…

Analyzing Algebraic Thinking Using "Guess My Number" Problems

ERIC Educational Resources Information Center

Patton, Barba; De Los Santos, Estella

2012-01-01

The purpose of this study was to assess student knowledge of numeric, visual and algebraic representations. A definite gap between arithmetic and algebra has been documented in the research. The researchers' goal was to identify a link between the two. Using four "Guess My Number" problems, seventh and tenth grade students were asked to write…

Educators' Perceptions of Teaching Grade-Level Content to Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Carlson, Christina V.

2016-01-01

The purpose of this study was to address a gap in the research literature by describing the perceptions of Special Education teachers of students with intellectual disabilities (ID), regarding the paradigm shift required in their teaching practices as they strove to implement current educational reform legislation. Knowledge of the lived…

On Being Aware and Accepting: A One-Year Longitudinal Study into Adolescent Well-Being

ERIC Educational Resources Information Center

Ciarrochi, Joseph; Kashdan, Todd B.; Leeson, Peter; Heaven, Patrick; Jordan, Carlie

2011-01-01

The nature and potential benefit of awareness and experiential acceptance in adolescence remains neglected and understudied. To address this gap in the literature, 776 students (50% female) in Grade 10 completed measures of mindfulness, emotional awareness, and experiential acceptance, as well as measures of major personality traits. To study…

A Value-Added Study of a Federal Grant Program in Mathematics for Military Dependent Students

ERIC Educational Resources Information Center

Marquand, Jay C.

2013-01-01

Closing the achievement gap in public education means all students are expected to be learning at grade level. In response to federal mandates requiring schools to attain specific student achievement benchmarks, many schools are placing greater resources into support programs designed to increase student achievement. Military dependent students…

Minding the Gap: Children's Difficulty Conceptualizing Spatial Intervals as Linear Measurement Units

ERIC Educational Resources Information Center

Solomon, Tracy L.; Vasilyeva, Marina; Huttenlocher, Janellen; Levine, Susan C.

2015-01-01

Understanding measurement units is critical to mathematics and science learning, but it is a topic that American students find difficult. In 3 studies, we investigated the challenges underlying this difficulty in kindergarten and second grade by comparing performance on different versions of a linear measurement task. Children measured crayons…

School Districts and Student Achievement

ERIC Educational Resources Information Center

Chingos, Matthew M.; Whitehurst, Grover J.; Gallaher, Michael R.

2015-01-01

School districts are a focus of education reform efforts in the United States, but there is very little existing research about how important they are to student achievement. We fill this gap in the literature using 10 years of student-level, statewide data on fourth- and fifth-grade students in Florida and North Carolina. A variance decomposition…

Building and Activating Students' Background Knowledge: It's What They Already Know That Counts

ERIC Educational Resources Information Center

Fisher, Douglas; Frey, Nancy; Lapp, Diane

2012-01-01

Students enter the middle grades with varying amounts of background knowledge. Teachers must assess student background knowledge for gaps or misconceptions and then provide instruction to build on that base. This article discusses effective strategies for assessing and developing students' background knowledge so they can become independent…

Technology-Enhanced Multimedia Instruction in Foreign Language Classrooms: A Mixed Methods Study

ERIC Educational Resources Information Center

Ketsman, Olha

2012-01-01

Technology-enhanced multimedia instruction in grades 6 through 12 foreign language classrooms was the focus of this study. The study's findings fill a gap in the literature through the report of how technology-enhanced multimedia instruction was successfully implemented in foreign language classrooms. Convergent parallel mixed methods study…

Dyslexia Training Program. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

The "Dyslexia Training Program," developed at the Texas Scottish Rite Hospital for Children, is a Tier III reading intervention program that provides intensive phonics instruction to children with dyslexia, primarily in grades two through five. It is a comprehensive two-year program that bridges the gap for school districts in which a…

Teaching the Teachers

ERIC Educational Resources Information Center

Kronholz, June

2012-01-01

Data-driven instruction began its spread across the country about a decade ago, in the footsteps of the No Child Left Behind requirement that schools administer yearly achievement tests. Those tests didn't help teachers spot and backfill learning gaps, though. Scores came back after everyone had moved on to the next grade, and anyway, the tests…

A Critical Review of the Massachusetts Next Generation Science and Technology/Engineering Standards. Policy Brief

ERIC Educational Resources Information Center

Metzenberg, Stan

2015-01-01

Stan Metzenberg offers a critical analysis of the draft "Massachusetts Science and Technology/Engineering Standards," which are for pre-Kindergarten to Grade 8 and introductory high school courses. Metzenberg claims that the document reveals significant, unacceptable gaps in science content, as well as some notable errors and…

Kindergarten Readiness in Wisconsin. WCER Working Paper No. 2017-3

ERIC Educational Resources Information Center

Grodsky, Eric; Yiyue, Huangfu,; Miesner, H. Rose; Packard, Chiara

2017-01-01

Wisconsin's gaps between Black and White student high school graduation rates (Richards, 2016) and Black and White fourth-grade math and reading scores (U.S. Department of Education, 2015) are the largest in the nation. These inequalities have led to criticisms of Wisconsin's schools and teachers as ineffective in bolstering the success of…

The Contributions of Oral and Silent Reading Fluency to Reading Comprehension

ERIC Educational Resources Information Center

Price, Katherine W.; Meisinger, Elizabeth B.; Louwerse, Max M.; D'Mello, Sidney

2016-01-01

Silent reading fluency has received limited attention in the school-based literatures across the past decade. We fill this gap by examining both oral and silent reading fluency and their relation to overall abilities in reading comprehension in fourth-grade students. Lower-level reading skills (word reading, rapid automatic naming) and vocabulary…

102. Catalog HHistory 1, C.C.C., 34 Landscaping, Negative No. 6040a ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

102. Catalog H-History 1, C.C.C., 34 Landscaping, Negative No. 6040a (Photographer and date unknown) BEAUTIFICATION PROGRAM STARTED AS SOON AS GRADING ALONG THE DRIVE WAS COMPLETED. CCC CAMP 3 SHOWN PLANTING LAUREL. - Skyline Drive, From Front Royal, VA to Rockfish Gap, VA , Luray, Page County, VA

Lessons Learned: Collaborative Symbiosis and Responsive Disciplinary Literacy Teaching

ERIC Educational Resources Information Center

Wilder, Phillip; Herro, Danielle

2016-01-01

This paper describes a case study of how a middle school literacy coach and a science teacher attempted to improve disciplinary literacy teaching in a sixth-grade science class. The collaborative inquiry exposed the disciplinary knowledge gap of the literacy coach (a former language arts teacher) and the science teacher's limited knowledge of…

Examination of Achievement Gaps among Fourth Grade Students in a Selected Louisiana School District

ERIC Educational Resources Information Center

LeJeune, Kevin Scott

2010-01-01

A major concern for educators is that student achievement is disproportionate and not increasing for all groups at the same rate. This applied dissertation addressed the problem of unequal achievement for African American, economically disadvantaged, and academically at-risk students. This quantitative study utilized a correlational design to…

Female Teachers, Whiteness, and the Quest for Cultural Proficiency

ERIC Educational Resources Information Center

Jayne, Ann M.

2014-01-01

Though America's public schools have become increasingly diverse, the teaching staff remains relatively homogeneous. This gap is more apparent in California schools that serve large numbers of students of color, being taught by teachers who are predominately White and female. Because the population of kindergarten-through-12th-grade teachers is…

Gaps between Beliefs, Perceptions, and Practices: The Every Teacher Project on LGBTQ-Inclusive Education in Canadian Schools

ERIC Educational Resources Information Center

Taylor, Catherine G.; Meyer, Elizabeth J.; Peter, Tracey; Ristock, Janice; Short, Donn; Campbell, Christopher

2016-01-01

The Every Teacher Project involved large-scale survey research conducted to identify the beliefs, perspectives, and practices of Kindergarten to Grade 12 educators in Canadian public schools regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ)-inclusive education. Comparisons are made between LGBTQ and cisgender heterosexual…

Closing the Achievement Gap through Modification of Neurocognitive and Neuroendocrine Function: Results from a Cluster Randomized Controlled Trial of an Innovative Approach to the Education of Children in Kindergarten

PubMed Central

Blair, Clancy; Raver, C. Cybele

2014-01-01

Effective early education is essential for academic achievement and positive life outcomes, particularly for children in poverty. Advances in neuroscience suggest that a focus on self-regulation in education can enhance children’s engagement in learning and establish beneficial academic trajectories in the early elementary grades. Here, we experimentally evaluate an innovative approach to the education of children in kindergarten that embeds support for self-regulation, particularly executive functions, into literacy, mathematics, and science learning activities. Results from a cluster randomized controlled trial involving 29 schools, 79 classrooms, and 759 children indicated positive effects on executive functions, reasoning ability, the control of attention, and levels of salivary cortisol and alpha amylase. Results also demonstrated improvements in reading, vocabulary, and mathematics at the end of kindergarten that increased into the first grade. A number of effects were specific to high-poverty schools, suggesting that a focus on executive functions and associated aspects of self-regulation in early elementary education holds promise for closing the achievement gap. PMID:25389751

Closing the achievement gap through modification of neurocognitive and neuroendocrine function: results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten.

PubMed

Blair, Clancy; Raver, C Cybele

2014-01-01

Effective early education is essential for academic achievement and positive life outcomes, particularly for children in poverty. Advances in neuroscience suggest that a focus on self-regulation in education can enhance children's engagement in learning and establish beneficial academic trajectories in the early elementary grades. Here, we experimentally evaluate an innovative approach to the education of children in kindergarten that embeds support for self-regulation, particularly executive functions, into literacy, mathematics, and science learning activities. Results from a cluster randomized controlled trial involving 29 schools, 79 classrooms, and 759 children indicated positive effects on executive functions, reasoning ability, the control of attention, and levels of salivary cortisol and alpha amylase. Results also demonstrated improvements in reading, vocabulary, and mathematics at the end of kindergarten that increased into the first grade. A number of effects were specific to high-poverty schools, suggesting that a focus on executive functions and associated aspects of self-regulation in early elementary education holds promise for closing the achievement gap.

Reducing the gender achievement gap in college science: a classroom study of values affirmation.

PubMed

Miyake, Akira; Kost-Smith, Lauren E; Finkelstein, Noah D; Pollock, Steven J; Cohen, Geoffrey L; Ito, Tiffany A

2010-11-26

In many science, technology, engineering, and mathematics disciplines, women are outperformed by men in test scores, jeopardizing their success in science-oriented courses and careers. The current study tested the effectiveness of a psychological intervention, called values affirmation, in reducing the gender achievement gap in a college-level introductory physics class. In this randomized double-blind study, 399 students either wrote about their most important values or not, twice at the beginning of the 15-week course. Values affirmation reduced the male-female performance and learning difference substantially and elevated women's modal grades from the C to B range. Benefits were strongest for women who tended to endorse the stereotype that men do better than women in physics. A brief psychological intervention may be a promising way to address the gender gap in science performance and learning.

The impact of a developmental science course on college success for underprepared health science students

NASA Astrophysics Data System (ADS)

Johnson, Candace A.

Developmental education for the academically underprepared college student has been aimed at helping students succeed in college. However, developmental education courses have traditionally focused on reading, writing and math. This quantitative study examined the relationship between a developmental science course for underprepared health science students on grades achieved in college level medical terminology courses. The effect was measured by analyzing student grades retrieved from a college database of official school records through the use of correlation research methodology during a previous 2-year academic period at a selected independent 4-year right-to-try college. The results yielded a weakly positive correlation, but not statistically significant coefficient of 0.325 between grades for students who successfully completed the developmental science course and their subsequent success in a college-level science course. The study added to the gap in knowledge in terms of the effect a developmental science course has on grades in college-level science courses.

[Low level auditory skills compared to writing skills in school children attending third and fourth grade: evidence for the rapid auditory processing deficit theory?].

PubMed

Ptok, M; Meisen, R

2008-01-01

The rapid auditory processing defi-cit theory holds that impaired reading/writing skills are not caused exclusively by a cognitive deficit specific to representation and processing of speech sounds but arise due to sensory, mainly auditory, deficits. To further explore this theory we compared different measures of auditory low level skills to writing skills in school children. prospective study. School children attending third and fourth grade. just noticeable differences for intensity and frequency (JNDI, JNDF), gap detection (GD) monaural and binaural temporal order judgement (TOJb and TOJm); grade in writing, language and mathematics. correlation analysis. No relevant correlation was found between any auditory low level processing variable and writing skills. These data do not support the rapid auditory processing deficit theory.

Interfingering of the Frontier Formation and Aspen Shale, Cumberland Gap, Wyoming.

USGS Publications Warehouse

M'gonigle, J.

1982-01-01

The basal part, or the Chalk Creek Member, of the non-marine lower Frontier Formation (Upper Cretaceous) includes a thin coal bed that grades S into a carbonaceous shale. The latter plus associated sandstones and shales pinch out S of Cumberland Gap and lie stratigraphically below the top of the Aspen Shale. The beds in the upper part of the Aspen, in turn, pinch out within the Frontier Formation. The coal bed and equivalent carbonaceous shale represent in-place accumulation of peat. The interfingering suggests that in SW Wyoming the Lower/Upper Cretaceous boundary is within the Chalk Creek Member. -from Author

Solar cell structure incorporating a novel single crystal silicon material

DOEpatents

Pankove, Jacques I.; Wu, Chung P.

1983-01-01

A novel hydrogen rich single crystal silicon material having a band gap energy greater than 1.1 eV can be fabricated by forming an amorphous region of graded crystallinity in a body of single crystalline silicon and thereafter contacting the region with atomic hydrogen followed by pulsed laser annealing at a sufficient power and for a sufficient duration to recrystallize the region into single crystal silicon without out-gassing the hydrogen. The new material can be used to fabricate semiconductor devices such as single crystal silicon solar cells with surface window regions having a greater band gap energy than that of single crystal silicon without hydrogen.

Results From Scotland's 2016 Report Card on Physical Activity for Children and Youth.

PubMed

Reilly, John J; Johnstone, Avril; McNeill, Geraldine; Hughes, Adrienne R

2016-11-01

The 2016 Active Healthy Kids Scotland Report Card aims to improve surveillance of physical activity (PA), facilitate international comparisons, and encourage evidence-informed PA and health policy. Active Healthy Kids Canada Report Card methodology was used: a search for data on child and adolescent PA and health published after the 2013 Scottish Report Card was carried out. Data sources were considered for grading if based on representative samples with prevalence estimates made using methods with low bias. Ten health behaviors/outcomes were graded on an A to F scale based on quintiles (prevalence meeting recommendations ≥80% graded A down to <20% graded F). Three of the seven Health Behaviors and Outcomes received F or F- grades: Overall PA, Sedentary Behavior, and Obesity. Active and Outdoor Play and Organized Sport Participation could not be graded. Active Commuting to School was graded C, and Diet was graded D-. Family and Peer Influence was graded D-; Perceived Safety and Availability of Space for PA as well as the National Policy Environment were more favorable (both B). Grades were identical to those in 2013. Scotland has a generally favorable environment for PA, but children and adolescents have low PA and high sedentary behavior. Gaps in surveillance included lack of objectively measured PA, no surveillance of moderate-to-vigorous PA in children, summary surveillance data not expressed in ways which match recommendations (eg, for PA in young children; for screen-time), and no surveillance of Sport Participation, Active and Outdoor Play, or Sitting. Scottish policy does not include sedentary behavior at present.

Stereotyped: investigating gender in introductory science courses.

PubMed

Lauer, Shanda; Momsen, Jennifer; Offerdahl, Erika; Kryjevskaia, Mila; Christensen, Warren; Montplaisir, Lisa

2013-01-01

Research in science education has documented achievement gaps between men and women in math and physics that may reflect, in part, a response to perceived stereotype threat. Research efforts to reduce achievement gaps by mediating the impact of stereotype threat have found success with a short values-affirmation writing exercise. In biology and biochemistry, however, little attention has been paid to the performance of women in comparison with men or perceptions of stereotype threat, despite documentation of leaky pipelines into professional and academic careers. We used methodologies developed in physics education research and cognitive psychology to 1) investigate and compare the performance of women and men across three introductory science sequences (biology, biochemistry, physics), 2) document endorsement of stereotype threat in these science courses, and 3) investigate the utility of a values-affirmation writing task in reducing achievement gaps. In our study, analysis of final grades and normalized learning gains on content-specific concept inventories reveals no achievement gap in the courses sampled, little stereotype threat endorsement, and no impact of the values-affirmation writing task on student performance. These results underscore the context-dependent nature of achievement gaps and stereotype threat and highlight calls to replicate education research across a range of student populations.

Stereotyped: Investigating Gender in Introductory Science Courses

PubMed Central

Lauer, Shanda; Momsen, Jennifer; Offerdahl, Erika; Kryjevskaia, Mila; Christensen, Warren; Montplaisir, Lisa

2013-01-01

Research in science education has documented achievement gaps between men and women in math and physics that may reflect, in part, a response to perceived stereotype threat. Research efforts to reduce achievement gaps by mediating the impact of stereotype threat have found success with a short values-affirmation writing exercise. In biology and biochemistry, however, little attention has been paid to the performance of women in comparison with men or perceptions of stereotype threat, despite documentation of leaky pipelines into professional and academic careers. We used methodologies developed in physics education research and cognitive psychology to 1) investigate and compare the performance of women and men across three introductory science sequences (biology, biochemistry, physics), 2) document endorsement of stereotype threat in these science courses, and 3) investigate the utility of a values-affirmation writing task in reducing achievement gaps. In our study, analysis of final grades and normalized learning gains on content-specific concept inventories reveals no achievement gap in the courses sampled, little stereotype threat endorsement, and no impact of the values-affirmation writing task on student performance. These results underscore the context-dependent nature of achievement gaps and stereotype threat and highlight calls to replicate education research across a range of student populations. PMID:23463226

StarD13 is a tumor suppressor in breast cancer that regulates cell motility and invasion

PubMed Central

HANNA, SAMER; KHALIL, BASSEM; NASRALLAH, ANITA; SAYKALI, BECHARA A.; SOBH, RANIA; NASSER, SELIM; EL-SIBAI, MIRVAT

2014-01-01

Breast cancer is one of the most commonly diagnosed cancers in women around the world. In general, the more aggressive the tumor, the more rapidly it grows and the more likely it metastasizes. Members of the Rho subfamily of small GTP-binding proteins (GTPases) play a central role in breast cancer cell motility and metastasis. The switch between active GTP-bound and inactive GDP-bound state is regulated by guanine nucleotide exchange factors (GEFs), GTPase-activating proteins (GAPs) and guanine-nucleotide dissociation inhibitors (GDIs). We studied the role of StarD13, a recently identified Rho-GAP that specifically inhibits the function of RhoA and Cdc42. We aimed to investigate its role in breast cancer proliferation and metastasis. The levels of expression of this Rho-GAP in tumor tissues of different grades were assayed using immunohistochemistry. We observed that, while the level of StarD13 expression decreases in cancer tissues compared to normal tissues, it increases as the grade of the tumor increased. This was consistent with the fact that although StarD13 was indeed a tumor suppressor in our breast cancer cells, as seen by its effect on cell proliferation, it was needed for cancer cell motility. In fact, StarD13 knockdown resulted in an inhibition of cell motility and cells were not able to detach their tail and move forward. Our study describes, for the first time, a tumor suppressor that plays a positive role in cancer motility. PMID:24627003

Early Care and Education in the Golden State: Publicly Funded Programs Serving California's Preschool-Age Children

ERIC Educational Resources Information Center

Karoly, Lynn A.; Reardon, Elaine; Cho, Michelle

2007-01-01

To evaluate the adequacy and efficiency of preschool education, the RAND Corporation has undertaken the California Preschool Study to improve understanding of achievement gaps in the early elementary grades, the adequacy of preschool education currently given, and what efficiencies or additional resources might be brought to bear in early care and…

Kindergarten through 12th Grade Project in Career Development and Bridging the Gap Between School and Work: Final Report.

ERIC Educational Resources Information Center

Watertown Independent School District 1, SD.

Divided into four phases, this project in career education includes the following aspects: planning of project policies and activities and securing resource materials; orientation of the school district staff to the project; integration of occupational information, exploration, and career education concepts into the curriculum, identification of…

Using Curriculum-Based Measurement to Examine Summer Learning Loss

ERIC Educational Resources Information Center

Sandberg Patton, Karen L.; Reschly, Amy L.

2013-01-01

Summer loss of reading is a potential factor in maintaining, and potentially widening, the achievement gap. This study used curriculum-based measurement of reading (R-CBM) to investigate the effect of the summer on reading. For this study, 317 students in Grades 2 to 5 were assessed in the spring and fall using Dynamic Indicators of Basic Early…

Utilizing Two-Way Bilingual Education for Reducing the Achievement Lag of LEP Students in Primary Grades: A Longitudinal Study.

ERIC Educational Resources Information Center

Lopez, Maria G.; Tashakkori, Abbas

This study investigated the effect of a bilingual education program on the achievement gap in language development between at-risk kindergarten students with minimal English proficiency and students who were proficient English speakers. Limited English Proficient (LEP) students were included in an Extended Foreign Language (EFL) program designed…

Equity in Standards-Based Elementary Mathematics Classrooms. Weaving Gender Equity into Math Reform.

ERIC Educational Resources Information Center

Perez, Christina

This article discusses the issue of equity in standards-based elementary mathematics classrooms. It is argued that while some of the gaps in mathematics achievement have slowly diminished (e.g., differences in mathematics grades and participation rates between girls and boys in K-12 education have decreased), others remain intractable. Other…

Using Peer Assisted Learning Strategies for Boys, Aboriginal Learners, and At-Risk Populations

ERIC Educational Resources Information Center

Mattatall, Chris A.

2017-01-01

This study reports on one school district's attempt to address reading gaps in boys, Aboriginal students, and special education students at 1st grade by implementing Peer Assisted Learning Strategies (PALS) to supplement classroom reading instruction. Findings indicate that compared to previous years, when PALS was not used, students in this study…

Implications of Literacy Related to Comprehension of Environmental Health Materials

ERIC Educational Resources Information Center

Lindsey, Martha Ann

2010-01-01

Health literacy involves basic reading and numeracy, which allow a person to function as a health care consumer, by reading, understanding, evaluating and using information in health documents. For thirty years, the gap between the reading level of most of the public, eighth grade, and the reading level of most written health information, above…

Sexual Dating Aggression across Grades 8 through 12: Timing and Predictors of Onset

ERIC Educational Resources Information Center

Reyes, H. Luz McNaughton; Foshee, Vangie A.

2013-01-01

Investigators have identified a number of factors that increase risk for physical and psychological dating abuse perpetration during adolescence, but as yet little is known about the etiology of sexual dating aggression during this critical developmental period. This is an important gap in the literature given that research suggests that patterns…

Black and Hispanic Immigrants' Resilience against Negative-Ability Racial Stereotypes at Selective Colleges and Universities in the United States

ERIC Educational Resources Information Center

Owens, Jayanti; Lynch, Scott M.

2012-01-01

Stereotype threat is a widely supported theory for understanding the racial achievement gap in college grade performance. However, today's minority college students are increasingly of immigrant origins, and it is unclear whether two dispositional mechanisms that may increase susceptibility to stereotype threat are applicable to immigrants. We use…

Mathematics and Science Test Gaps. Pell Institute Fact Sheet. Updated

ERIC Educational Resources Information Center

Pell Institute for the Study of Opportunity in Higher Education, 2011

2011-01-01

Data is reported as percentages in 4th, 8th, and 12th grades based on proficiency in the subject ("Below Basic," "At Basic," "At Proficient", or "At Advanced"). "Low-income" on this data sheet means students who qualify for the National School Lunch Program. Both math and science data are from 2009…

Unconscious Bias in the Classroom: Evidence and Opportunities, 2017

ERIC Educational Resources Information Center

Dee, T.; Gershenson, S.

2017-01-01

The underrepresentation of women and racial and ethnic minorities in computer science (CS) and other fields of science, technology, engineering, and math (STEM) is a serious impediment to technological innovation as well as an affront to fundamental notions of fairness and equity. These gaps emerge in the early grades and tend to persist, if not…

The Impact of L2 German on Component Processes of Reading

ERIC Educational Resources Information Center

Schröter, Pauline; Schroeder, Sascha

2017-01-01

Background: In Germany, there is a substantial gap in reading literacy between monolingual children and their L2-speaking peers. Nevertheless, it is still unclear where these performance differences are rooted. Methods: We investigated children of grades 5, 6 and 7 with comparable socio-economic status, who completed a battery of tests assessing…

Reducing Achievement Gaps in Academic Writing for Latinos and English Learners in Grades 7-12

ERIC Educational Resources Information Center

Olson, Carol Booth; Matuchniak, Tina; Chung, Huy Q.; Stumpf, Rachel; Farkas, George

2017-01-01

This study reports 2 years of findings from a randomized controlled trial designed to replicate and demonstrate the efficacy of an existing, successful professional development program, the Pathway Project, that uses a cognitive strategies approach to text-based analytical writing. Building on an earlier randomized field trial in a large, urban,…

Enhancing the Vocabulary Knowledge of First-Grade Children with Supplemental Booster Instruction

ERIC Educational Resources Information Center

Puhalla, Eve M.

2011-01-01

This study examined the effects of instructional intensity on the acquisition of storybook vocabulary in first graders who were at risk of early reading failure. It also measured whether the intervention was effective for closing the vocabulary knowledge gap between students who were at risk and their average-achieving peers. A total of 66…

The Effect of Elementary Mathematics Coaching on Student Achievement in Fourth, Fifth, and Sixth Grade

ERIC Educational Resources Information Center

Trimuel Stewart, Merita

2013-01-01

Due to recent waivers and current expectations of teacher performance, schools have been tasked to close their student achievement gaps in mathematics by 2014. Yet students still have not performed well in mathematics, which may be a direct link to teachers' instructional practices. Identifying a coaching model to improve student achievement…

Learning from Rising Sixth Grade Readers: How Nooks Shaped Students' Reading Behaviors during a Summer Independent Reading Initiative

ERIC Educational Resources Information Center

Mitchell, Chrystine Cooper

2016-01-01

Researchers have documented a "summer reading setback" where an achievement gap between proficient and struggling readers expands during the summer. This research focuses on 20 rising sixth graders who participated in a summer independent reading initiative using Nook digital readers. Using a qualitative exploratory design and content…

Reflections from the Computer Equity Training Project.

ERIC Educational Resources Information Center

Sanders, Jo Shuchat

This paper addresses girls' patterns of computer avoidance at the middle school and other grade levels. It reviews the evidence for a gender gap in computer use in several areas: in school, at home, in computer camps, in computer magazines, and in computer-related jobs. It compares the computer equity issue to math avoidance, and cites the middle…

Brief Report: Activities in Heterosexual Romantic Relationships--Grade Differences and Associations with Relationship Satisfaction

ERIC Educational Resources Information Center

Carlson, Wendy; Rose, Amanda J.

2012-01-01

Whereas much research addresses relations of youths' heterosexual romantic relationships with sexual and/or delinquent activities, less attention has been paid to youths' more normative, day-to-day activities with romantic partners. This gap in the literature is problematic given that these activities define the substance of the relationships and…

Developing Deep Understanding and Literacy while Addressing a Gender-Based Literacy Gap

ERIC Educational Resources Information Center

Sun, Yanqing; Zhang, Jianwei; Scardamalia, Marlene

2010-01-01

Online discourse from a class of 22 students (11 boys and 11 girls) was analysed to assess advances in conceptual understanding and literacy. The students worked over a two-year period (Grades 3-4), during which they contributed notes to an online Knowledge Building environment--Knowledge Forum[R]. Contributions revealed that both boys and girls…

A Qualitative Analysis of Ninth Grade High School Teachers' Perceptions of Online Discussions to Supplement Classroom Instruction

ERIC Educational Resources Information Center

Watson, Rhonda

2015-01-01

Current web technologies are changing the landscape of education. Today's students communicate and learn differently than those of previous generations, yet a gap still exists between available technology and teacher use of technology for instruction. The purpose of this qualitative descriptive case study was to examine teachers' perceptions of…

Understanding the Gap in Mathematics Achievement of Malaysian Students

ERIC Educational Resources Information Center

Ismail, Noor Azina

2009-01-01

Of 46 countries that participated in the Trends in International Mathematics and Science Study in 2003 (I. V. S. Mullis, M. O. Martin, E. J. Gonzalez, & S. J. Chrostowski, 2004), Malaysia was ranked 10th in international scores of mathematics achievement for 8th-grade students. The present author aimed to examine the importance of students'…

Depression and Suicidality among Bisexual Youth: A Nationally Representative Sample

ERIC Educational Resources Information Center

Taliaferro, Lindsay A.; Gloppen, Kari M.; Muehlenkamp, Jennifer J.; Eisenberg, Marla E.

2018-01-01

To address gaps in the literature on bisexual youth, we used the first nationally representative sample of high school students from the United States to determine profiles of behaviors related to depressive symptoms, a suicide attempt, and a medically-serious attempt. We examined the data from 922 bisexual students in grades 9-12 who completed…

How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants' Conceptualizations of Learning

ERIC Educational Resources Information Center

Adair, Jennifer Keys; Colegrove, Kiyomi Sánchez-Suzuki; McManus, Molly E.

2017-01-01

Early childhood education in grades preK-3 continues to contribute to future school success. Discrimination, however, can still be an obstacle for many children of Latinx immigrants because they often receive less sophisticated and dynamic learning experiences than their white, native-born peers. In this article, Jennifer Keys Adair, Kiyomi…

Testing for Results: Helping Families, Schools and Communities Understand and Improve Student Achievement.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Office of the Under Secretary.

Redefining the federal government's role in kindergarten through grade 12 education, the No Child Left Behind Act of 2001 is designed to close the achievement gap between disadvantaged and minority students and their peers. The act is based on four principles, the first of which is stronger accountability for results, entailing creation of…

Modelling of Factors Influencing Gender Difference in Mathematics Achievement Using TIMSS 2011 Data for Singaporean Eighth Grade Students

ERIC Educational Resources Information Center

Yoo, Yang Seok

2018-01-01

Numerous studies have attributed gender difference in mathematics achievement to various sociocultural influences. Singapore is a country of higher gender equality as represented in the Global Gender Gap Index and Singaporean girls perform as well or higher than boys in international mathematics assessments. This study develops a conceptual model…

The Use of a Reading Intervention Program with Students at Risk of Reading Failure

ERIC Educational Resources Information Center

Browning, Angela Dixon

2010-01-01

A gap remains in the literature addressing reading intervention programs that have been successful for students identified as at risk of reading failure in grades kindergarten through second. The purpose of this qualitative case study was to explore how the Scott Foresman Early Reading Intervention Program supported the improvement of literacy…

Evidence-Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities

ERIC Educational Resources Information Center

Agrawal, Jugnu; Morin, Lisa L.

2016-01-01

Students with mathematics disabilities (MD) experience difficulties with both conceptual and procedural knowledge of different math concepts across grade levels. Research shows that concrete representational abstract framework of instruction helps to bridge this gap for students with MD. In this article, we provide an overview of this strategy…

Effects of a Summer Mathematics Intervention for Low-Income Children: A Randomized Experiment

ERIC Educational Resources Information Center

Lynch, Kathleen; Kim, James S.

2017-01-01

Prior research suggests that summer learning loss among low-income children contributes to income-based gaps in achievement and educational attainment. We present results from a randomized experiment of a summer mathematics program conducted in a large, high-poverty urban public school district. Children in the third to ninth grade (N = 263) were…

Developmental and Methodological Issues in the Growth of Logical Thinking in Adolescence.

ERIC Educational Resources Information Center

Weybright, Loren Dean

The 30 sixth and 30 ninth grade students, all of whom attended one rural school district in central Illinois, not only displayed a wider variety of behaviors than reported in the Inhelder and Piaget study (1958) investigating the development of logical thinking in children, but the behavioral components served to fill significant gaps in the…

The Impact of Socioeconomic Status on Elementary Student Achievement in Rural South Texas Schools

ERIC Educational Resources Information Center

Martinez-Perez, Frances A.

2013-01-01

Educational inequalities that exist due to socioeconomic status impact the academic achievement of students and contribute to the achievement gap. This study attempted to examine how the predictors of grade level and socioeconomic status impact the passing of state standardized reading and mathematics exams. The 2012-2013 State of Texas Academic…

Selling students short: Racial differences in teachers’ evaluations of high, average, and low performing students

PubMed Central

Irizarry, Yasmiyn

2015-01-01

Education scholars document notable racial differences in teachers’ perceptions of students’ academic skills. Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort, this study advances research on teacher perceptions by investigating whether racial differences in teachers’ evaluations of first grade students’ overall literacy skills vary for high, average, and low performing students. Results highlight both the overall accuracy of teachers’ perceptions, and the extent and nature of possible inaccuracies, as demonstrated by remaining racial gaps net literacy test performance. Racial differences in teachers’ perceptions of Black, non-White Latino, and Asian students (compared to White students) exist net teacher and school characteristics and vary considerably across literacy skill levels. Skill specific literacy assessments appear to explain the remaining racial gap for Asian students, but not for Black and non-White Latino students. Implications of these findings for education scholarship, gifted education, and the achievement gap are discussed. PMID:26004478

The Interplay of Students’ School Engagement, School Self-Concept and Motivational Relations during Adolescence

PubMed Central

Bakadorova, Olga; Raufelder, Diana

2017-01-01

Existing literature evidences the association between adolescents’ school self-concept and engagement, both concepts being related to students’ perception of teachers and peers as motivators. However, few longitudinal studies explore the interplay of these factors. The present study aims to close this gap, applying latent cross-lagged panel design to two-wave data from German adolescent students [1088 8th grade students at T1 (Mage = 13.7, SD = 0.53; 53.9% girls) and 845 9th grade students at T2 (Mage = 14.86; SD = 0.57; 55% girls) from the initial sample]. Besides direct effects, three cross-lagged over-time paths were found to be significant: students’ perception of peers as positive motivators (PPMs) at the beginning of 8th grade (T1) positively predicts their behavioral school engagement at the end of 9th grade (T2), as well as emotional school engagement at the beginning of 8th grade positively predicts students’ perception of PPMs 1.5 years later. Furthermore, behavioral school engagement at T1 functions as a predictor of a student’s school self-concept at T2. PMID:29321754

The Interplay of Students' School Engagement, School Self-Concept and Motivational Relations during Adolescence.

PubMed

Bakadorova, Olga; Raufelder, Diana

2017-01-01

Existing literature evidences the association between adolescents' school self-concept and engagement, both concepts being related to students' perception of teachers and peers as motivators. However, few longitudinal studies explore the interplay of these factors. The present study aims to close this gap, applying latent cross-lagged panel design to two-wave data from German adolescent students [1088 8th grade students at T1 ( M age = 13.7, SD = 0.53; 53.9% girls) and 845 9th grade students at T2 ( M age = 14.86; SD = 0.57; 55% girls) from the initial sample]. Besides direct effects, three cross-lagged over-time paths were found to be significant: students' perception of peers as positive motivators (PPMs) at the beginning of 8th grade (T1) positively predicts their behavioral school engagement at the end of 9th grade (T2), as well as emotional school engagement at the beginning of 8th grade positively predicts students' perception of PPMs 1.5 years later. Furthermore, behavioral school engagement at T1 functions as a predictor of a student's school self-concept at T2.

A multi-level differential item functioning analysis of trends in international mathematics and science study: Potential sources of gender and minority difference among U.S. eighth graders' science achievement

NASA Astrophysics Data System (ADS)

Qian, Xiaoyu

Science is an area where a large achievement gap has been observed between White and minority, and between male and female students. The science minority gap has continued as indicated by the National Assessment of Educational Progress and the Trends in International Mathematics and Science Studies (TIMSS). TIMSS also shows a gender gap favoring males emerging at the eighth grade. Both gaps continue to be wider in the number of doctoral degrees and full professorships awarded (NSF, 2008). The current study investigated both minority and gender achievement gaps in science utilizing a multi-level differential item functioning (DIF) methodology (Kamata, 2001) within fully Bayesian framework. All dichotomously coded items from TIMSS 2007 science assessment at eighth grade were analyzed. Both gender DIF and minority DIF were studied. Multi-level models were employed to identify DIF items and sources of DIF at both student and teacher levels. The study found that several student variables were potential sources of achievement gaps. It was also found that gender DIF favoring male students was more noticeable in the content areas of physics and earth science than biology and chemistry. In terms of item type, the majority of these gender DIF items were multiple choice than constructed response items. Female students also performed less well on items requiring visual-spatial ability. Minority students performed significantly worse on physics and earth science items as well. A higher percentage of minority DIF items in earth science and biology were constructed response than multiple choice items, indicating that literacy may be the cause of minority DIF. Three-level model results suggested that some teacher variables may be the cause of DIF variations from teacher to teacher. It is essential for both middle school science teachers and science educators to find instructional methods that work more effectively to improve science achievement of both female and minority students. Physics and earth science are two areas to be improved for both groups. Curriculum and instruction need to enhance female students' learning interests and give them opportunities to improve their visual perception skills. Science instruction should address improving minority students' literacy skills while teaching science.

Method of making selective crystalline silicon regions containing entrapped hydrogen by laser treatment

DOEpatents

Pankove, J.I.; Wu, C.P.

1982-03-30

A novel hydrogen rich single crystalline silicon material having a band gap energy greater than 1.1 eV can be fabricated by forming an amorphous region of graded crystallinity in a body of single crystalline silicon and thereafter contacting the region with atomic hydrogen followed by pulsed laser annealing at a sufficient power and for a sufficient duration to recrystallize the region into single crystalline silicon without out-gassing the hydrogen. The new material can be used to fabricate semi-conductor devices such as single crystalline silicon solar cells with surface window regions having a greater band gap energy than that of single crystalline silicon without hydrogen. 2 figs.

Method of making selective crystalline silicon regions containing entrapped hydrogen by laser treatment

DOEpatents

Pankove, Jacques I.; Wu, Chung P.

1982-01-01

A novel hydrogen rich single crystalline silicon material having a band gap energy greater than 1.1 eV can be fabricated by forming an amorphous region of graded crystallinity in a body of single crystalline silicon and thereafter contacting the region with atomic hydrogen followed by pulsed laser annealing at a sufficient power and for a sufficient duration to recrystallize the region into single crystalline silicon without out-gasing the hydrogen. The new material can be used to fabricate semi-conductor devices such as single crystalline silicon solar cells with surface window regions having a greater band gap energy than that of single crystalline silicon without hydrogen.

Evaluation of Math Block-Scheduling for Low Performing At-Risk and Economically-Disadvantaged Students

ERIC Educational Resources Information Center

Trice, Toni M.

2017-01-01

Research shows a math achievement gap for at-risk and economically-disadvantaged students in the United States. To address this issue, a Texas school district implemented a 90-minute math block-scheduling program with 8th grade students. Shaped by the academic learning time and social justice theories, the purpose of this quantitative program…

The Effects of Single-Gender Classrooms on the Mathematics Achievement of 9th Grade, African American Male Students

ERIC Educational Resources Information Center

Newbold, Anthony J.

2014-01-01

An achievement gap exists in mathematics between low-income African American male students and their European American counterparts. Although this problem has been approached using different interventions with minimal results, the impact of homogenous grouping is not well understood in spite of its use. As a result, this study was conducted to…

Diminishing the Gap between University and High School Research Programs: Computational Physics

ERIC Educational Resources Information Center

Vondracek, Mark

2007-01-01

There are many schools (grades K-12) around the country that offer some sort of science research option for students to pursue. Often this option is a local science fair, where students do smaller projects that are then presented at poster sessions. Many times the top local projects can advance to some type of regional and, possibly, state science…

Comment on “Band gaps structure and semi-Dirac point of two-dimensional function photonic crystals” by Si-Qi Zhang et al.

NASA Astrophysics Data System (ADS)

Zhang, Hai-Feng

2018-01-01

Not Available Project supported by the Special Grade of the Financial Support from the China Postdoctoral Science Foundation (Grant No. 2016T90455), the China Postdoctoral Science Foundation (Grant No. 2015M581790), and the Chinese Jiangsu Planned Projects for Postdoctoral Research Funds, China (Grant No. 1501016A).

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. School District of Philadelphia. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

Introducing Chemical Reactions Concepts in K-6 through a Hands-On Food Spherification and Spaghetti-Fication Experiment

ERIC Educational Resources Information Center

Gupta, Anju; Hill, Nicole; Valenzuela, Patricia; Johnson, Eric

2017-01-01

Recruiting students in STEM majors to fill the gap in STEM workforce is a continued challenge, which can be addressed by introducing scientific principles through hand-on activities to the students at an early stage. This paper presents the design, implementation and assessment of a chemistry-related workshop for sixth grade students that were…

The Role of Cognition, Motivation, and Emotion in Explaining the Mathematics Achievement Gap between Hispanic and White Students

ERIC Educational Resources Information Center

Stevens, Tara; Olivarez, Arturo, Jr.; Hamman, Doug

2006-01-01

The authors investigated the relationships between cognitive, motivational, and emotional variables across Hispanic and White students to predict mathematics performance. A theoretically based structural model fit a total sample of 666 4th- to 10th-grade students well, supporting that self-efficacy, sources of self-efficacy, and emotional feedback…

Co-Teaching vs. Solo Teaching: Comparative Effects on Fifth Graders' Math Achievement

ERIC Educational Resources Information Center

Witcher, Melissa; Feng, Jay

2010-01-01

Current educational reform in K-12 schools in this nation is much driven by the No Child Left Behind Act. One central goal of NCLB is to "bring all students (including special education children) up to grade level in reading and math, to close the achievement gap and to hold schools accountable for results"(ed.gov). Varied innovative…

Bridging the Opportunity Gap: How Washington Elementary Schools Are Meeting Achievement Standards. Research Report #2

ERIC Educational Resources Information Center

Washington School Research Center, 2002

2002-01-01

The 4th and 7th grade Washington Assessment of Student Learning (WASL) scores for the past several years have indicated that the percentage of students meeting the new higher standards is not satisfactory, although improvement is being shown every year. There are indications, however, that while some elementary and middle/junior high schools are…

Should Millions of Students Take a Gap Year? Large Numbers of Students Start the School Year above Grade Level

ERIC Educational Resources Information Center

Peters, Scott J.; Rambo-Hernandez, Karen; Makel, Matthew C.; Matthews, Michael S.; Plucker, Jonathan A.

2017-01-01

Few topics have garnered more attention in preservice teacher training and educational reform than student diversity and its influence on learning. However, the actual degree of cognitive diversity has yet to be considered regarding instructional implications for advanced learners. We used four data sets (three state-level and one national) from…

The Opinions of Parents on the Implications of the Primary School (1-5 Grades) Curriculum

ERIC Educational Resources Information Center

Ersoy, Ali

2007-01-01

A complete success in implementing a curriculum mainly depends on teaching activities at schools and the parents' support of the curriculum at home. Therefore, it can be claimed that the views of parents on the implementation of a curriculum play a very vital role. Nevertheless, there is a great gap in curriculum evaluation studies that scrutinize…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

Toward Bridging the Mechanistic Gap between Genes and Traits by Emphasizing the Role of Proteins in a Computational Environment

ERIC Educational Resources Information Center

Haskel-Ittah, Michal; Yarden, Anat

2017-01-01

Previous studies have shown that students often ignore molecular mechanisms when describing genetic phenomena. Specifically, students tend to directly link genes to their encoded traits, ignoring the role of proteins as mediators in this process. We tested the ability of 10th grade students to connect genes to traits through proteins, using…

Literacy Specialists in Math Class! Closing the Achievement Gap on State Math Assessments

ERIC Educational Resources Information Center

DiGisi, Lori L.; Fleming, Dianne

2005-01-01

Sixth and eighth grade students who are English language learners must be able to read and interpret 39 math word problems in order to successfully calculate the answers on the Massachusetts state math assessment (MCAS). The first year that MCAS was administered, many ELL students read the questions, found them confusing, and left them blank,…

The Correlates of Academic Performance for English Learner Students in a New England District

ERIC Educational Resources Information Center

Parker, Caroline; O'Dwyer, Laura; Irwin, Clare

2016-01-01

English learner students are one of the fastest growing subgroups in America's schools, and gaps between English learner students and their native English-speaking peers in academic outcomes remain large in most districts and states. This study examines data for all English learner students in grades K-12 in the study district who took the…

Auditory Processing and Speech Perception in Children with Specific Language Impairment: Relations with Oral Language and Literacy Skills

ERIC Educational Resources Information Center

Vandewalle, Ellen; Boets, Bart; Ghesquiere, Pol; Zink, Inge

2012-01-01

This longitudinal study investigated temporal auditory processing (frequency modulation and between-channel gap detection) and speech perception (speech-in-noise and categorical perception) in three groups of 6 years 3 months to 6 years 8 months-old children attending grade 1: (1) children with specific language impairment (SLI) and literacy delay…

Elementary Students Translating Values into Action Using an Enrichment Model for Lutheran Schools.

ERIC Educational Resources Information Center

Czaplewski, Daniel P.

This practicum was designed to bridge the gap between strong values held by a Lutheran school and output from learners in the school that reflected these values. Using the "I Can Make a Difference" model, students in grades five through eight worked during weekly enrichment periods for 12 weeks to select and solve real life problems. The…

Standing in the Gaps: Examining the Effects of Early Gifted Education on Black Girl Achievement in STEM

ERIC Educational Resources Information Center

Young, Jemimah L.; Young, Jamaal R.; Ford, Donna Y.

2017-01-01

The purpose of this study was to explore the differential effects of access to gifted education on the mathematics and science achievement of fourth-grade Black girls. This study utilized mean difference effect sizes to examine the magnitude of differences between groups. By convention, White girls were included as a comparison group. Girls…

New Evidence on Self-Affirmation Effects and Theorized Sources of Heterogeneity from Two Cohorts in a Large-Scale Replication

ERIC Educational Resources Information Center

Hanselman, Paul; Rozek, Christopher S.; Grigg, Jeffrey; Pyne, Jaymes; Borman, Geoffrey

2016-01-01

One approach to reducing persistent racial/ethnic achievement gaps is to tackle their social-psychological dimensions, including the negative consequences of stereotype threat and other identity threats in school. Initial research suggested that a particularly promising approach is brief self-affirmation writing exercises for 7th grade students;…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

Closing the Discovery Learning Gap: A Leader Development Training Strategy for Company-Grade Officers for the Conduct of Stability and Reconstruction Operations

DTIC Science & Technology

2006-05-25

Schmitt and David S. Cloud, “The Struggle for Iraq: Propaganda, Senate Summons Pentagon to Explain Effort to Plant Reports in Iraqi News Media,” New York...let their guard down and show subordinates all their warts , their fears, and their concerns. Such transparency directly addresses and influences the

Development of American Sign Language Guidelines for K-12 Academic Assessments

ERIC Educational Resources Information Center

Higgins, Jennifer A.; Famularo, Lisa; Cawthon, Stephanie W.; Kurz, Christopher A.; Reis, Jeanne E.; Moers, Lori M.

2016-01-01

The U.S. federal Every Student Succeeds Act (ESSA) was enacted with goals of closing achievement gaps and providing all students with access to equitable and high-quality instruction. One requirement of ESSA is annual statewide testing of students in grades 3-8 and once in high school. Some students, including many deaf or hard-of-hearing (D/HH)…

Exploring Gains in Reading and Mathematics Achievement among Regular and Exceptional Students Using Growth Curve Modeling

ERIC Educational Resources Information Center

Shin, Tacksoo; Davison, Mark L.; Long, Jeffrey D.; Chan, Chi-Keung; Heistad, David

2013-01-01

Using four-wave longitudinal reading and mathematics data (4th to 7th grades) from a large urban school district, growth curve modeling was used as a tool for examining three research questions: Are achievement gaps closing in reading and mathematics? What are the associations between prior-achievement and growth across the reading and mathematics…

A Multigrade, Multiyear Statewide Examination of Reading Achievement: Examination of Reading Achievement Examining Variability between Districts, Schools, and Students

ERIC Educational Resources Information Center

Adelson, Jill L.; Dickinson, Emily R.; Cunningham, Brittany C.

2016-01-01

This brief examined the patterns of reading achievement using statewide data from all students (Grades 3-10) in multiple years to examine gaps based on student, school, and district characteristics. Results indicate reading achievement varied most between students within schools and that students' prior achievement was the strongest predictor of…

School Choice in Indianapolis: Effects of Charter, Magnet, Private, and Traditional Public Schools

ERIC Educational Resources Information Center

Berends, Mark; Waddington, R. Joseph

2018-01-01

School choice researchers are often limited to comparing one type of choice with another (e.g., charter schools vs. traditional public schools). One area researchers have not examined is the effects of different school types within the same urban region. We fill this gap by analyzing longitudinal data for students (grades 3-8) in Indianapolis,…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

Enhancing STEM Education during School Transition: Bridging the Gap in Science Manipulative Skills

ERIC Educational Resources Information Center

Fadzil, Hidayah Mohd; Saat, Rohaida Mohd

2014-01-01

The lack of exposure to practical work in primary schools leads to incompetency in manipulative skills and students may carry this problem with them to secondary school. To address this issues, an in-depth qualitative study was conducted during transition from primary to secondary school. The research involved 10 primary school students (grade 6)…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Interaction of Learning Disability Status and Student Demographic Characteristics on Mathematics Growth.

PubMed

Stevens, Joseph J; Schulte, Ann C

This study examined mathematics achievement growth of students without disabilities (SWoD) and students with learning disabilities (LD) and tested whether growth and LD status interacted with student demographic characteristics. Growth was estimated in a statewide sample of 79,554 students over Grades 3 to 7. The LD group was significantly lower in achievement in each grade and had less growth than the SWoD group. We also found that student demographic characteristics were significantly related to mathematics growth, but only three demographic characteristics were statistically significant as interactions. We found that LD-SWoD differences at Grade 3 were moderated by student sex, while Black race/ethnicity and free or reduced lunch (FRL) status moderated LD-SWoD differences at all grades. These results provide practitioners and policy makers with more specific information about which particular LD students show faster or slower growth in mathematics. Our results show that simply including predictors in a regression equation may produce different results than direct testing of interactions and achievement gaps may be larger for some LD subgroups of students than previously reported.

A quantitative comparative analysis of Advancement via Independent Determination (AVID) in Texas middle schools

NASA Astrophysics Data System (ADS)

Reed, Krystal Astra

The "Advancement via Individual Determination (AVID) program was designed to provide resources and strategies that enable underrepresented minority students to attend 4-year colleges" (AVID Center, 2013, p. 2). These students are characterized as the forgotten middle in that they have high test scores, average-to-low grades, minority or low socioeconomic status, and will be first-generation college students (AVID, 2011). Research indicates (Huerta, Watt, & Butcher, 2013) that strict adherence to 11 program components supports success of students enrolled in AVID, and AVID certification depends on districts following those components. Several studies (AVID Center, 2013) have investigated claims about the AVID program through qualitative analyses; however, very few have addressed this program quantitatively. This researcher sought to determine whether differences existed between student achievement and attendance rates between AVID and non-AVID middle schools. To achieve this goal, the researcher compared eighth-grade science and seventh- and eighth-grade mathematics scores from the 2007 to 2011 Texas Assessment of Knowledge and Skills (TAKS) and overall attendance rates in demographically equivalent AVID and non-AVID middle schools. Academic Excellence Indicator System (AEIS) reports from the Texas Education Agency (TEA) were used to obtain 2007 to 2011 TAKS results and attendance information for the selected schools. The results indicated a statistically significant difference between AVID demonstration students and non-AVID students in schools with similar CI. No statistically significant differences were found on any component of the TAKS for AVID economically disadvantaged students. The mean scores indicated an achievement gap between non-AVID and AVID demonstration middle schools. The findings from the other three research questions indicated no statistically significant differences between AVID and non-AVID student passing rates on the seventh- and eighth-grade TAKS math tests or on overall attendance rates. The mean scores on the eighth-grade TAKS science test revealed some positive results in the academic performance of economically disadvantaged in non-AVID demonstration middle schools. Specifically, the results indicated that the mean passing percentage of AVID demonstration was lower than that of non-AVID middle schools. The TAKS scores showed a small achievement gap between non-AVID and AVID demonstration middle schools.

Differences in mathematics and science performance by economic status, gender, and ethnicity/race: A multiyear Texas statewide study

NASA Astrophysics Data System (ADS)

Anderson, Pamela Bennett

Purpose. The purpose of the first study was to ascertain the extent to which differences were present in the STAAR Mathematics and Science test scores by Grade 5 and Grade 8 student economic status. The purpose of the second study was to examine differences in Grade 5 STAAR Mathematics and Science test performance by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Finally, with respect to the third study in this journal-ready dissertation, the purpose was to investigate the STAAR Mathematics and Science test scores of Grade 8 students by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Method. For this journal-ready dissertation, a non-experimental, causal-comparative research design (Creswell, 2009) was used in all three studies. Grade 5 and Grade 8 STAAR Mathematics and Science test data were analyzed for the 2011-2012 through the 2014-2015 school years. The dependent variables were the STAAR Mathematics and Science test scores for Grade 5 and Grade 8. The independent variables analyzed in these studies were student economic status, gender, and ethnicity/race. Findings. Regarding the first study, statistically significant differences were present in Grade 5 and Grade 8 STAAR Mathematics and Science test scores by student economic status for each year. Moderate effect sizes (Cohen's d) were present for each year of the study for the Grade 5 STAAR Mathematics and Science exams, Grade 8 Science exams, and the 2014-2015 Grade 8 STAAR Mathematics exam. However, a small effect size was present for the 2011-2012 through 2013-2014 Grade 8 STAAR Mathematics exam. Regarding the second and third study, statistically significant differences were revealed for Grade 5 and Grade 8 STAAR Mathematics and Science test scores based on gender, with trivial effect sizes. Furthermore, statistically significant differences were present in these test scores by ethnicity/race, with moderate effects for each year of the study. With regard to each year for both studies, Asian students had the highest average test scores, followed by White, Hispanic, and Black students, respectively. Thus, a stairstep achievement gap (Carpenter, Ramirez, & Severn, 2006) was present.

Early social behaviors and the trajectory of peer victimization across the school years.

PubMed

Sugimura, Niwako; Berry, Daniel; Troop-Gordon, Wendy; Rudolph, Karen D

2017-08-01

Research has established that long-term exposure to peer victimization is associated with higher levels of emotional and behavioral maladjustment. Yet, relatively little is known regarding predictors of stable versus declining victimization across extended periods of time. To fill this knowledge gap, the present study used latent growth curve modeling to examine the separate and unique contributions of 3 early social behaviors in 2nd grade (aggression, anxious solitude, and prosocial behavior) to victimization across 2nd to 8th grade. Five hundred and 76 youth (M = 7.96 years, SD = .34) reported their level of exposure to victimization once a year from 2nd to 8th grade, and their teachers rated each youth on the 3 social behaviors in 2nd grade. When examined separately, the analyses revealed that (a) all 3 social behaviors contributed to 2nd-grade victimization; (b) anxious solitude and prosocial behavior contributed to the trajectory of victimization differently for boys and girls; and (c) aggression and anxious solitude contributed to significantly different levels of 8th-grade victimization in girls. Of interest, some effects were stronger in boys during elementary school and others were stronger in girls after the transition to middle school. When examined simultaneously, aggression remained the only significant predictor of 2nd-grade victimization; both anxious solitude and prosocial behavior uniquely predicted the trajectory of victimization, and aggression and anxious solitude uniquely predicted 8th-grade victimization in girls. Results are discussed with regard to prevention of prolonged victimization, with attention to gender differences. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Auditory processing and speech perception in children with specific language impairment: relations with oral language and literacy skills.

PubMed

Vandewalle, Ellen; Boets, Bart; Ghesquière, Pol; Zink, Inge

2012-01-01

This longitudinal study investigated temporal auditory processing (frequency modulation and between-channel gap detection) and speech perception (speech-in-noise and categorical perception) in three groups of 6 years 3 months to 6 years 8 months-old children attending grade 1: (1) children with specific language impairment (SLI) and literacy delay (n = 8), (2) children with SLI and normal literacy (n = 10) and (3) typically developing children (n = 14). Moreover, the relations between these auditory processing and speech perception skills and oral language and literacy skills in grade 1 and grade 3 were analyzed. The SLI group with literacy delay scored significantly lower than both other groups on speech perception, but not on temporal auditory processing. Both normal reading groups did not differ in terms of speech perception or auditory processing. Speech perception was significantly related to reading and spelling in grades 1 and 3 and had a unique predictive contribution to reading growth in grade 3, even after controlling reading level, phonological ability, auditory processing and oral language skills in grade 1. These findings indicated that speech perception also had a unique direct impact upon reading development and not only through its relation with phonological awareness. Moreover, speech perception seemed to be more associated with the development of literacy skills and less with oral language ability. Copyright © 2011 Elsevier Ltd. All rights reserved.

Impact of nutrition interventions on pediatric mortality and nutrition outcomes in humanitarian emergencies: A systematic review.

PubMed

Balhara, Kamna S; Silvestri, David M; Tyler Winders, W; Selvam, Anand; Kivlehan, Sean M; Becker, Torben K; Levine, Adam C

2017-12-01

Malnutrition contributes to paediatric morbidity and mortality in disasters and complex emergencies, but summary data describing specific nutritional interventions in these settings are lacking. This systematic review aimed to characterise such interventions and their effects on paediatric mortality, anthropometric measures and serum markers of nutrition. A systematic search of OVID MEDLINE, Cochrane Library and relevant grey literature was conducted. We included all randomised controlled trials and observational controlled studies evaluating effectiveness of nutritional intervention(s) on defined health outcomes in children and adolescents (0-18 years) within a disaster or complex emergency. We extracted study characteristics, interventions and outcomes data. Study quality was assessed using Grading of Recommendations Assessment, Development and Evaluation (GRADE) criteria. A total of 31 studies met inclusion criteria. Most were conducted in Africa (17), during periods of conflict or hunger gaps (14), and evaluated micronutrient supplementation (14) or selective feeding (10). Overall study quality was low, with only two high and four moderate quality studies. High- and medium-quality studies demonstrated positive impact of fortified spreads, ready-to-use therapeutic foods, micronutrient supplementation, and food and cash transfers. In disasters and complex emergencies, high variability and low quality of controlled studies on paediatric malnutrition limit meaningful data aggregation. If existing research gaps are to be addressed, the inherent unpredictability of humanitarian emergencies and ethical considerations regarding controls may warrant a paradigm shift in what constitutes adequate methods. Periodic hunger gaps may offer a generalisable opportunity for robust trials, but consensus on meaningful nutritional endpoints is needed. © 2017 John Wiley & Sons Ltd.

Connexin30-deficient mice show increased emotionality and decreased rearing activity in the open-field along with neurochemical changes.

PubMed

Dere, E; De Souza-Silva, M A; Frisch, C; Teubner, B; Söhl, G; Willecke, K; Huston, J P

2003-08-01

Gap-junction channels in the brain, formed by connexin (Cx) proteins with a distinct regional/cell-type distribution, allow intercellular electrical and metabolic communication. In astrocytes, mainly the connexins 43, 26 and 30 are expressed. In addition, connexin30 is expressed in ependymal and leptomeningeal cells, as well as in skin and cochlea. The functional implications of the astrocytic gap-junctional network are not well understood and evidence regarding their behavioural relevance is lacking. Thus, we have tested groups of Cx30-/-, Cx30+/-, and Cx30+/+ mice in the open-field, an object exploration task, in the graded anxiety test and on the rotarod. The Cx30-/- mice showed reduced exploratory activity in terms of rearings but not locomotion in the open-field and object exploration task. Furthermore, Cx30-/- mice exhibited anxiogenic behaviour as shown by higher open-field centre avoidance and corner preference. Graded anxiety test and rotarod performance was similar across groups. The Cx30-/- mice had elevated choline levels in the ventral striatum, possibly related to their aberrant behavioural phenotypes. The Cx30+/- mice had lower dopamine and metabolite levels in the amygdala and ventral striatum and lower hippocampal 5-hydroxyindole acid (5-HIAA) concentrations relative to Cx30+/+ mice. Furthermore, the Cx30+/- mice had lower acetylcholine concentrations in the ventral striatum and higher choline levels in the neostriatum, relative to Cx30+/+ mice. Our data suggest that the elimination of connexin30 can alter the reactivity to novel environments, pointing to the importance of gap-junctional signalling in behavioural processes.

Physical activity of children: a global matrix of grades comparing 15 countries.

PubMed

Tremblay, Mark S; Gray, Casey E; Akinroye, Kingsley; Harrington, Dierdre M; Katzmarzyk, Peter T; Lambert, Estelle V; Liukkonen, Jarmo; Maddison, Ralph; Ocansey, Reginald T; Onywera, Vincent O; Prista, Antonio; Reilly, John J; Rodríguez Martínez, María Pilar; Sarmiento Duenas, Olga L; Standage, Martyn; Tomkinson, Grant

2014-05-01

The Active Healthy Kids Canada (AHKC) Report Card on Physical Activity for Children and Youth has been effective in powering the movement to get kids moving by influencing priorities, policies, and practice in Canada. The AHKC Report Card process was replicated in 14 additional countries from 5 continents using 9 common indicators (Overall Physical Activity, Organized Sport Participation, Active Play, Active Transportation, Sedentary Behavior, Family and Peers, School, Community and Built Environment, and Government Strategies and Investments), a harmonized process and a standardized grading framework. The 15 Report Cards were presented at the Global Summit on the Physical Activity of Children in Toronto on May 20, 2014. The consolidated findings are summarized here in the form of a global matrix of grades. There is a large spread in grades across countries for most indicators. Countries that lead in certain indicators lag in others. Overall, the grades for indicators of physical activity (PA) around the world are low/poor. Many countries have insufficient information to assign a grade, particularly for the Active Play and Family and Peers indicators. Grades for Sedentary Behaviors are, in general, better in low income countries. The Community and Built Environment indicator received high grades in high income countries and notably lower grades in low income countries. There was a pattern of higher PA and lower sedentary behavior in countries reporting poorer infrastructure, and lower PA and higher sedentary behavior in countries reporting better infrastructure, which presents an interesting paradox. Many surveillance and research gaps and weaknesses were apparent. International cooperation and cross-fertilization is encouraged to tackle existing challenges, understand underlying mechanisms, derive innovative solutions, and overcome the expanding childhood inactivity crisis.

Effects of Single-Gender Middle School Classes on Science Achievement and Attitude

NASA Astrophysics Data System (ADS)

Brooks, Tanisha

Many girls continue to achieve below their male counterparts and portray negative attitudes towards science classes. Some school districts are using single-gender education as a way to shrink the gender gap in school achievement and science related attitude. The purpose of this study was to compare achievement and science-related attitudes of 7th grade girls in single-gender education to 7th grade girls in mixed-gender education. The theoretical base for this study included knowledge from brain-based learning and assimilation, accommodation and age factors of Piaget's theory of cognitive development. The 12-week study included 48 7th grade girls, 21 in the single-gender classroom and 14 in each mixed-gender classroom. This quantitative randomized posttest only control group design utilized the TerraNova Science Assessment and the Test of Science Related Attitudes. Analysis of Variance (ANOVA) was used to determine if significant differences existed in the achievement and attitudes of girls in single and mixed-gender science classes. ANOVA analyses revealed that the girls in the single-gender classroom showed a significantly higher achievement level when compared to girls in the mixed-gender classrooms. Results showed no significant difference in attitude between the two groups. The results of this study contribute to social change by raising awareness about gender issues in science achievement and attitude, addressing a deficiency in the single-gender science education literature, and assisting educational systems in decision making to address achievement gaps while moving toward adequate yearly progress and meeting the requirements of the No Child Left Behind Act of 2001.

Screening and treatment of obesity in school health care - the gap between clinical guidelines and reality.

PubMed

Häkkänen, Paula; Ketola, Eeva; Laatikainen, Tiina

2018-05-06

School health care offers a natural setting for childhood obesity interventions. Earlier studies reveal inadequate screening and treatment in primary care. However, longitudinal studies in unselected populations are lacking. We aimed to examine how school nurses and physicians identified obesity, diagnosed it and offered interventions over primary school. We compared the results with Finnish recommendations. From our cohort of 2000 primary school sixth graders (aged 12-14), 172 were obese at least once during primary school. We manually collected retrospective electronic health record (EHR) data of these 'ever-obese' children. Of the ever-obese children, 96% attended annual nurse assessments more than twice. School physicians met 53% of the ever-obese children at health checks at first grade and 93% at fifth grade. Of overweight-related extra visits to school nurses, 94% took place without parents. Parents were present in 48% of extra school physician visits. Only 29% of the 157 who became obese during the first five school grades received an obesity diagnosis. However, school physicians mentioned weight problems in EHR for 90% of the children and, similarly, school nurses for 99%. The majority received a treatment plan at least once. For 78%, at least one plan was made with the parents. Still, 28% missed nutrition plans, 31% exercise plans and 90% lacked recorded weight development targets. The gap between clinical guidelines and reality in school health care could be narrowed by improving diagnosing and parent collaboration. Obstacles in parent involvement and work methods in school health care need further study. © 2018 Nordic College of Caring Science.

Scientific Investigations of Elementary School Children

NASA Astrophysics Data System (ADS)

Valanides, Nicos; Papageorgiou, Maria; Angeli, Charoula

2014-02-01

The study provides evidence concerning elementary school children's ability to conduct a scientific investigation. Two hundred and fifty sixth-grade students and 248 fourth-grade students were administered a test, and based on their performance, they were classified into high-ability and low-ability students. The sample of this study was randomly selected and included 80 students, 40 fourth-grade and 40 sixth-grade students of low and high abilities. Students were specifically instructed to investigate the functioning of a device, to think aloud prior and after any experiment with the device, and to keep a record of their experimental results. The results showed that students were inclined to mainly collect evidence from the experimental space and failed to control variables during their investigation. The majority of the students had difficulties with effectively organizing collected data and failed to coordinate hypotheses with evidence. The significant interaction effect that was found between grade level and ability in terms of students' investigation ability indicates that the existing gap between high- and low-ability students becomes bigger as students become older. Undoubtedly, ongoing research efforts for identifying patterns of children's cognitive development will be most valuable as they can have important implications for the design of teaching scenarios and inquiry-based science activities conducive to accelerating students' cognitive growth and scientific investigation abilities.

Combining Laboratory Experiments with Digital Tools to Do Scientific Inquiry

ERIC Educational Resources Information Center

Kluge, Anders

2014-01-01

This qualitative study investigates the gap between a lab experiment and theory of science. Two groups of 4 students in 2 different classes in 11th grade (15-16 years old) are followed as they process results and experiences from a lab experiment using a digital environment. The experiment is as a part of a larger project about genes and cells,…

The Feasibility of Using Computer and Internet in Teaching Family Education for the 8th Grade Class

ERIC Educational Resources Information Center

Alluhaydan, Nuwayyir Saleh F.

2016-01-01

This paper is just a sample template for the prospective authors of IISTE. Over the decades, the concepts of holons and holonic systems have been adopted in many research fields, but they are scarcely attempted on labour planning. A literature gap exists, thus motivating the author to come up with a holonic model that uses exponential smoothing to…

The Civic Achievement Gap: A Study of the Civic Knowledge, Skills, and Attitudes of Hispanic Students in Miami-Dade County Public Schools

ERIC Educational Resources Information Center

Nieves, Sergio

2013-01-01

This study assessed the civic knowledge, skills, and attitudes of Hispanic eighth grade students in Miami-Dade County Public Schools (M-DCPS), Florida. The participants consisted of 361 Hispanic students from 10 middle schools. Cuban, Colombian, or Nicaraguan participants did not demonstrate differences in civic knowledge, skills, and attitudes.…

Research on the Teaching Quality of Compulsory Education in China's West Rural Schools

ERIC Educational Resources Information Center

Wang, Jiayi; Li, Ying

2009-01-01

The paper has compared the quality of compulsory education of rural schools in West China with the counties, cities, and provincial capitals, and find out that there is a big gap between the quality of West rural and urban compulsory education, the quality of some grades of the rural primary schools has not achieved the basic requirement of the…

78 FR 22513 - Certain New Pneumatic Off-the-Road Tires From the People's Republic of China: Final Results of...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-16

...''); see also Issues and Decision Memorandum at Comment 6. Carbon Black: We have used the Thai import data for ``Rubber Grade Carbon Black'' to value all carbon black inputs.\\7\\ \\7\\ See Surrogate Value... Certain Material Inputs A. Carbon Black B. Bead Wire C. Nylon Tire Cord D. Natural Rubber E. Gap-filling...

The Role of Acculturation in Reading a Second Language: Its Relation to English Literacy Skills in Immigrant Chinese Adolescents

ERIC Educational Resources Information Center

Jia, Fanli; Gottardo, Alexandra; Koh, Poh Wee; Chen, Xi; Pasquarella, Adrian

2014-01-01

The main purpose of this study was to bridge the gap between the literature on cognitive variables related to English literacy learning skills, as suggested by the simple view of reading, and the literature on sociocultural variables, specifically acculturation. The sample consisted of 94 Chinese immigrant adolescents from grades 7-12 in Waterloo…

Potential of One-to-One Technology Uses and Pedagogical Practices: Student Agency and Participation in an Economically Disadvantaged Eighth Grade

ERIC Educational Resources Information Center

Andrade Johnson, Maria Dulce Silva

2017-01-01

The accelerated growth of 1:1 educational computing initiatives has challenged digital equity with a three-tiered, socioeconomic digital divide: (a) access, (b) higher order uses, and (c) user empowerment and personalization. As the access gap has been closing, the exponential increase of 1:1 devices threatens to widen the second and third digital…

Longitudinal Predictors of Disciplinary Alternative School Placement and the Risk of Subsequent Juvenile Detention in a Cohort of Third Grade Children

ERIC Educational Resources Information Center

Vanderhaar, Judi Elisa

2010-01-01

Alternative school settings for students who are identified as "disruptive or dangerous" are playing an increasingly prominent role in the world of public education, yet many gaps in the research literature are abound. This dissertation study is an effort to contribute to an understanding of the students placed in these alternative schools,…

The Power of a Good Idea: How the San Francisco School District Is Building a PreK-3rd Grade Bridge

ERIC Educational Resources Information Center

Nyhan, Paul

2015-01-01

In 2008 the San Francisco Unified School District (SFUSD) confronted a problem that has been growing for decades. It boasted the highest academic performance of any large urban district in California, yet its achievement gap was widening, as too many African American, Latino, and low-income students fell far behind their classmates. The…

The Evolution of the Black-White Test Score Gap in Grades K-3: The Fragility of Results. NBER Working Paper No. 17960

ERIC Educational Resources Information Center

Bond, Timothy N.; Lang, Kevin

2012-01-01

Although both economists and psychometricians typically treat them as interval scales, test scores are reported using ordinal scales. Using the Early Childhood Longitudinal Study and the Children of the National Longitudinal Survey, we examine the effect of order-preserving scale transformations on the evolution of the black-white reading test…

The Role of Literacy in Building the Economy: Summer Literacy Interventions for Grades 3-5. Research in Review 2012-1

ERIC Educational Resources Information Center

Bausmith, Jennifer Merriman

2012-01-01

The need is urgent for reducing literacy achievement gaps--both morally to ensure that all students receive a high-quality education as well as economically to build our nation's workforce with the requisite skills needed for the 21st century. Taken together, changes to the economy, divergent literacy skill distributions, and changes to the…

Content-Focused Teacher Meetings as Effective Teacher Learning Opportunities: Do They Really Help Improve Overall Reading Achievement and Reduce the Achievement Gap in First Grade Classrooms?

ERIC Educational Resources Information Center

Kang, Ho Soo

2013-01-01

Teacher professional development has long been of interest since it may affect teachers' learning, the practice of teaching, and student learning. Although empirical research has mainly explored the effect of specific professional development interventions on student achievement, these inventions have been initiated outside the school, and little…

An Analysis of English Language Learning Instruction Provided in Teacher Education and Inservice Training Programs for General and Special Educators

ERIC Educational Resources Information Center

Sedano, Lidia E.

2013-01-01

It is essential that English language learners (ELLs) are able to effectively receive an education. Recent national data indicates that the achievement gap between English and non-English learners in school is approximately a two grade-level difference (NCES, 2012). The increase of students who are learning English and who have a disability is a…

An Examination of Reading and Discipline Data for Elementary and Secondary African American Students: Implications for Special Education

ERIC Educational Resources Information Center

Bowman-Perrott, Lisa; Lewis, Chance W.

2008-01-01

The achievement gap between African American students and their Caucasian peers has been of concern for quite some time in the field of education (Orfield, Losen, Wald, & Swanson, 2004). As a result, this article examined high stakes reading test scores for 4,135 African American students in grades 3 through 10 in a Midwestern school district.…

The Gender Gap in Youth Sports: Too Many Urban Girls Are Being Left Behind

ERIC Educational Resources Information Center

Sabo, Don

2009-01-01

The last several decades have witnessed a large increase in the number of girls who participate in sports in the United States. Today an estimated 8 million third- through 12th-grade girls and 12 million boys participate in organized and team sports. While much progress has been made toward achieving gender equity in youth sports, too many girls…

Learning Denied: The Case for Equitable Access to Effective Teaching in California's Largest School District. Policy Brief

ERIC Educational Resources Information Center

Education Trust-West, 2012

2012-01-01

Effective teachers have an enormous impact on the lives of their students. Great teachers can help students who are behind academically catch up to grade-level expectations. By accelerating student performance, they can help close the opportunity and achievement gaps that cut short the college and career dreams of so many low-income students and…

A National Study of the Relationship between Home Access to a Computer and Academic Performance Scores of Grade 12 U.S. Science Students: An Analysis of the 2009 NAEP Data

NASA Astrophysics Data System (ADS)

Coffman, Mitchell Ward

The purpose of this dissertation was to examine the relationship between student access to a computer at home and academic achievement. The 2009 National Assessment of Educational Progress (NAEP) dataset was probed using the National Data Explorer (NDE) to investigate correlations in the subsets of SES, Parental Education, Race, and Gender as it relates to access of a home computer and improved performance scores for U.S. public school grade 12 science students. A causal-comparative approach was employed seeking clarity on the relationship between home access and performance scores. The influence of home access cannot overcome the challenges students of lower SES face. The achievement gap, or a second digital divide, for underprivileged classes of students, including minorities does not appear to contract via student access to a home computer. Nonetheless, in tests for significance, statistically significant improvement in science performance scores was reported for those having access to a computer at home compared to those not having access. Additionally, regression models reported evidence of correlations between and among subsets of controls for the demographic factors gender, race, and socioeconomic status. Variability in these correlations was high; suggesting influence from unobserved factors may have more impact upon the dependent variable. Having access to a computer at home increases performance scores for grade 12 general science students of all races, genders and socioeconomic levels. However, the performance gap is roughly equivalent to the existing performance gap of the national average for science scores, suggesting little influence from access to a computer on academic achievement. The variability of scores reported in the regression analysis models reflects a moderate to low effect, suggesting an absence of causation. These statistical results are accurate and confirm the literature review, whereby having access to a computer at home and the predictor variables were found to have a significant impact on performance scores, although the data presented suggest computer access at home is less influential upon performance scores than poverty and its correlates.

Deviant Peer Affiliation as an Explanatory Mechanism in the Association between Corporal Punishment and Physical Aggression: a Longitudinal Study among Chinese Adolescents.

PubMed

Zhu, Jianjun; Yu, Chengfu; Bao, Zhenzhou; Jiang, Yanping; Zhang, Wei; Chen, Yuanyuan; Qiu, Boyu; Zhang, Jianjun

2017-11-01

Previous research has focused primarily on corporal punishment as a cause and adolescents' physical aggression as an outcome. However, there is a large gap in knowledge of the potentially bidirectional association and explanatory mechanism underlying the association between corporal punishment and physical aggression. The current study, using a longitudinal design across three time points (the fall semester of 7th grade, the fall of 8th grade, and the fall of 9th grade), aimed to a) examine the reciprocal processes between corporal punishment and physical aggression, and b) explore whether deviant peer affiliation may explain such reciprocal connections. Only adolescents participating in all the three time points were included in this study, resulting in a final sample of 342 adolescents (175 boys, 167 girls) who completed questionnaires regarding corporal punishment, deviant peer affiliation, and aggression. Gender, age and socioeconomic status were controlled for in the analyses. Autoregressive cross-lagged models showed that the results did not support the direct reciprocal effect between corporal punishment and physical aggression among Chinese adolescents. A direct longitudinal link from corporal punishment to physical aggression was found, however, the inverse association was not significant. Moreover, regarding the longitudinal underlying process, in one direction, corporal punishment at 7th grade predicted higher levels of deviant peer affiliation at 8th grade. In turn, higher deviant peer affiliation at 8th grade predicted increased physical aggression at 9th grade. At the same time, in the other direction, adolescent physical aggression at 7th grade significantly predicted deviant peer affiliation at 8th grade. In turn, higher deviant peer affiliation at 8th grade predicted decreased corporal punishment at 9th grade. Identifying the direct and underlying reciprocal processes between corporal punishment and adolescent physical aggression has important implications for an integrative framework of theory and prevention.

Selling students short: Racial differences in teachers' evaluations of high, average, and low performing students.

PubMed

Irizarry, Yasmiyn

2015-07-01

Education scholars document notable racial differences in teachers' perceptions of students' academic skills. Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort, this study advances research on teacher perceptions by investigating whether racial differences in teachers' evaluations of first grade students' overall literacy skills vary for high, average, and low performing students. Results highlight both the overall accuracy of teachers' perceptions, and the extent and nature of possible inaccuracies, as demonstrated by remaining racial gaps net literacy test performance. Racial differences in teachers' perceptions of Black, non-White Latino, and Asian students (compared to White students) exist net teacher and school characteristics and vary considerably across literacy skill levels. Skill specific literacy assessments appear to explain the remaining racial gap for Asian students, but not for Black and non-White Latino students. Implications of these findings for education scholarship, gifted education, and the achievement gap are discussed. Copyright © 2015 Elsevier Inc. All rights reserved.

Symmetric and Asymmetric Split Ring Resonators for Biosensing at Terahertz Frequencies

NASA Astrophysics Data System (ADS)

Naranjo, Guillermo; Peralta, Xomalin

2015-03-01

Food allergies have become a major health concern around the world. Peanut allergies are particularly important because they affect over 5 million people in the United States. We are proposing to develop a metamaterial-based sensor for peanut allergens. The detection mechanism we will tap into is the change in a metamaterial's resonant response due to the presence of a biomolecule in the gap region. Using a commercial-grade simulator based on the finite-difference time-domain method, we have simulated the terahertz transmission and reflection spectra of three different split-ring resonator designs with and without a biomolecule present. By modifying the overall symmetry of the resonator and the geometry of the gap region, we have modified the resonant response and increased its sensitivity. The increased sensitivity is demonstrated by repeating the simulations with a layer of peroxidase conjugated immunoglobulin G (PX-IgG) in the gap region and quantifying the resulting resonant shift. These results are the basis for the proposed allergen sensors. UTSA MBRS-RISE Research Training Program.

The Effects of Study Tasks in a Computer-Based Chemistry Learning Environment

NASA Astrophysics Data System (ADS)

Urhahne, Detlef; Nick, Sabine; Poepping, Anna Christin; Schulz, Sarah Jayne

2013-12-01

The present study examines the effects of different study tasks on the acquisition of knowledge about acids and bases in a computer-based learning environment. Three different task formats were selected to create three treatment conditions: learning with gap-fill and matching tasks, learning with multiple-choice tasks, and learning only from text and figures without any additional tasks. Participants were 196 ninth-grade students who learned with a self-developed multimedia program in a pretest-posttest control group design. Research results reveal that gap-fill and matching tasks were most effective in promoting knowledge acquisition, followed by multiple-choice tasks, and no tasks at all. The findings are in line with previous research on this topic. The effects can possibly be explained by the generation-recognition model, which predicts that gap-fill and matching tasks trigger more encompassing learning processes than multiple-choice tasks. It is concluded that instructional designers should incorporate more challenging study tasks for enhancing the effectiveness of computer-based learning environments.

Social and behavioral skills and the gender gap in early educational achievement.

PubMed

Diprete, Thomas A; Jennings, Jennifer L

2012-01-01

Though many studies have suggested that social and behavioral skills play a central role in gender stratification processes, we know little about the extent to which these skills affect gender gaps in academic achievement. Analyzing data from the Early Child Longitudinal Study-Kindergarten Cohort, we demonstrate that social and behavioral skills have substantively important effects on academic outcomes from kindergarten through fifth grade. Gender differences in the acquisition of these skills, moreover, explain a considerable fraction of the gender gap in academic outcomes during early elementary school. Boys get roughly the same academic return to social and behavioral skills as their female peers, but girls begin school with more advanced social and behavioral skills and their skill advantage grows over time. While part of the effect may reflect an evaluation process that rewards students who better conform to school norms, our results imply that the acquisition of social and behavioral skills enhances learning as well. Our results call for a reconsideration of the family and school-level processes that produce gender gaps in social and behavioral skills and the advantages they confer for academic and later success. Copyright © 2011 Elsevier Inc. All rights reserved.

Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction.

PubMed

Goldstein, Howard; Ziolkowski, Robyn A; Bojczyk, Kathryn E; Marty, Ana; Schneider, Naomi; Harpring, Jayme; Haring, Christa D

2017-11-09

This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Effects of a supplemental intervention targeting academic vocabulary in first through third grades were evaluated with 241 students (6-9 years old) from low-income families, 48% of whom were retained for the 3-year study duration. Students were randomly assigned to vocabulary instruction or comparison groups. Curriculum-based measures of word recognition, receptive identification, expressive labeling, and decontextualized definitions showed large effects for multiple levels of word learning. Hierarchical linear modeling revealed that students with higher initial Peabody Picture Vocabulary Test-Fourth Edition scores (Dunn & Dunn, 2007) demonstrated greater word learning, whereas students with special needs demonstrated less growth in vocabulary. This model of vocabulary instruction can be applied efficiently in high-poverty schools through an automated, easily implemented adjunct to reading instruction in the early grades and holds promise for reducing gaps in vocabulary development.

Characteristics of knowledge content in a curated online evidence library.

PubMed

Varada, Sowmya; Lacson, Ronilda; Raja, Ali S; Ip, Ivan K; Schneider, Louise; Osterbur, David; Bain, Paul; Vetrano, Nicole; Cellini, Jacqueline; Mita, Carol; Coletti, Margaret; Whelan, Julia; Khorasani, Ramin

2018-05-01

To describe types of recommendations represented in a curated online evidence library, report on the quality of evidence-based recommendations pertaining to diagnostic imaging exams, and assess underlying knowledge representation. The evidence library is populated with clinical decision rules, professional society guidelines, and locally developed best practice guidelines. Individual recommendations were graded based on a standard methodology and compared using chi-square test. Strength of evidence ranged from grade 1 (systematic review) through grade 5 (recommendations based on expert opinion). Finally, variations in the underlying representation of these recommendations were identified. The library contains 546 individual imaging-related recommendations. Only 15% (16/106) of recommendations from clinical decision rules were grade 5 vs 83% (526/636) from professional society practice guidelines and local best practice guidelines that cited grade 5 studies (P < .0001). Minor head trauma, pulmonary embolism, and appendicitis were topic areas supported by the highest quality of evidence. Three main variations in underlying representations of recommendations were "single-decision," "branching," and "score-based." Most recommendations were grade 5, largely because studies to test and validate many recommendations were absent. Recommendation types vary in amount and complexity and, accordingly, the structure and syntax of statements they generate. However, they can be represented in single-decision, branching, and score-based representations. In a curated evidence library with graded imaging-based recommendations, evidence quality varied widely, with decision rules providing the highest-quality recommendations. The library may be helpful in highlighting evidence gaps, comparing recommendations from varied sources on similar clinical topics, and prioritizing imaging recommendations to inform clinical decision support implementation.

Increased Course Structure Improves Performance in Introductory Biology

PubMed Central

Freeman, Scott; Haak, David; Wenderoth, Mary Pat

2011-01-01

We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments. We controlled for 1) instructor effects by analyzing data from quarters when the same instructor taught the course, 2) exam equivalence with new assessments called the Weighted Bloom's Index and Predicted Exam Score, and 3) student equivalence using a regression-based Predicted Grade. We also tested the hypothesis that points from reading quizzes, clicker questions, and other “practice” assessments in highly structured courses inflate grades and confound comparisons with low-structure course designs. We found no evidence that points from active-learning exercises inflate grades or reduce the impact of exams on final grades. When we controlled for variation in student ability, failure rates were lower in a moderately structured course design and were dramatically lower in a highly structured course design. This result supports the hypothesis that active-learning exercises can make students more skilled learners and help bridge the gap between poorly prepared students and their better-prepared peers. PMID:21633066

Rectifying behavior in the GaN/graded-AlxGa1‑xN/GaN double heterojunction structure

NASA Astrophysics Data System (ADS)

Wang, Caiwei; Jiang, Yang; Ma, Ziguang; Zuo, Peng; Yan, Shen; Die, Junhui; Wang, Lu; Jia, Haiqiang; Wang, Wenxin; Chen, Hong

2018-05-01

Rectifying characteristics induced by the polarization fields are achieved in the GaN/graded-AlxGa1‑xN/GaN double heterojunction structure (DHS). By grading AlxGa1‑xN from x  =  0.4(0.3) to 0.1, the DHS displays a better conductivity for smaller reverse bias than for forward bias voltages (reverse rectifying behavior) which is opposite to p–n junction rectifying characteristics. The mechanism of reverse rectifying behavior is illustrated via calculating the energy band structures of the samples. The band gap narrowing caused by decreasing Al composition could compensate the for the band tilt due to the polarization effect in AlxGa1‑xN barriers, thus lowering the barrier height for electron transport from top to bottom. The reverse rectifying behavior could be enhanced by increasing the Al content and the thickness of the multi-layer graded AlxGa1‑xN barriers. This work gives a better understanding of the mechanism of carrier transport in a DHS and makes it possible to realize novel GaN-based heterojunction transistors.

Results From the First French Report Card on Physical Activity for Children and Adolescents.

PubMed

Aucouturier, Julien; Ganière, Caroline; Aubert, Salomé; Riviere, Fabien; Praznoczy, Corinne; Vuillemin, Anne; Tremblay, Mark S; Duclos, Martine; Thivel, David

2017-08-01

Many countries publish periodic Report Cards on physical activity for children and youth. This paper presents the results from the first French Report Card providing a systematic synthesis and assessment of the national engagements to facilitate childhood physical activity. A search for nationally representative data on 8 indicators of physical activity was conducted and the data were assessed by an expert panel according to international procedures. Whether children across France are achieving specific benchmarks was rated using an established grading framework [A, B, C, D, F, or INC (incomplete)]. Data were interpreted, grades assigned and detailed in the 2016 Report Card that was produced and disseminated. The expert panel awarded the following grades: Overall Physical Activity: INC; Organized Sport Participation: D; Active Transportation: D; Sedentary Behaviors: D; Family and Peers: INC; School: B; Community and the Built Environment: INC; Government Strategies and Investment: INC. The grades reveal that efforts must be done to improve youth's physical activity and that several gaps in the literature still need to be addressed. Collectively the results highlight that children's physical activity levels are low and that further national supports and investments are needed to promote childhood healthy active living in France.

Increased course structure improves performance in introductory biology.

PubMed

Freeman, Scott; Haak, David; Wenderoth, Mary Pat

2011-01-01

We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments. We controlled for 1) instructor effects by analyzing data from quarters when the same instructor taught the course, 2) exam equivalence with new assessments called the Weighted Bloom's Index and Predicted Exam Score, and 3) student equivalence using a regression-based Predicted Grade. We also tested the hypothesis that points from reading quizzes, clicker questions, and other "practice" assessments in highly structured courses inflate grades and confound comparisons with low-structure course designs. We found no evidence that points from active-learning exercises inflate grades or reduce the impact of exams on final grades. When we controlled for variation in student ability, failure rates were lower in a moderately structured course design and were dramatically lower in a highly structured course design. This result supports the hypothesis that active-learning exercises can make students more skilled learners and help bridge the gap between poorly prepared students and their better-prepared peers.

Examining School-Level Reading and Math Proficiency Trends and Changes in Achievement Gaps for Grades 3-8 in Florida, Mississippi, and North Carolina. REL 2017-235

ERIC Educational Resources Information Center

Herrera, Sarah; Zhou, Chengfu; Petscher, Yaacov

2017-01-01

The 2001 authorization of the No Child Left Behind Act and its standards and accountability requirements generated interest among state education agencies in Florida, Mississippi, and North Carolina, which are served by the Regional Educational Laboratory Southeast, in monitoring changes in student reading and math proficiency at the school level.…

The Characteristics and Education Outcomes of American Indian Students in Grades 6-12 in North Carolina. REL 2017-202

ERIC Educational Resources Information Center

Fuller, Sarah Crittenden; Davis, Cassandra R.

2016-01-01

In the 2012/13 school year American Indian students accounted for 1.1 percent of K-12 students nationwide and 1.4 percent of K-12 students in North Carolina (U.S. Department of Education, n.d.). Research has identified substantial achievement gaps between American Indian and other students on national tests, in graduation rates, and in…

Public School Education: The Case for Reduced Class Size. Why the Present Class Size is Not Working and What Can We Do about It?

ERIC Educational Resources Information Center

Graham, Evol

2009-01-01

By reducing class size we will close the achievement gap in public school education, caused by prior neglect especially since the civil rights era of the sixties. Additional, highly qualified and specialized teachers will more effectively manage a smaller class size and serve more individual student needs in the crucial early grades, where a solid…

Age and Its Effect on Language Arts Achievement: A Longitudinal Study of California Standards Tests (CST) for 2nd through 6th Grade

ERIC Educational Resources Information Center

DeBerry, Karen E.

2011-01-01

Entrance age in kindergarten has been a controversial issue as the range from the youngest to the oldest student spans up to 24 months. This range leaves a heterogeneous gap for teachers who are already differentiating for their English Language Learners, struggling students, and high achieving students. This is compounded by the fact that the…

Operational Consequences of Literacy Gap.

DTIC Science & Technology

1980-05-01

Comprehension Scores on the Safety and Sanitation Content 37 11. Statistics on Experimental Groups’ Performance by Sex and Content 37 12. Analysis of...Variance of Experimental Groups by Sex and Content 38 13. Mean Comprehension Scores Broken Down by Content, Subject RGL and Reading Time 39 14. Analysis...ratings along a scale of difficulty which parallels the school grade scale. Burkett (1975) and Klare (1963; 1974-1975) provide summaries of the extensive

The Socioeconomic Impact of HIV/AIDS on Education Outcomes in Uganda: School Enrolment and the Schooling Gap in 2002/2003

ERIC Educational Resources Information Center

Kasirye, Ibrahim; Hisali, Eria

2010-01-01

Due to high prime-age mortality--a result of the HIV/AIDS scourge, the number of orphans in Uganda continues to rise. Using the 2002/2003 Uganda National Household Survey, this paper investigates how HIV/AIDS orphan status affects schooling enrolment and grade progression. Our results show that HIV/AIDS orphans are not significantly less likely to…

An Examination of the Impact of Teacher Quality and "Opportunity Gap" on Student Science Achievement in China

ERIC Educational Resources Information Center

Zhang, Danhui; Campbell, Todd

2015-01-01

This study aims to better understand questions related to the impact of teacher quality and access to qualified teachers in China. A large-scale data set collected in 2010 in China was used along with concurrently collected teacher questionnaires. In total, surveys from 9,943 8th grade students from 343 middle schools in 6 provinces were used,…

The 21st Century Literacies Gap: A Case for Adoption of the Student Learning Networks Model Grades 9-16

ERIC Educational Resources Information Center

Duvall, Sara; Pasque, Peter

2013-01-01

An estimated 99% of the U.S. population understands that "teaching and learning 21st century skills are very important to the country's future economy", while 80% of those surveyed understand that "the things students need to learn in school today are different than they were 20 years ago". This study also showed that 88% of of…

Growing up in Poverty and Civic Engagement: The Role of Kindergarten Executive Function and Play Predicting Participation in 8th Grade Extracurricular Activities

ERIC Educational Resources Information Center

Astuto, Jennifer; Ruck, Martin

2017-01-01

In the United States a "civic engagement gap" persists between low-income youth and their higher-income counterparts. To examine the developmental origins of civic engagement in a sample of U.S. children growing up in poverty, a conceptual model was tested employing the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K)…

"Hard Science": A Career Option for Socially and Societally Interested Students? Grade 12 Students' Vocational Interest Gap Explored

ERIC Educational Resources Information Center

Struyf, Annemie; Boeve-de Pauw, Jelle; Van Petegem, Peter

2017-01-01

A key theme in science education research concerns the decline in young peoples' interest in science and the need for professionals in hard science. Goal Congruity Theory posits that an important aspect of the decision whether to pursue hard science for study or as a career is the perception that hard science careers do not fulfil social (working…

Coteaching with senior students – a way to refine teachers' PCK for teaching chemical bonding in upper secondary school

NASA Astrophysics Data System (ADS)

Schultze, Felix; Nilsson, Pernilla

2018-04-01

During the last decade there has been on-going discussions about students' declining interest and low achievement in science. One of the reasons suggested for this decline is that teachers and students have different frames of reference, whereby teachers sometimes communicate science in the classroom in a way that is not accessible to the students. There is a lack of research investigating the effects of coteaching with senior students in science in upper secondary schools. To improve teaching and to narrow the gap between teachers' and students' different frames of references, this study investigates how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers. The teacher and the two coteachers coplanned, cotaught and coevaluated lessons in chemical bonding in a grade 10 upper secondary class. Findings indicate that the coteachers contributed with their own learning experiences to help the teacher understand how students perceive difficult concepts. In such way, the coteachers were mediating between the teacher and the students, thus bridging the gap between the teacher and the students' frames of references. The teachers' PCK was refined which in turn lead to improved teaching strategies.

Interface properties of MIS structures based on hetero-epitaxial graded-gap Hg1-xCdxTe with CdTe interlayer created in situ during MBE growth

NASA Astrophysics Data System (ADS)

Voitsekhovskii, Alexander V.; Nesmelov, Sergey N.; Dzyadukh, Stanislav M.; Varavin, Vasily S.; Dvoretsky, Sergey A.; Mikhailov, Nikolay N.; Yakushev, Maksim V.; Sidorov, Georgy Yu.

2017-11-01

Heterostructures based on n-Hg1-xCdxTe (x = 0.23-0.40) with near-surface graded-gap layers were grown by molecular beam epitaxy on Si (013) substrates. At 77 K, the admittance of the In/Al2O3/Hg1-xCdxTe metal-insulator-semiconductor (MIS) structures with grown in situ CdTe intermediate layer and without such a layer was investigated. It has been established that MIS structures of In/Al2O3/Hg1-xCdxTe with an interlayer of in situ grown CdTe are characterized by the electrical strength of the dielectric and the qualitative interface. The hysteresis of the capacitive characteristics is practically absent within a small range of variation in the bias voltage. The density of fast surface states at the minimum does not exceed 2.2 × 1010 eV-1 cm-2. MIS structures of In/Al2O3/Hg1-xCdxTe without an intermediate layer of CdTe have significantly higher densities of fast and slow surface states, as well as lower values of the differential resistance of the space-charge region in the regime of strong inversion.

Comparative analysis of online patient education material pertaining to hepatitis and its complications.

PubMed

Gulati, Rishabh; Nawaz, Mohammad; Pyrsopoulos, Nikolaos T

2016-05-01

Approximately 50% of patients leave the doctor's office with a poor understanding of their diagnosis. Online patient education websites are becoming a major source of information for many of the patients. Here, we determine the reading grade level of online patient education materials on hepatitis B, hepatitis C, cirrhosis, and hepatocellular cancer and compare it with the National Institutes of Health-recommended reading grade level of sixth to seventh grade or under. A Google search was performed to retrieve patient reading materials. Text was modified to remove medical terms that were defined within the article. Documents were then divided into categories of introduction, risk factors, symptoms, diagnosis, treatment, and prevention. Each document was then analyzed using six validated readability tests to determine the grade level and complexity on the basis of the number of words, syllables, or number of uncommon words. Modified documents had a mean readability score of 10.23, although the recommended score is less than 7.0. Cirrhosis had the highest reading grade level, with a median of 11.3, whereas hepatitis B and hepatocellular carcinoma had the easiest readability, with a median of 9.5. Furthermore, treatment subsection was the most difficult, with a median score of 10.8. Patient reading materials reviewed in this study were written well above the recommended reading grade level. These findings suggest review of patient education materials in an effort to close the gap between the average reading level and the reading materials.

Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes.

PubMed

Jordt, Hannah; Eddy, Sarah L; Brazil, Riley; Lau, Ignatius; Mann, Chelsea; Brownell, Sara E; King, Katherine; Freeman, Scott

2017-01-01

Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful. In this study, we address the hypothesis that the achievement gap between white and URM students in an undergraduate biology course has a psychological and emotional component arising from stereotype threat. Specifically, we introduced a values affirmation exercise that counters stereotype threat by reinforcing a student's feelings of integrity and self-worth in three iterations of an intensive active-learning college biology course. On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average. This result suggests that achievement gaps resulting from the underperformance of URM students could be mitigated by providing students with a learning environment that removes psychological and emotional impediments of performance through short psychosocial interventions. © 2017 H. Jordt et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Implementation of the peer-led team-learning instructional model as a stopgap measure improves student achievement for students opting out of laboratory.

PubMed

Snyder, Julia J; Carter, B Elijah; Wiles, Jason R

2015-03-02

In entry-level university courses in science, technology, engineering, and mathematics fields, students participating in associated laboratory sessions generally do better than those who have no related lab classes. This is a problem when, for various reasons, not enough lab sections can be offered for students and/or when students opt out of optional available lab courses. Faced with such a situation, this study evaluated the efficacy of the peer-led team-learning (PLTL) instructional model as a potential method for narrowing the achievement gap among undergraduate students electing not to enroll in an optional laboratory component of an introductory biology course. In peer-led workshops, small groups of students participated in solving problems and other activities that encouraged active learning. Students led by peer leaders attained significantly higher exam and final course grades in introductory biology than comparable students not participating in PLTL. Among the introductory biology students who opted not to enroll in the optional lab course, those who participated in PLTL averaged more than a letter grade higher than those who did not. This difference was statistically significant, and the PLTL workshops almost entirely closed the achievement gap in lecture exam and final grades for students who did not take the lab. © 2015 J. J. Snyder et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The impact of bivalent HPV vaccine on cervical intraepithelial neoplasia by deprivation in Scotland: reducing the gap.

PubMed

Cameron, Ross L; Kavanagh, Kimberley; Cameron Watt, D; Robertson, Chris; Cuschieri, Kate; Ahmed, Syed; Pollock, Kevin G

2017-10-01

Cervical cancer disproportionately affects women from lower socioeconomic backgrounds. A human papillomavirus (HPV) vaccination programme was introduced in Scotland in 2008 with uptake being lower and inequitable in a catch-up cohort run for the first three years of the programme compared with the routine programme. The socioeconomic differences in vaccine uptake have the potential to further increase the inequality gap in regards to cervical disease. Vaccination status was linked to demographic, cytological and colposcopic data, which are routinely collected by the Scottish HPV surveillance system. Incidence rates and relative risk of cervical intraepithelial neoplasia (CIN) 1, 2 and 3 in unvaccinated and vaccinated women were stratified by birth year and deprivation status using Poisson regression. Women who received three doses of HPV vaccine have significantly decreased risk of CIN 1, 2 and 3. Vaccine effectiveness was greater in those women from the most deprived backgrounds against CIN 2 and 3 lesions. Compared with the most deprived, unvaccinated women, the relative risk of CIN 3 in fully vaccinated women in the same deprivation group was 0.29 (95% CI 0.2 to 0.43) compared with 0.62 (95% CI 0.4 to 0.97) in vaccinated women in the least-deprived group. The HPV vaccine is associated with significant reductions in both low-grade and high-grade CIN for all deprivation categories. However, the effect on high-grade disease was most profound in the most-deprived women. These data are welcoming and allay the concern that inequalities in cervical cancer may persist or increase following the introduction of the vaccine in Scotland. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Applying DOE's Graded Approach for assessing radiation impacts to non-human biota at the INL.

PubMed

Morris, Randall C

2006-01-01

In July 2002, The US Department of Energy (DOE) released a new technical standard entitled A Graded Approach for Evaluating Radiation Doses to Aquatic and Terrestrial Biota. DOE facilities are annually required to demonstrate that routine radioactive releases from their sites are protective of non-human receptors and sites are encouraged to use the Graded Approach for this purpose. Use of the Graded Approach requires completion of several preliminary steps, to evaluate the degree to which the site environmental monitoring program is appropriate for evaluating impacts to non-human biota. We completed these necessary activities at the Idaho National Laboratory (INL) using the following four tasks: (1) develop conceptual models and evaluate exposure pathways; (2) define INL evaluation areas; (3) evaluate sampling locations and media; (4) evaluate data gaps. All of the information developed in the four steps was incorporated, data sources were identified, departures from the Graded Approach were justified, and a step-by-step procedure for biota dose assessment at the INL was specified. Finally, we completed a site-wide biota dose assessment using the 2002 environmental surveillance data and an offsite assessment using soil and surface water data collected since 1996. These assessments demonstrated the environmental concentrations of radionuclides measured on and near the INL do not present significant risks to populations of non-human biota.

Improving science inquiry with elementary students of diverse backgrounds

NASA Astrophysics Data System (ADS)

Cuevas, Peggy; Lee, Okhee; Hart, Juliet; Deaktor, Rachael

2005-03-01

This study examined the impact of an inquiry-based instructional intervention on (a) children's ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children's ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and classroom practices. The study involved 25 third- and fourth-grade students from six elementary schools representing diverse linguistic and cultural groups. Quantitative results demonstrated that the intervention enhanced the inquiry ability of all students regardless of grade, achievement, gender, ethnicity, socioeconomic status (SES), home language, and English proficiency. Particularly, low-achieving, low-SES, and English for Speakers of Other Languages (ESOL) exited students made impressive gains. The study adds to the existing literature on designing learning environments that foster science inquiry of all elementary students.

Mathematically precocious and female: Self-efficacy and STEM course choices among high achieving middle grade students

NASA Astrophysics Data System (ADS)

Burt, Stacey M.

The problem addressed in this project is the lack of mathematically gifted females choosing to pursue advanced science, technology, engineering, and mathematics (STEM) courses in secondary education due to deficiencies in self-efficacy. The purpose of this project was to study the effects of a child-guided robotics program as it relates to the self-efficacy of mathematically gifted 6th grade female students and their future course choices in the advanced STEM content areas. This mixed-model study utilized a STEM attitude survey, artifacts, interviews, field notes, and standardized tests as measurement tools. Significance was found between genders in the treatment group for the standardized science scores, indicating closure in the achievement gap. Research suggests that STEM enrichment is beneficial for mathematically gifted females.

Do Public School Teachers "Really" Receive Lavish Benefits? Richwine and Biggs' Recent Report Doesn't Make the Grade. EPI Issue Brief #324

ERIC Educational Resources Information Center

Morrissey, Monique

2012-01-01

When most people think of the perks of teaching, an image that comes to mind is a shiny apple presented by a gap-toothed pupil. A recent paper by Jason Richwine of the Heritage Foundation and Andrew Biggs of the American Enterprise Institute claims that public school teachers enjoy lavish benefits that are more valuable than their base pay and…

Bathymetry and Near-River Topography of the Naches and Yakima Rivers at Union Gap and Selah Gap, Yakima County, Washington, August 2008

USGS Publications Warehouse

Mastin, M.C.; Fosness, R.L.

2009-01-01

Yakima County is collaborating with the Bureau of Reclamation on a study of the hydraulics and sediment-transport in the lower Naches River and in the Yakima River between Union Gap and Selah Gap in Washington. River bathymetry and topographic data of the river channels are needed for the study to construct hydraulic models. River survey data were available for most of the study area, but river bathymetry and near-river topography were not available for Selah Gap, near the confluence of the Naches and Yakima Rivers, and for Union Gap. In August 2008, the U.S. Geological Survey surveyed the areas where data were not available. If possible, the surveys were made with a boat-mounted, single-beam echo sounder attached to a survey-grade Real-Time Kinematic (RTK) global positioning system (GPS). An RTK GPS rover was used on a walking survey of the river banks, shallow river areas, and river bed areas that were impenetrable to the echo sounder because of high densities of macrophytes. After the data were edited, 95,654 bathymetric points from the boat survey with the echo sounder and 1,069 points from the walking survey with the GPS rover were used in the study. The points covered 4.6 kilometers on the Yakima River and 0.6 kilometers on the Naches River. GPS-surveyed points checked within 0.014 to 0.047 meters in the horizontal direction and -0.036 to 0.078 meters in the vertical direction compared to previously established survey control points

Teachers' perceptions of the effectiveness of an urban health sciences curriculum in closing the Black-White test score gap: A participatory case study

NASA Astrophysics Data System (ADS)

Prince, Joan Marie

1999-12-01

Over the past years, progress in Black academic achievement, particularly in the area of science, has generally slowed or ceased. According to the 1994 NAEP assessment, twelfth-grade Black students are performing at the level of White eighth-grade students in the discipline of science (Department of Education, 1996). These students, in their last year of required schooling, are about to graduate, yet they lag at least four years behind their white counterparts in science achievement. Despite the establishment and implementation of numerous science intervention programs, Black students still suffer from a disparate gap in standardized test score achievement. The purpose of this research is to investigate teachers' perceptions of the effectiveness of an urban sciences intervention tool that was designed to assist in narrowing the Black-White science academic achievement gap. Specifically, what factors affect teachers' personal sense of instructional efficacy, and how does this translate into their outcome expectancy for student academic success? A multiple-case, replicative design, grounded in descriptive theory, was selected for the study. Multiple sources of evidence were queried to provide robust findings. These sources included a validated health sciences self-efficacy instrument, an interview protocol, a classroom observation, and a review of archival material that included case study participants' personnel files and meeting minutes. A cross-comparative analytic approach was selected for interpretation (Yin, 1994). Findings indicate that teachers attribute the success or failure of educational intervention tools in closing the Black-White test score gap to a variety of internal and external factors. These factors included a perceived lack of both monetary and personal support by the school leadership, as well as a perceived lack of parental involvement which impacted negatively on student achievement patterns. The case study participants displayed a depressed outcome expectancy effect for successful student achievement, which they directly attributed to the barriers stated above. If educational reforms are to be successful, the issues of teachers' perceptions of factors that inhibit their personal ability to instruct, and how that translates to student academic achievement must be addressed.

Neuroanatomical correlates of performance in a state-wide test of math achievement.

PubMed

Wilkey, Eric D; Cutting, Laurie E; Price, Gavin R

2018-03-01

The development of math skills is a critical component of early education and a strong indicator of later school and economic success. Recent research utilizing population-normed, standardized measures of math achievement suggest that structural and functional integrity of parietal regions, especially the intraparietal sulcus, are closely related to the development of math skills. However, it is unknown how these findings relate to in-school math learning. The present study is the first to address this issue by investigating the relationship between regional differences in grey matter (GM) volume and performance in grade-level mathematics as measured by a state-wide, school-based test of math achievement (TCAP math) in children from 3rd to 8th grade. Results show that increased GM volume in the bilateral hippocampal formation and the right inferior frontal gyrus, regions associated with learning and memory, is associated with higher TCAP math scores. Secondary analyses revealed that GM volume in the left angular gyrus had a stronger relationship to TCAP math in grades 3-4 than in grades 5-8 while the relationship between GM volume in the left inferior frontal gyrus and TCAP math was stronger for grades 5-8. These results suggest that the neuroanatomical architecture related to in-school math achievement differs from that related to math achievement measured by standardized tests, and that the most related neural structures differ as a function of grade level. We suggest, therefore, that the use of school-relevant outcome measures is critical if neuroscience is to bridge the gap to education. © 2017 John Wiley & Sons Ltd.

RasGAP Shields Akt from Deactivating Phosphatases in Fibroblast Growth Factor Signaling but Loses This Ability Once Cleaved by Caspase-3*

PubMed Central

Cailliau, Katia; Lescuyer, Arlette; Burnol, Anne-Françoise; Cuesta-Marbán, Álvaro; Widmann, Christian; Browaeys-Poly, Edith

2015-01-01

Fibroblast growth factor receptors (FGFRs) are involved in proliferative and differentiation physiological responses. Deregulation of FGFR-mediated signaling involving the Ras/PI3K/Akt and the Ras/Raf/ERK MAPK pathways is causally involved in the development of several cancers. The caspase-3/p120 RasGAP module is a stress sensor switch. Under mild stress conditions, RasGAP is cleaved by caspase-3 at position 455. The resulting N-terminal fragment, called fragment N, stimulates anti-death signaling. When caspase-3 activity further increases, fragment N is cleaved at position 157. This generates a fragment, called N2, that no longer protects cells. Here, we investigated in Xenopus oocytes the impact of RasGAP and its fragments on FGF1-mediated signaling during G2/M cell cycle transition. RasGAP used its N-terminal Src homology 2 domain to bind FGFR once stimulated by FGF1, and this was necessary for the recruitment of Akt to the FGFR complex. Fragment N, which did not associate with the FGFR complex, favored FGF1-induced ERK stimulation, leading to accelerated G2/M transition. In contrast, fragment N2 bound the FGFR, and this inhibited mTORC2-dependent Akt Ser-473 phosphorylation and ERK2 phosphorylation but not phosphorylation of Akt on Thr-308. This also blocked cell cycle progression. Inhibition of Akt Ser-473 phosphorylation and entry into G2/M was relieved by PHLPP phosphatase inhibition. Hence, full-length RasGAP favors Akt activity by shielding it from deactivating phosphatases. This shielding was abrogated by fragment N2. These results highlight the role played by RasGAP in FGFR signaling and how graded stress intensities, by generating different RasGAP fragments, can positively or negatively impact this signaling. PMID:26109071

RasGAP Shields Akt from Deactivating Phosphatases in Fibroblast Growth Factor Signaling but Loses This Ability Once Cleaved by Caspase-3.

PubMed

Cailliau, Katia; Lescuyer, Arlette; Burnol, Anne-Françoise; Cuesta-Marbán, Álvaro; Widmann, Christian; Browaeys-Poly, Edith

2015-08-07

Fibroblast growth factor receptors (FGFRs) are involved in proliferative and differentiation physiological responses. Deregulation of FGFR-mediated signaling involving the Ras/PI3K/Akt and the Ras/Raf/ERK MAPK pathways is causally involved in the development of several cancers. The caspase-3/p120 RasGAP module is a stress sensor switch. Under mild stress conditions, RasGAP is cleaved by caspase-3 at position 455. The resulting N-terminal fragment, called fragment N, stimulates anti-death signaling. When caspase-3 activity further increases, fragment N is cleaved at position 157. This generates a fragment, called N2, that no longer protects cells. Here, we investigated in Xenopus oocytes the impact of RasGAP and its fragments on FGF1-mediated signaling during G2/M cell cycle transition. RasGAP used its N-terminal Src homology 2 domain to bind FGFR once stimulated by FGF1, and this was necessary for the recruitment of Akt to the FGFR complex. Fragment N, which did not associate with the FGFR complex, favored FGF1-induced ERK stimulation, leading to accelerated G2/M transition. In contrast, fragment N2 bound the FGFR, and this inhibited mTORC2-dependent Akt Ser-473 phosphorylation and ERK2 phosphorylation but not phosphorylation of Akt on Thr-308. This also blocked cell cycle progression. Inhibition of Akt Ser-473 phosphorylation and entry into G2/M was relieved by PHLPP phosphatase inhibition. Hence, full-length RasGAP favors Akt activity by shielding it from deactivating phosphatases. This shielding was abrogated by fragment N2. These results highlight the role played by RasGAP in FGFR signaling and how graded stress intensities, by generating different RasGAP fragments, can positively or negatively impact this signaling. © 2015 by The American Society for Biochemistry and Molecular Biology, Inc.

Predictors of developing mathematics anxiety among middle-school students: A 2-year prospective study.

PubMed

Madjar, Nir; Zalsman, Gil; Weizman, Abraham; Lev-Ran, Shaul; Shoval, Gal

2016-12-04

While there is an abundance of research pertaining to the development of anxiety disorders, there is still a dearth of knowledge regarding the development of anxiety in the general population. The objective of this study was to longitudinally explore the development of mathematics anxiety among normative middle-school students, and to identify the moderating role of gender, school transition and scholastic achievements on these trajectories. Subjects included 413 sixth grade students (53.3% females, mean age 11.27 ± 0.38 years). Participants were evaluated for their level of anxiety in the context of mathematics, using the Value of Education scale, in four time-points with a 6-month gap between each time-point. Data regarding subjects' grades and school transition were also collected. A growth curve analysis using hierarchical linear modelling revealed that girls, students who transitioned between schools and high achievers (each independently) reported a significant increase in mathematics related anxiety towards the end of sixth grade, which later decreased during seventh grade. The findings of this prospective study on factors affecting the development of mathematics anxiety among normative adolescents may be important in planning focused primary prevention school-based strategies. © 2016 International Union of Psychological Science.

Formation of graded vanadium oxide (V-O compound) under strong gravitational field

NASA Astrophysics Data System (ADS)

Khandaker, Jahirul Islam; Tokuda, Makoto; Ogata, Yudai; Januszko, Kamila; Nishiyama, Tadao; Yoshiasa, Akira; Mashimo, Tsutomu

2015-05-01

Sedimentation of atoms induced under strong gravitational field gives a tool for controlling elemental compositions in condensed matter. We performed a strong-gravity experiment (0.397 × 106 G at 400 °C for 24 h) on a V2O5 polycrystal using the high-temperature ultracentrifuge to examine the composition change and further the structure change. The graded composition structure of V and O was formed along gravity direction, where V increases and O decreases with gravity. It was found by the x-ray diffraction and Raman scattering method that VO2 and V2O3 phases appeared and the amounts increased, while one of the V2O5 phase decreased gradually along gravity direction. The X-ray absorption near edge structure spectra analysis identified the chemical valency decrease (+5 to +3). The UV-Vis absorption spectroscopy addressed the shifting in center of major absorption peak to longer wavelength (red shift) with the increase in gravitational field. The tail absorption peak (band gap 2.09 eV) at strong gravity region in the graded structure showed transparent conductive oxide.

Making the Grade: Challenges and Successes in Providing Educational Opportunities for Children and Youth in Homeless Situations. Bridging the Gap between Home and School. A Position Document.

ERIC Educational Resources Information Center

National Association of State Coordinators for the Education of Homeless Children and Youth.

Profiles of the 1995-96 implementation of the Stewart B. McKinney Act's Education for Homeless Children and Youth (EHCY) Programs in 37 states are presented in this document. In these 37 states, at least 173,082 homeless children and youth were served through programs funded by the McKinney Act, and at least 465 local education agencies received…

Low jitter, low inductance solid dielectric switches.

PubMed

Guenther, A H; Strickland, D M; Bettis, J R

1979-11-01

It has been shown that the use of graded solid dielectric sandwiches in laser-triggered spark gaps (LTS) can lead to highly desirable multichannel operations while maintaining the low delay and jitter performance characteristics of LTS. As many as ten separate breakdown channels were observed when small circular or hexagonal aluminum inserts were inserted between two Mylar dielectric sheets stressed at 4.1 kV/mil. A reduction in rise time was noted for these multichannel switching events.

Global Matrix 2.0: Report Card Grades on the Physical Activity of Children and Youth Comparing 38 Countries.

PubMed

Tremblay, Mark S; Barnes, Joel D; González, Silvia A; Katzmarzyk, Peter T; Onywera, Vincent O; Reilly, John J; Tomkinson, Grant R

2016-11-01

The Active Healthy Kids Global Alliance organized the concurrent preparation of Report Cards on the physical activity of children and youth in 38 countries from 6 continents (representing 60% of the world's population). Nine common indicators were used (Overall Physical Activity, Organized Sport Participation, Active Play, Active Transportation, Sedentary Behavior, Family and Peers, School, Community and the Built Environment, and Government Strategies and Investments), and all Report Cards were generated through a harmonized development process and a standardized grading framework (from A = excellent, to F = failing). The 38 Report Cards were presented at the International Congress on Physical Activity and Public Health in Bangkok, Thailand on November 16, 2016. The consolidated findings are summarized in the form of a Global Matrix demonstrating substantial variation in grades both within and across countries. Countries that lead in certain indicators often lag in others. Average grades for both Overall Physical Activity and Sedentary Behavior around the world are D (low/poor). In contrast, the average grade for indicators related to supports for physical activity was C. Lower-income countries generally had better grades on Overall Physical Activity, Active Transportation, and Sedentary Behaviors compared with higher-income countries, yet worse grades for supports from Family and Peers, Community and the Built Environment, and Government Strategies and Investments. Average grades for all indicators combined were highest (best) in Denmark, Slovenia, and the Netherlands. Many surveillance and research gaps were apparent, especially for the Active Play and Family and Peers indicators. International cooperation and cross-fertilization is encouraged to address existing challenges, understand underlying determinants, conceive innovative solutions, and mitigate the global childhood inactivity crisis. The paradox of higher physical activity and lower sedentary behavior in countries reporting poorer infrastructure, and lower physical activity and higher sedentary behavior in countries reporting better infrastructure, suggests that autonomy to play, travel, or chore requirements and/or fewer attractive sedentary pursuits, rather than infrastructure and structured activities, may facilitate higher levels of physical activity.

How leaky is the health career pipeline? Minority student achievement in college gateway courses.

PubMed

Alexander, Charles; Chen, Eric; Grumbach, Kevin

2009-06-01

To determine whether underrepresented minority (URM) students receive lower grades than do non-URM students in college prehealth gateway courses; the extent to which lower grade performance might be explained by the differences in precollege academic achievement; and whether URM students are less likely than non-URM students to persist in completing at least four gateway courses. Administrative data were obtained from six California colleges on 15,000 college students who matriculated in the 1999-2000 or 2000-2001 academic years and enrolled in at least one college course required for application to medical or dental school ("gateway" courses). Students were compared across ethnic groups in gateway course grade performance and persistence in completing at least four gateway courses, using regression methods to control for students' college admission test scores and caliber of high school attended. URM students received significantly lower grades on average in gateway courses than did white students. This gap persisted after adjusting for measures of prior academic performance. However, URM students were nearly as likely as white students to persist in completing at least four gateway courses. After accounting for the lower grades of URM students in their initial classes, URM students were more likely than white students to complete four or more gateway courses. URM students experienced academic challenges, but many persist in their prehealth courses despite these challenges. Interventions at the college level to support URM student performance in gateway courses are particularly important for increasing the diversity of medical and dental schools.

Co regulation of srGAP1 by Wnt and androgen receptor signaling: a new target for treatment of CRPC

DTIC Science & Technology

2016-12-01

with this disease are asymptomatic [1, 2]. Most of these asymptomatic cases are prostate can- cers which may be managed by watchful wait- ing and...nohistochemistry staining in 212 prostate can- cer specimens, including 122 localized pros- tate cancer from prostectomy specimens and 90 from CRPC...at rapid autopsy (including three dif- ferent foci from the same patient) and 11 treat- ment-naïve, high-grade localized prostate can- cers . They also

Influence of the Compositional Grading on Concentration of Majority Charge Carriers in Near-Surface Layers of n(p)-HgCdTe Grown by Molecular Beam Epitaxy

NASA Astrophysics Data System (ADS)

Voitsekhovskii, A. V.; Nesmelov, S. N.; Dzyadukh, S. M.

2018-02-01

The capacitive characteristics of metal-insulator-semiconductor (MIS) structures based on the compositionally graded Hg1-xCdxTe created by molecular beam epitaxy have been experimentally investigated in a wide temperature range (8-77 K). A program has been developed for numerical simulation of ideal capacitance-voltage (C-V) characteristics in the low-frequency and high-frequency approximations. The concentrations of the majority carriers in the near-surface semiconductor layer are determined from the values of the capacitances in the minima of low-frequency C-V curves. For MIS structures based on p-Hg1-xCdxTe, the effect of the presence of the compositionally graded layer on the hole concentration in the near-surface semiconductor layer, determined from capacitive measurements, has not been established. Perhaps this is due to the fact that the concentration of holes in the near-surface layer largely depends on the type of dielectric coating and the regimes of its application. For MIS structures based on n-Hg1-x Cd x Te (x = 0.22-0.23) without a graded-gap layer, the electron concentration determined by the proposed method is close to the average concentration determined by the Hall measurements. The electron concentration in the near-surface semiconductor layer of the compositionally graded n-Hg1-x Cd x Te (x = 0.22-0.23) found from the minimum capacitance value is much higher than the average electron concentration determined by the Hall measurements. The results are qualitatively explained by the creation of additional intrinsic donor-type defects in the near-surface compositionally graded layer of n-Hg1-x Cd x Te.

Highly Transparent Compositionally Graded Buffers for New Metamorphic Multijunction Solar Cell Designs

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

Schulte, Kevin L.; France, Ryan M.; Geisz, John F.

The development of compositionally graded buffer layers (CGBs) with enhanced transparency would enable novel five and six junction solar cells, with efficiencies approaching 50% under high concentration. Here, we demonstrate highly transparent grades between the GaAs and InP lattice constants on both A- and B-miscut GaAs substrates, employing Al xGayIn 1-x-yAs and highly Se-doped Burstein-Moss (BM) shifted Ga xIn 1-xP. Transparency to >810 and >890 nm wavelengths is demonstrated with BM-shifted Ga xIn 1-xP on B-miscut substrates and Al xGayIn 1-x-yAs/Ga xIn 1-xP(Se) combined grades on A-miscut substrates, respectively. 0.74 eV GaInAs solar cells grown on these transparent CGBs exhibitmore » Woc = 0.41 V at mA/ cm 2, performance comparable with the state-of-the-art Ga xIn 1-xP grade employed in the four-junction-inverted metamorphic multijunction (IMM) cell. A GaAs/0.74cV GaInAs tandem cell was grown with a transparent BM-shifted Ga xIn 1-xP CGB to verify the CGB performance in a multijunction device structure. Quantum efficiency measurements indicate that the CGB is completely transparent to photons below the GaAs bandedge, validating its use in 4-6 junction IMM devices with a single-graded buffer. Furthermore, this tandem represents a highly efficient two-junction band gap combination, achieving 29.6% ± 1.2% efficiency under the AM1.5 global spectrum, demonstrating how the additional transparency enables new device structures.« less

Results From Qatar's 2016 Active Healthy Kids Report Card on Physical Activity for Children and Youth.

PubMed

Al-Kuwari, Mohamed G; Ibrahim, Izzeldin A; Hammadi, Eiman M Al; Reilly, John J

2016-11-01

The first Qatar Active Healthy Kids (QAHK) Report Card was developed in 2015-2016. It is a synthesis of the available evidence on physical activity in children and youth in the state of Qatar-an assessment of the state of the nation. The report card is important for future physical activity advocacy, policy, and program development. The QAHK Report Card was inspired by the Active Healthy Kids Scotland 2013 Report Card. The methodology used in Scotland's report card was adapted for Qatar. A Working Group identified indicators for physical activity and related health behaviors, and evaluated the available data on these indicators. The card grades were determined by the percentage of children meeting guidelines or recommendations. The 2016 QAHK Report Card consisted of 9 indicators: 6 Physical Activity and Health Behaviors and Outcomes, and 3 Settings and Influences on these health behaviors and outcomes. The indicator National Policy, Strategy, and Investment was assigned the highest grade (B). Four indicators were assigned D grades: Sedentary Behavior, Dietary Habits, Organized Sports Participation, and Family and Peer Influence. Physical Activity and Obesity were both graded F. Two indicators could not be graded due to insufficient data and/or absence of a recommendation: Active and Outdoor Play, and Community and School Influence. The QAHK Report Card identified weaknesses and gaps in the evidence on physical activity and health in children and youth in Qatar. The quality of evidence was poor for some indicators, with some data collection methods of limited validity and reliability, or only available for a limited age range, so the grades are best estimates of the current situation in Qatar. Future surveys and research using objective physical activity measures will support the development of a second QAHK Report Card by 2018.

Prospective study of the participation patterns of Grade 6 and Year 8 students in Victoria, Australia in activities outside of school.

PubMed

McMullan, Sarah; Chin, Rachel; Froude, Elspeth; Imms, Christine

2012-06-01

Positive participation outcomes are deemed the ultimate goal of health care and specifically of occupational therapy. Knowledge of the typical participation patterns of children in Australia will provide essential information to support our understanding of participation and the goal of maximising children's engagement. This study investigated the participation of Grade 6 and Year 8 Victorian students in activities outside school and explored differences between genders and between students in different year levels. Secondarily, we began to establish Australian normative data on the Children's Assessment of Participation and Enjoyment and Preferences for Activities of Children. This cross sectional survey methods study recruited students from a random selection of public schools. Participation was measured using the Children's Assessment of Participation and Enjoyment and Preferences for Activities of Children questionnaires. Participants included 84 (37 female, 47 male) students in Grade 6 (n = 43) and Year 8 (n = 41). Differences between year levels were only evident for participation in Recreational and Active Physical activities. Grade 6 students did more activities, more intensely than Year 8 students, but with no difference in enjoyment. The mean number of Recreational activities done by Grade 6 students was 8.5 (95%CI: 7.9-9.1) compared to Year 8 students 6.9 (95%CI: 6.1-7.7; P = 0.001). Gender differences were evident in the participation patterns within Social, Skill-Based and Self-Improvement activities. The findings suggested that gender was a more important influence on participation patterns than a 2-year age gap, with participation patterns being relatively stable between Grade 6 and Year 8. © 2012 The Authors Australian Occupational Therapy Journal © 2012 Occupational Therapy Australia.

Highly Transparent Compositionally Graded Buffers for New Metamorphic Multijunction Solar Cell Designs

DOE PAGES

Schulte, Kevin L.; France, Ryan M.; Geisz, John F.

2016-11-11

The development of compositionally graded buffer layers (CGBs) with enhanced transparency would enable novel five and six junction solar cells, with efficiencies approaching 50% under high concentration. Here, we demonstrate highly transparent grades between the GaAs and InP lattice constants on both A- and B-miscut GaAs substrates, employing Al xGayIn 1-x-yAs and highly Se-doped Burstein-Moss (BM) shifted Ga xIn 1-xP. Transparency to >810 and >890 nm wavelengths is demonstrated with BM-shifted Ga xIn 1-xP on B-miscut substrates and Al xGayIn 1-x-yAs/Ga xIn 1-xP(Se) combined grades on A-miscut substrates, respectively. 0.74 eV GaInAs solar cells grown on these transparent CGBs exhibitmore » Woc = 0.41 V at mA/ cm 2, performance comparable with the state-of-the-art Ga xIn 1-xP grade employed in the four-junction-inverted metamorphic multijunction (IMM) cell. A GaAs/0.74cV GaInAs tandem cell was grown with a transparent BM-shifted Ga xIn 1-xP CGB to verify the CGB performance in a multijunction device structure. Quantum efficiency measurements indicate that the CGB is completely transparent to photons below the GaAs bandedge, validating its use in 4-6 junction IMM devices with a single-graded buffer. Furthermore, this tandem represents a highly efficient two-junction band gap combination, achieving 29.6% ± 1.2% efficiency under the AM1.5 global spectrum, demonstrating how the additional transparency enables new device structures.« less

Sexuality education in fifth and sixth grades in U.S. public schools, 1999.

PubMed

Landry, D J; Singh, S; Darroch, J E

2000-01-01

While policymakers, educators and parents recognize the need for family life and sexuality education during children's formative years and before adolescence, there is little nationally representative information on the timing and content of such instruction in elementary schools. In 1999, data were gathered from 1, 789 fifth- and sixth-grade teachers as part of a nationally representative survey of 5,543 public school teachers in grades 5-12. Based on the responses of 617 fifth- and sixth-grade teachers who said they teach sexuality education, analyses were carried out on the topics and skills sexuality education teachers taught, the grades in which they taught them, their teaching approaches, the pressures they experienced, whether they received support from parents, the community and school administrators, and their needs. Seventy-two percent of fifth- and sixth-grade teachers report that sexuality education is taught in their schools at one or both grades. Fifty-six percent of teachers say that the subject is taught in grade five and 64% in grade six. More than 75% of teachers who teach sexuality education in these grades cover puberty, HIV and AIDS transmission and issues such as how alcohol and drugs affect behavior and how to stick with a decision. However, when schools that do not provide sexuality education are taken into account, even most of these topics are taught in only a little more than half of fifth- and sixth-grade classrooms. All other topics are much less likely to be covered. Teaching of all topics is less prevalent at these grades than teachers think it should be. Gaps between what teachers say they are teaching and teachers' recommendations for what should be taught and by what grade are especially large for such topics as sexual abuse, sexual orientation, abortion, birth control and condom use for STD prevention. A substantial proportion of teachers recommend that these topics be taught at grade six or earlier. More than half (57%) of fifth- and sixth-grade sexuality education teachers cover the topic of abstinence from intercourse--17% as the only option for protection against pregnancy and STDs and 40% as the best alternative or one option for such protection. Forty-six percent of teachers report that one of their top three problems in teaching sexuality education is pressure, whether from the community, parents or school administrators. More than 40% of teachers report a need for some type of assistance with materials, factual information or teaching strategies. A large proportion of schools are doing little to prepare students in grades five and six for puberty, much less for dealing with pressures and decisions regarding sexual activity Sexuality education teachers often feel unsupported by the community, parents or school administrators.

Evaluation of gap filling skills and reading mistakes of cochlear implanted and normally hearing students.

PubMed

Çizmeci, Hülya; Çiprut, Ayça

2018-06-01

This study aimed to (1) evaluate the gap filling skills and reading mistakes of students with cochlear implants, and to (2) compare their results with those of their normal-hearing peers. The effects of implantation age and total time of cochlear implant use were analyzed in relation to the subjects' reading skills development. The study included 19 students who underwent cochlear implantation and 20 students with normal hearing, who were enrolled at the 6th to 8th grades. The subjects' ages ranged between 12 and 14 years old. Their reading skills were evaluated by using the Informal Reading Inventory. A significant relationship were found between implanted and normal-hearing students in terms of the percentages of reading error and the percentages of gap filling scores. The average order of the reading errors of students using cochlear implants was higher than that of normal-hearing students. As for the gap filling, the performances of implanted students in the passage are lower than those of their normal-hearing peers. No significant relationship was found between the variables tested in terms of age and duration of implantation on the reading performances of implanted students. Even if they were early implanted, there were significant differences in the reading performances of implanted students compared with those of their normal-hearing peers in older classes. Copyright © 2018 Elsevier B.V. All rights reserved.

Photovoltaic Properties of Selenized CuGa/In Films with Varied Compositions

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

Muzzillo, Christopher P.; Mansfield, Lorelle M.; Ramanathan, Kannan

2016-11-21

Thin CuGa/In films with varied compositions were deposited by co-evaporation and then selenized in situ with evaporated selenium. The selenized Cu(In, Ga)Se2 absorbers were used to fabricate 390 solar cells. Cu/(Ga+In) and Ga/(Ga+In) (Cu/III and Ga/III) were independently varied, and photovoltaic performance was optimal at Cu/III of 77-92% for all Ga/III compositions studied (Ga/III ~ 30, 50, and 70%). The best absorbers at each Ga/III composition were characterized with time-resolved photoluminescence, scanning electron microscopy, and secondary ion mass spectrometry, and devices were studied with temperature-dependent current density-voltage, light and electrical biased quantum efficiency, and capacitance-voltage. The best cells with Ga/IIImore » ~ 30, 50, and 70% had efficiencies of 14.5, 14.4, and 12.2% and maximum power temperature coefficients of -0.496, -0.452, and -0.413%/degrees C, respectively. This resulted in the Ga/III ~ 50% champion having the highest efficiency at temperatures greater than 40 degrees C, making it the optimal composition for practical purposes. This optimum is understood as a result of the absorber's band gap grading- where minimum band gap dominates short-circuit current density, maximum space charge region band gap dominates open-circuit voltage, and average absorber band gap dominates maximum power temperature coefficient.« less

Facilitating women's success in business: Interrupting the process of stereotype threat through affirmation of personal values.

PubMed

Kinias, Zoe; Sim, Jessica

2016-11-01

Two field experiments examined if and how values affirmations can ameliorate stereotype threat-induced gender performance gaps in an international competitive business environment. Based on self-affirmation theory (Steele, 1988), we predicted that writing about personal values unrelated to the perceived threat would attenuate the gender performance gap. Study 1 found that an online assignment to write about one's personal values (but not a similar writing assignment including organizational values) closed the gender gap in course grades by 89.0% among 423 Masters of Business Administration students (MBAs) at an international business school. Study 2 replicated this effect among 396 MBAs in a different cohort with random assignment and tested 3 related mediators (self-efficacy, self-doubt, and self-criticism). Personal values reflection (but not reflecting on values including those of the organization or writing about others' values) reduced the gender gap by 66.5%, and there was a significant indirect effect through reduced self-doubt. These findings show that a brief personal values writing exercise can dramatically improve women's performance in competitive environments where they are negatively stereotyped. The results also demonstrate that stereotype threat (Steele & Aronson, 1995) can occur within a largely non-American population with work experience and that affirming one's core personal values (without organizational values) can ameliorate the threat. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Replicating a self-affirmation intervention to address gender differences: Successes and challenges

NASA Astrophysics Data System (ADS)

Kost-Smith, Lauren E.; Pollock, Steven J.; Finkelstein, Noah D.; Cohen, Geoffrey L.; Ito, Tiffany A.; Miyake, Akira

2012-02-01

We previously reported on the success of a psychological intervention implemented to reduce gender differences in achievement in an introductory college physics course. In this prior study, we found that the gender gap on exams and the FMCE among students who completed two 15-minute self-affirmation writing exercises was significantly reduced compared to the gender gap among students who completed neutral writing exercises. In a follow-up study we replicated the self-affirmation intervention in a later semester of the same course, with the same instructor. In this paper, we report the details and preliminary results of the replication study, where we find similar patterns along exams and course grades, but do not observe these patterns along the FMCE. We begin to investigate the critical features of replicating educational interventions, finding that replicating educational interventions is challenging, complex, and involves potentially subtle factors, some of which we explore and others that require further research.

Tunneling calculations for GaAs-Al(x)Ga(1-x)As graded band-gap sawtooth superlattices

NASA Technical Reports Server (NTRS)

Forrest, Kathrine; Meijer, Paul H. E.

1990-01-01

The transmission resonance spectra and tunneling current-voltage characteristics for direct conduction band electrons in sawtooth GaAs-Al(x)Ga(1-x)As superlattices are computed. Only direct-gap interfaces are considered. It is found that sawtooth superlattices exhibit resonant tunneling similar to that in step superlattices, manifested by correlation of peaks and regions of negative differential resistance in the current-voltage curves with transmission resonances. The Stark shift of the resonances of step-barrier superlattices is a linear function of the field, whereas in sawtooth superlattices under strong fields the shift is not a simple function of the field. This follows from the different ways in which the two structures deform under uniform electric fields: the sawtooth deforms into a staircase, at which field strength all barriers to tunneling are eradicated. The step-barrier superlattice always presents some barrier to tunneling, no matter how high the electric field strength.

Towards an understanding of dimensions, predictors, and gender gap in written composition

PubMed Central

Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne; Gatlin, Brandy

2014-01-01

We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor analysis and multilevel modeling. Results showed that writing quality, productivity, and CBM scoring were dissociable constructs, but that writing quality and CBM scoring were highly related (r = .82). Language and cognitive predictors differed among the writing outcomes. Boys had lower writing scores than girls even after accounting for language, reading, attention, spelling, handwriting automaticity, and rapid automatized naming. Results are discussed in light of writing evaluation and a developmental model of writing. PMID:25937667

Public Resistance is Waste-Based and What to Do About That - 13412

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

Ford, Laurie

2013-07-01

'Nuclear Communicators' connect a highly advanced sci-tech world with the world of everyday living. One challenge is helping stakeholders fit together three Big Ideas: (1) the valuable nuclear energy resource, (2) nuclear energy's invisible mortal dangers and potential bad-guy threats, and (3) critical scientific and engineering knowledge that is far over the heads of average (grade 8) USA reading levels. This article provides an overview of what does - and does not - work in our public communications. What does not work: 1. Going off topic. Address what concerns people most: how to manage nuclear wastes. 2. Underestimating public intelligence.more » What works: 1. Doing your homework on community history regarding nuclear materials. 2. Having discussion forums and public meetings with special guests from industry, government, and local leaders. 3. Regular cycles of communication with community groups to build a long-term dialogue. Solutions to some communication challenges require handling four gaps and one jungle: 1. Facts gap - Honest information about waste disposition. 2. Time gap - The timelines associated with waste management include 300 years, 10,000 years, and 703.8 million years. How do we talk about this? 3. Money gap - Who pays for new waste management challenges and technologies? 4. Confidence gap - Link local options to regional, national, and global knowledge. 5. Decision jungle - How can we make waste management rules and infrastructure more logical and transparent? Public communication needs to be grounded in facts for people who want to be credible actors in the new nuclear world. (authors)« less

Characterizing the gender gap in introductory physics

NASA Astrophysics Data System (ADS)

Kost, Lauren E.; Pollock, Steven J.; Finkelstein, Noah D.

2009-06-01

Previous research [S. J. Pollock , Phys. Rev. ST Phys. Educ. Res. 3, 1 (2007)] showed that despite the use of interactive engagement techniques, the gap in performance between males and females on a conceptual learning survey persisted from pretest to post-test at the University of Colorado at Boulder. Such findings were counter to previously published work [M. Lorenzo , Am. J. Phys. 74, 118 (2006)]. This study begins by identifying a variety of other gender differences. There is a small but significant difference in the course grades of males and females. Males and females have significantly different prior understandings of physics and mathematics. Females are less likely to take high school physics than males, although they are equally likely to take high school calculus. Males and females also differ in their incoming attitudes and beliefs about physics. This collection of background factors is analyzed to determine the extent to which each factor correlates with performance on a conceptual post-test and with gender. Binned by quintiles, we observe that males and females with similar pretest scores do not have significantly different post-test scores (p>0.2) . The post-test data are then modeled using two regression models (multiple regression and logistic regression) to estimate the gender gap in post-test scores after controlling for these important prior factors. These prior factors account for about 70% of the observed gender gap. The results indicate that the gender gap exists in interactive physics classes at our institution but is largely associated with differences in previous physics and math knowledge and incoming attitudes and beliefs.

Process evaluation of community care centers providing care, support, and treatment to people living with human immunodeficiency virus in India.

PubMed

Sogarwal, Ruchi; Bachani, Damodar

2011-01-01

Since 2007, the concept of community care centers (CCC) has evolved to provide care, support, and treatment services to the people living with human immunodeficiency virus in a community-based environment so as to bridge the gap between secondary/tertiary level institutional and home-based care. Monitoring and evaluation, including process evaluation (PE), are integral parts of this scheme. This article presents the design of the "PE" for CCC and the results pertaining to the gaps and constraints in the implementation of the scheme. The CCC PE was conducted in 197 of the 273 CCCs that have been functioning for at least 1 year as on November 30, 2009. Data were collected by structured observations and individual interviews through checklists and semistructured tools. The targeted population for PE was inpatient/outpatient beneficiaries, caregivers, and service providers of CCCs. The findings revealed that of 197 CCCs evaluated, 55, 57, 52, and 33 were graded as A, B, C, and D, respectively. Of the 33 grade-D CCCs, 22 were from 4 high-prevalence states (Andhra Pradesh, Karnataka, Maharashtra, and Tamil Nadu). There was dearth of good nongovernment organizations in the Northeastern region of the country with more nongovernment organizations in C and D category. The PE indicated some critical constraints in the services, such as shortage of medicines for treatment of opportunistic infections, poor coordination with anti-retroviral treatment centers, and transportation for referral cases. In spite of various constraints in the scheme, the majority of the patients were satisfied with the services available at CCC. The PE had provided an invaluable base to improve the CCC scheme, which will enhance the quality of service delivery system. The results of our experience may help other researchers and managers plan similar and more improved assessment.

Biomechanical comparison of double-row versus transtendon single-row suture anchor technique for repair of the grade III partial articular-sided rotator cuff tears.

PubMed

Zhang, Chun-Gang; Zhao, De-Wei; Wang, Wei-Ming; Ren, Ming-Fa; Li, Rui-Xin; Yang, Sheng; Liu, Yu-Peng

2010-11-01

For partial-thickness tears of the rotator cuff, double-row fixation and transtendon single-row fixation restore insertion site anatomy, with excellent results. We compared the biomechanical properties of double-row and transtendon single-row suture anchor techniques for repair of grade III partial articular-sided rotator cuff tears. In 10 matched pairs of fresh-frozen sheep shoulders, the infraspinatus tendon from 1 shoulder was repaired with a double-row suture anchor technique. This comprised placement of 2 medial anchors with horizontal mattress sutures at an angle of ≤ 45° into the medial margin of the infraspinatus footprint, just lateral to the articular surface, and 2 lateral anchors with horizontal mattress sutures. Standardized, 50% partial, articular-sided infraspinatus lesions were created in the contralateral shoulder. The infraspinatus tendon from the contralateral shoulder was repaired using two anchors with transtendon single-row mattress sutures. Each specimen underwent cyclic loading from 10 to 100 N for 50 cycles, followed by tensile testing to failure. Gap formation and strain over the footprint area were measured using a motion capture system; stiffness and failure load were determined from testing data. Gap formation for the transtendon single-row repair was significantly smaller (P < 0.05) when compared with the double-row repair for the first cycle ((1.74 ± 0.38) mm vs. (2.86 ± 0.46) mm, respectively) and the last cycle ((3.77 ± 0.45) mm vs. (5.89 ± 0.61) mm, respectively). The strain over the footprint area for the transtendon single-row repair was significantly smaller (P < 0.05) when compared with the double-row repair. Also, it had a higher mean ultimate tensile load and stiffness. For grade III partial articular-sided rotator cuff tears, transtendon single-row fixation exhibited superior biomechanical properties when compared with double-row fixation.

Teaching Pharmacology Graduate Students how to Write an NIH Grant Application

PubMed Central

O’Donnell, Lauren A.; Surratt, Christopher K.

2015-01-01

Objective. To fill the gap in grant writing training in pharmacology graduate education using an active-learning strategy. Design. Graduate students wrote subsections of a grant according to NIH guidelines. Students revised their applications based on multiple rounds of critiques from professors and peers throughout a semester-long scientific writing course. Assessment. Prerevision and postrevision grant drafts were graded. Students were provided with questionnaires assessing their perception of the process. To determine the impact of feedback on the proposals, the quality of the pre/postrevision drafts was assessed by professors who were blinded and unaffiliated with the course. Conclusion. Student grades improved significantly upon resubmission. Perceptions of the proposals by blinded faculty members favored revised submissions based on multiple criteria. Survey feedback indicated an increase in student confidence in grant writing ability. The results of 3 independent measures demonstrate that intensive feedback on scientific writing improved the quality of student proposals. PMID:28435165

Teaching Pharmacology Graduate Students how to Write an NIH Grant Application.

PubMed

Leak, Rehana K; O'Donnell, Lauren A; Surratt, Christopher K

2015-11-25

Objective. To fill the gap in grant writing training in pharmacology graduate education using an active-learning strategy. Design. Graduate students wrote subsections of a grant according to NIH guidelines. Students revised their applications based on multiple rounds of critiques from professors and peers throughout a semester-long scientific writing course. Assessment. Prerevision and postrevision grant drafts were graded. Students were provided with questionnaires assessing their perception of the process. To determine the impact of feedback on the proposals, the quality of the pre/postrevision drafts was assessed by professors who were blinded and unaffiliated with the course. Conclusion. Student grades improved significantly upon resubmission. Perceptions of the proposals by blinded faculty members favored revised submissions based on multiple criteria. Survey feedback indicated an increase in student confidence in grant writing ability. The results of 3 independent measures demonstrate that intensive feedback on scientific writing improved the quality of student proposals.

BLACK AND HISPANIC IMMIGRANTS' RESILIENCE AGAINST NEGATIVE ABILITY RACIAL STEREOTYPES AT SELECTIVE COLLEGES AND UNIVERSITIES IN THE UNITED STATES*

PubMed

Owens, Jayanti; Lynch, Scott M

2012-10-01

Stereotype threat is a widely supported theory for understanding the racial achievement gap in college grade performance. However, today's minority college students are increasingly of immigrant origins, and it is unclear whether two dispositional mechanisms that may increase susceptibility to stereotype threat are applicable to immigrants. We use survey data to examine whether and how negative ability stereotypes affect the grades of 1,865 first, second, and third generation or higher (domestic) minority students at 28 selective American colleges. Structural equation model results indicate that first generation immigrants are highly-resistant to both dispositional identity threat mechanisms we consider. Second generation immigrants experience only certain dispositional elements of identity threat. Drawing on research in social psychology, we suggest immigrants tend to resist stereotype threat in part due to the primacy of their immigrant identities and their connectedness to the opportunity structure of mainstream society.

Gender Differences in Both Force Concept Inventory and Introductory Physics Performance

NASA Astrophysics Data System (ADS)

Docktor, Jennifer; Heller, Kenneth

2008-10-01

We present data from a decade of introductory calculus-based physics courses for science and engineering students at the University of Minnesota taught using cooperative group problem solving. The data include 40 classes with more than 5500 students taught by 22 different professors. The average normalized gain for males is 0.4 for these large classes that emphasized problem solving. Female students made up approximately 20% of these classes. We present relationships between pre and post Force Concept Inventory (FCI) scores, course grades, and final exam scores for females and males. We compare our results with previous studies from Harvard [2] and the University of Colorado [3,4]. Our data show there is a significant gender gap in pre-test FCI scores that persists post-instruction although there is essentially no gender difference in course performance as determined by course grade.

BLACK AND HISPANIC IMMIGRANTS’ RESILIENCE AGAINST NEGATIVE ABILITY RACIAL STEREOTYPES AT SELECTIVE COLLEGES AND UNIVERSITIES IN THE UNITED STATES*

PubMed Central

Owens, Jayanti; Lynch, Scott M.

2013-01-01

Stereotype threat is a widely supported theory for understanding the racial achievement gap in college grade performance. However, today’s minority college students are increasingly of immigrant origins, and it is unclear whether two dispositional mechanisms that may increase susceptibility to stereotype threat are applicable to immigrants. We use survey data to examine whether and how negative ability stereotypes affect the grades of 1,865 first, second, and third generation or higher (domestic) minority students at 28 selective American colleges. Structural equation model results indicate that first generation immigrants are highly-resistant to both dispositional identity threat mechanisms we consider. Second generation immigrants experience only certain dispositional elements of identity threat. Drawing on research in social psychology, we suggest immigrants tend to resist stereotype threat in part due to the primacy of their immigrant identities and their connectedness to the opportunity structure of mainstream society. PMID:24077577

Examining longitudinal train dynamics in ore car tipplers

NASA Astrophysics Data System (ADS)

Cole, Colin; Spiryagin, Maksym; Bosomworth, Chris

2017-04-01

Train simulation has been adapted in this paper to model the behaviour of indexing operations in ore car tippler operations. An important consideration in simulations at these low speeds (less than 4 km/h) is the increased rolling resistance transitioning from stationary conditions to motion. Most formulations of rolling resistance equations do not include this range although there are empirical values in some railway standards. The indexer control utilised here has a target trapezoidal velocity profile. The indexer to train connection was modelled as a stiff linear spring, a damper and a gap element. A sensitivity analysis was completed considering variations in wagon connections including wedge static friction, preload, coupling slack and tippler slack. Track topography including downhill grades of 0.1% and 0.2% and a valley profile were also investigated. Results showed high sensitivity to draft gear parameters of static friction and preload, but minimal benefit from downhill grades and changes in coupling slack.

Peristaltic blood flow with gold nanoparticles as a third grade nanofluid in catheter: Application of cancer therapy

NASA Astrophysics Data System (ADS)

Mekheimer, Kh. S.; Hasona, W. M.; Abo-Elkhair, R. E.; Zaher, A. Z.

2018-01-01

Cancer is dangerous and deadly to most of its patients. Recent studies have shown that gold nanoparticles can cure and overcome it, because these particles have a high atomic number which produce the heat and leads to treatment of malignancy tumors. A motivation of this article is to study the effect of heat transfer with the blood flow (non-Newtonian model) containing gold nanoparticles in a gap between two coaxial tubes, the outer tube has a sinusoidal wave traveling down its wall and the inner tube is rigid. The governing equations of third-grade fluid along with total mass, thermal energy and nanoparticles are simplified by using the assumption of long wavelength. Exact solutions have been evaluated for temperature distribution and nanoparticles concentration, while approximate analytical solutions are found for the velocity distribution using the regular perturbation method with a small third grade parameter. Influence of the physical parameters such as third grade parameter, Brownian motion parameter and thermophoresis parameter on the velocity profile, temperature distribution and nanoparticles concentration are considered. The results pointed to that the gold nanoparticles are effective for drug carrying and drug delivery systems because they control the velocity through the Brownian motion parameter Nb and thermophoresis parameter Nt. Gold nanoparticles also increases the temperature distribution, making it able to destroy cancer cells.

The effectiveness of scoliosis screening programs: methods for systematic review and expert panel recommendations formulation

PubMed Central

2013-01-01

Background Literature on scoliosis screening is vast, however because of the observational nature of available data and methodological flaws, data interpretation is often complex, leading to incomplete and sometimes, somewhat misleading conclusions. The need to propose a set of methods for critical appraisal of the literature about scoliosis screening, a comprehensive summary and rating of the available evidence appeared essential. Methods To address these gaps, the study aims were: i) To propose a framework for the assessment of published studies on scoliosis screening effectiveness; ii) To suggest specific questions to be answered on screening effectiveness instead of trying to reach a global position for or against the programs; iii) To contextualize the knowledge through expert panel consultation and meaningful recommendations. The general methodological approach proceeds through the following steps: Elaboration of the conceptual framework; Formulation of the review questions; Identification of the criteria for the review; Selection of the studies; Critical assessment of the studies; Results synthesis; Formulation and grading of recommendations in response to the questions. This plan follows at best GRADE Group (Grades of Recommendation, Assessment, Development and Evaluation) requirements for systematic reviews, assessing quality of evidence and grading the strength of recommendations. Conclusions In this article, the methods developed in support of this work are presented since they may be of some interest for similar reviews in scoliosis and orthopaedic fields. PMID:23883346

Assessment of function-graded materials as fracture fixation bone-plates under combined loading conditions using finite element modelling.

PubMed

Fouad, H

2011-05-01

In previous work by Fouad (Medical Engineering and Physics 2010 [23]), 3D finite element (FE) models for fractured bones with function-graded (FG) bone-plates and traditional bone-plates made of stainless steel (SS) and titanium (Ti) alloy were examined under compressive loading conditions using the ABAQUS Code. In this study, the effects of the presence of the torsional load in addition to the compressive load on the predicted stresses of the fracture fixation bone-plate system are examined at different healing stages. The effects on the stress on the fracture site when using contacted and non-contacted bone-plate systems are also studied. The FE modelling results indicate that the torsional load has significant effects on the resultant stress on the fracture fixation bone-plate system, which should be taken into consideration during the design and the analysis. The results also show that the stress shielding at the fracture site decreases significantly when using FG bone-plates compared to Ti alloy or SS bone-plates. The presence of a gap between the bone and the plate results in a remarkable reduction in bone stress shielding at the fracture site. Therefore, the significant effects of using an FG bone-plate with a gap and the presence of torsional load on the resultant stress on the fracture fixation bone-plate system should be taken into consideration. Copyright © 2010 IPEM. Published by Elsevier Ltd. All rights reserved.

A systematic review of the status of children's school access in low- and middle-income countries between 1998 and 2013: using the INDEPTH Network platform to fill the research gaps.

PubMed

Kamanda, Mamusu; Sankoh, Osman

2015-01-01

The framework for expanding children's school access in low- and middle-income countries (LMICs) has been directed by universal education policies as part of Education for All since 1990. In measuring progress to universal education, a narrow conceptualisation of access which dichotomises children's participation as being in or out of school has often been assumed. Yet, the actual promise of universal education goes beyond this simple definition to include retention, progression, completion, and learning. Our first objective was to identify gaps in the literature on children's school access using the zones of exclusion of the Consortium for Research on Educational Access, Transition, and Equity as a framework. Second, we gave consideration to how these gaps can be met by using longitudinal and cross-country data from Health and Demographic Surveillance System (HDSS) sites within the International Network for the Demographic Evaluation of Population and Their Health (INDEPTH) in LMICs. Using Web of Science, we conducted a literature search of studies published in international peer-reviewed journals between 1998 and 2013 in LMICs. The phrases we searched included six school outcomes: school enrolment, school attendance, grade progression, school dropout, primary to secondary school transition, and school completion. From our search, we recorded studies according to: 1) school outcomes; 2) whether longitudinal data were used; and 3) whether data from more than one country were analysed. The area of school access most published is enrolment followed by attendance and dropout. Primary to secondary school transition and grade progression had the least number of publications. Of 132 publications which we found to be relevant to school access, 33 made use of longitudinal data and 17 performed cross-country analyses. The majority of studies published in international peer-reviewed journals on children's school access between 1998 and 2013 were focused on three outcomes: enrolment, attendance, and dropout. Few of these studies used data collected over time or data collected from more than one country for comparative analyses. The contribution of the INDEPTH Network in helping to address these gaps in the literature lies in the longitudinal design of HDSS surveys and in the diversity of countries within the network.

A systematic review of the status of children's school access in low- and middle-income countries between 1998 and 2013: using the INDEPTH Network platform to fill the research gaps

PubMed Central

Kamanda, Mamusu; Sankoh, Osman

2015-01-01

Background The framework for expanding children's school access in low- and middle-income countries (LMICs) has been directed by universal education policies as part of Education for All since 1990. In measuring progress to universal education, a narrow conceptualisation of access which dichotomises children's participation as being in or out of school has often been assumed. Yet, the actual promise of universal education goes beyond this simple definition to include retention, progression, completion, and learning. Objective Our first objective was to identify gaps in the literature on children's school access using the zones of exclusion of the Consortium for Research on Educational Access, Transition, and Equity as a framework. Second, we gave consideration to how these gaps can be met by using longitudinal and cross-country data from Health and Demographic Surveillance System (HDSS) sites within the International Network for the Demographic Evaluation of Population and Their Health (INDEPTH) in LMICs. Design Using Web of Science, we conducted a literature search of studies published in international peer-reviewed journals between 1998 and 2013 in LMICs. The phrases we searched included six school outcomes: school enrolment, school attendance, grade progression, school dropout, primary to secondary school transition, and school completion. From our search, we recorded studies according to: 1) school outcomes; 2) whether longitudinal data were used; and 3) whether data from more than one country were analysed. Results The area of school access most published is enrolment followed by attendance and dropout. Primary to secondary school transition and grade progression had the least number of publications. Of 132 publications which we found to be relevant to school access, 33 made use of longitudinal data and 17 performed cross-country analyses. Conclusions The majority of studies published in international peer-reviewed journals on children's school access between 1998 and 2013 were focused on three outcomes: enrolment, attendance, and dropout. Few of these studies used data collected over time or data collected from more than one country for comparative analyses. The contribution of the INDEPTH Network in helping to address these gaps in the literature lies in the longitudinal design of HDSS surveys and in the diversity of countries within the network. PMID:26562137

A self-cleaning coating based on commercial grade polyacrylic latex modified by TiO2/Ag-exchanged-zeolite-A nanocomposite

NASA Astrophysics Data System (ADS)

Nosrati, Rahimeh; Olad, Ali; Nofouzi, Katayoon

2015-08-01

The commercial grade polyacrylic latex was modified in order to prepare a self-cleaning coating. TiO2/Ag-exchanged-zeolite-A nanocomposite was prepared and used as additive in the matrix of polyacrylic latex to achieve a hydrophilic and photocatalytic coating. FTIR and UV-visible spectroscopy, X-ray diffraction patterns and FESEM were used to characterize the composition and structure of the nanocomposites and coatings. The acrylic coatings, were prepared by using of TiO2/Ag-exchanged-zeolite-A additive, had better UV and visible light absorption, hydrophilic, degradation of organic pollutants, stability in water and antimicrobial properties than pristine commercial grade polyacrylic latex coating. According to the results, the modified polyacrylic based coating containing 0.5 wt% of TiO2/Ag-exchanged-zeolite-A nanocomposite additive with TiO2 to Ag-exchanged-zeolite-A ratio of 1:2 was the best coating considering most of useful properties such as small band gap and low water contact angle. The water contact angle for unmodified polyacrylic latex coating was 68° which was decreased to less than 10° in modified coating after 24 h LED lamp illumination.

Pharmacologic Therapy for Pulmonary Arterial Hypertension in Adults

PubMed Central

Taichman, Darren B.; Chung, Lorinda; Klinger, James R.; Lewis, Sandra; Mandel, Jess; Palevsky, Harold I.; Rich, Stuart; Sood, Namita; Rosenzweig, Erika B.; Trow, Terence K.; Yung, Rex; Elliott, C. Gregory; Badesch, David B.

2014-01-01

OBJECTIVE: Choices of pharmacologic therapies for pulmonary arterial hypertension (PAH) are ideally guided by high-level evidence. The objective of this guideline is to provide clinicians advice regarding pharmacologic therapy for adult patients with PAH as informed by available evidence. METHODS: This guideline was based on systematic reviews of English language evidence published between 1990 and November 2013, identified using the MEDLINE and Cochrane Library databases. The strength of available evidence was graded using the Grades of Recommendations, Assessment, Development, and Evaluation methodology. Guideline recommendations, or consensus statements when available evidence was insufficient to support recommendations, were developed using a modified Delphi technique to achieve consensus. RESULTS: Available evidence is limited in its ability to support high-level recommendations. Therefore, we drafted consensus statements to address many clinical questions regarding pharmacotherapy for patients with PAH. A total of 79 recommendations or consensus statements were adopted and graded. CONCLUSIONS: Clinical decisions regarding pharmacotherapy for PAH should be guided by high-level recommendations when sufficient evidence is available. Absent higher level evidence, consensus statements based upon available information must be used. Further studies are needed to address the gaps in available knowledge regarding optimal pharmacotherapy for PAH. PMID:24937180

Associations among attitudes, perceived difficulty of learning science, gender, parents' occupation and students' scientific competencies

NASA Astrophysics Data System (ADS)

Chi, ShaoHui; Wang, Zuhao; Liu, Xiufeng; Zhu, Lei

2017-11-01

This study investigated the associations among students' attitudes towards science, students' perceived difficulty of learning science, gender, parents' occupations and their scientific competencies. A sample of 1591 (720 males and 871 females) ninth-grade students from 29 junior high schools in Shanghai completed a scientific competency test and a Likert scale questionnaire. Multiple regression analysis revealed that students' general interest of science, their parents' occupations and perceived difficulty of science significantly associated with their scientific competencies. However, there was no gender gap in terms of scientific competencies.

Comparative evaluation of three proliferation markers, Ki-67, TOP2A, and RacGAP1, in bronchopulmonary neuroendocrine neoplasms: Issues and prospects.

PubMed

Neubauer, Elisa; Wirtz, Ralph M; Kaemmerer, Daniel; Athelogou, Maria; Schmidt, Lydia; Sänger, Jörg; Lupp, Amelie

2016-07-05

The classification of bronchopulmonary neuroendocrine neoplasms (BP-NEN) into four tumor entities (typical carcinoids (TC), atypical carcinoids (AC), small cell lung cancers (SCLC), large cell neuroendocrine lung carcinomas (LCNEC)) is difficult to perform accurately, but important for prognostic statements and therapeutic management decisions. In this regard, we compared the expression of three proliferation markers, Ki-67, Topoisomerase II alpha (TOP2A), and RacGAP1, in a series of tumor samples from 104 BP-NEN patients (24 TC, 21 AC, 52 SCLC, 7 LCNEC) using different evaluation methods (immunohistochemistry (IHC): Average evaluation, Hotspot evaluation, digital image analysis; RT-qPCR).The results indicated that all three markers had increased protein and mRNA expression with poorer differentiation and correlated well with each other, as well as with grading, staging, and poor survival. Compared with Ki-67 and TOP2A, RacGAP1 allowed for a clearer prognostic statement. The cut-off limits obtained for Ki-67-Average (IHC) were TC-AC 1.5, AC-SCLC 19, and AC-LCNEC 23.5. The Hotspot evaluation generated equal to higher, the digital image analysis generally lower between-entity cut-off limits.All three markers enabled a clear-cut differentiation between the BP-NEN entities, and all methods evaluated were suitable for marker assessment. However, to define optimal cut-off limits, the Ki-67 evaluation methods should be standardized. RacGAP1 appeared to be a new marker with great potential.

Early changes in morphology and intraocular pressure by size of clear corneal incision.

PubMed

Cheng, Bing; Liu, Yi; Liu, Yizhi; Xie, Bin Bin; Xi, Lei; Yang, Ye

2011-06-01

We compared changes in morphology and intraocular pressure (IOP) induced by clear 2.2-mm and 3.0-mm corneal incisions in a cohort of patients with cataracts. In 160 eyes (from 70 men and 90 women at the Ophthalmic Center of Sun Yat-sen University), optical coherence tomography and tonometry were performed at 1, 5, and 24 hours after cataract surgery. The main outcome measures were IOP, postoperative changes in Descemet membrane detachment (DMD), healing of the surgical incision, and inflammation of the anterior chamber. Five hours after surgery, patients with 2.2-mm and 3.0-mm incisions had lower IOPs (P < 0.017) as measured by noncontact tonometry, but the difference was significant only among patients with grade V cataracts (2.2 mm, 12.6 ± 1.2 mm Hg; 3.0 mm, 14.5 ± 0.9 mm Hg, P < 0.05). The incidence of endothelial gap at 24 hours after surgery was significantly higher in the 2.2-mm (50%) versus 3.0-mm (11.1%) group of patients with grade V cataracts (P < 0.05). The incidence of DMD at 5 hours was also significantly higher in the 2.2-mm group (75%) than in the 3.0-mm group (22.2%) only among patients with this grade (P < 0.05). Incision width made no difference among patients with grade I-IV lens nuclei; but among those with grade V, 3.0-mm incisions had significantly less endothelial gaping, less DMD, and higher mean IOPs. For these patients, smaller incisions may not be optimal, and eyes may be especially vulnerable within 5 hours of surgery.

Evaluation of moisture-induced damage of dense graded and gap graded asphalt mixture with nanopolymer modified binder

NASA Astrophysics Data System (ADS)

Shaffie, E.; Arshad, A. K.; Ahmad, J.; Hashim, W.

2018-04-01

The purpose of this research is to study the moisture induce damage performance of dense graded (AC14) and stone mastic asphalt (SMA14) asphalt pavement using Nanolyacrylate polymer modified asphalt binder. The physical properties of aggregate, volumetric and performance of asphalt mixes were assessed and evaluated with the laboratory tests. The study investigates fourteenth different asphalt mixtures consisting of NP modified asphalt binder formulations at 2%, 4% and 6%. Two types of asphalt binder, penetration grade PEN 80-100 and performance grade PG 76 were added with Nanopolyacrylate as asphalt modifier. The modified asphalt binder was prepared by adding 6 percent of Nanopolyacrylate (NP) to the asphalt binder. Both AC14 and SMA14 mixtures passed the Marshall requirements which indicate that these mixtures were good with respect to durability and flexibility. In terms of moisture induce damage, it was observed that the strength of the asphalt mixes increased with the addition of NP polymer modified asphalt binder. Similar trend could also be seen for SMA14 mixes, where the ITS value of SMA14 showed a significant difference compared to AC14 and all the mixtures exceeded the minimum requirement value as specified in the specification. Thus, addition of nanopolyacrylate polymer to the asphalt binder has significantly improved the cohesion as well as adhesion properties of the asphalt binder, and hence the stripping performance. Therefore, it can be concluded that the nanopolyacylate is suitable to be used as a modifier to the modified asphalt binder in order to enhance the properties of the asphalt binder and thus improving the performance of asphalt in both AC14 and SMA14 mixes.

Mobile applications and patient education: Are currently available GERD mobile apps sufficient?

PubMed

Bobian, Michael; Kandinov, Aron; El-Kashlan, Nour; Svider, Peter F; Folbe, Adam J; Mayerhoff, Ross; Eloy, Jean Anderson; Raza, S Naweed

2017-08-01

Despite the increasing role of mobile applications (apps) in patient education, there has been little inquiry evaluating the quality of these resources. Because poor health literacy has been associated with inferior health outcomes, evaluating the quality of patient education materials takes on great importance. Our objective was to employ validated readability tools for the evaluation of gastroesophageal reflux (GERD) mobile apps. GERD-specific apps found in the Apple App Store (Apple Inc., Cupertino CA) were evaluated using the Readability Studio Professional Version 2015 for Windows (Oleander Software, Ltd, Vandalia, OH). All text was evaluated using nine validated algorithms measuring readability including Flesch-Kincaid Grade Level, Simple Measure of Gobbledygook grading, Gunning Fog index, Coleman-Liau, New Fog Count formula, Raygor Readability Estimate, FORCAST, Fry graph, and Flesch Reading Ease score. Average reading grade levels for individual GERD apps ranged from 9.6 to 12.9 (interquartile range 10.3-12). The average reading grade level for all apps analyzed was 11.1 ± 0.2 standard error of the mean (SEM), with an average Flesch Reading Ease score for all mobile apps analyzed of 51 ± 2.05 (SEM), falling into the "fairly difficult" category given by this measure. Raygor Readability estimates that most mobile apps have a reading grade level between 10 and 12, with the majority of this outcome due to long words. This analysis demonstrates the feasibility of assessing readability of mobile health apps. Our findings suggest significant gaps in potential comprehension between the apps analyzed and the average reader, diminishing the utility of these resources. We hope our findings influence future mobile health-related app development and thereby improve patient outcomes in GERD and other chronic diseases. NA. Laryngoscope, 127:1775-1779, 2017. © 2016 The American Laryngological, Rhinological and Otological Society, Inc.

Polyethylene glycol hydrogel rectal spacer implantation in patients with prostate cancer undergoing combination high-dose-rate brachytherapy and external beam radiotherapy.

PubMed

Yeh, Jekwon; Lehrich, Brandon; Tran, Carolyn; Mesa, Albert; Baghdassarian, Ruben; Yoshida, Jeffrey; Torrey, Robert; Gazzaniga, Michael; Weinberg, Alan; Chalfin, Stuart; Ravera, John; Tokita, Kenneth

2016-01-01

To present rectal toxicity rates in patients administered a polyethylene glycol (PEG) hydrogel rectal spacer in conjunction with combination high-dose-rate brachytherapy and external beam radiotherapy. Between February 2010 and April 2015, 326 prostate carcinoma patients underwent combination high-dose-rate brachytherapy of 16 Gy (average dose 15.5 Gy; standard deviation [SD] = 1.6 Gy) and external beam radiotherapy of 59.4 Gy (average dose 60.2 Gy; SD = 2.9 Gy). In conjunction with the radiation therapy regimen, each patient was injected with 10 mL of a PEG hydrogel in the anterior perirectal fat space. The injectable spacer (rectal spacer) creates a gap between the prostate and the rectum. The rectum is displaced from the radiation field, and rectal dose is substantially reduced. The goal is a reduction in rectal radiation toxicity. Clinical efficacy was determined by measuring acute and chronic rectal toxicity using the National Cancer Center Institute Common Terminology Criteria for Adverse Events v4.0 grading scheme. Median followup was 16 months. The mean anterior-posterior separation achieved was 1.6 cm (SD = 0.4 cm). Rates of acute Grade 1 and 2 rectal toxicity were 37.4% and 2.8%, respectively. There were no acute Grade 3/4 toxicities. Rates of late Grade 1, 2, and 3 rectal toxicity were 12.7%, 1.4%, and 0.7%, respectively. There were no late Grade 4 toxicities. PEG rectal spacer implantation is safe and well tolerated. Acute and chronic rectal toxicities are low despite aggressive dose escalation. Copyright © 2016 American Brachytherapy Society. Published by Elsevier Inc. All rights reserved.

Effect of child marriage on girls' school dropout in Nepal: Analysis of data from the Multiple Indicator Cluster Survey 2014

PubMed Central

Sekine, Kazutaka; Hodgkin, Marian Ellen

2017-01-01

School dropout and child marriage are interrelated outcomes that have an enormous impact on adolescent girls. However, the literature reveals gaps in the empirical evidence on the link between child marriage and the dropout of girls from school. This study identifies the ‘tipping point’ school grades in Nepal when the risk of dropout due to marriage is highest, measures the effect of child marriage on girls’ school dropout rates, and assesses associated risk factors. Weighted percentages were calculated to examine the grades at highest risk and the distribution of reasons for discontinuing school. Using the Nepal Multiple Indicator Cluster Survey (MICS) 2014 data, we estimated the effect of marriage on school attendance and dropout among girls aged 15–17 by constructing logistic regression models. A multivariate logistic regression model was used to assess risk factors of school dropout due to child marriage. It was found that early marriage is the most common reason given for leaving school. Overall, the risk of school dropout due to marriage heightens after girls complete the fifth or sixth grade. The risk of girls’ dropping out peaks in the seventh and eighth grades and remains noteworthy in the ninth and tenth grades. Married girls in Nepal are 10 times more likely to drop out than their unmarried peers. Little or no education of the household head, belonging to the Kirat religion, and membership of a traditionally disadvantaged social class each elevate the risk of school dropout due to early marriage. The findings underscore the need to delay girl’s marriage so as to reduce girls’ school dropout in Nepal. School-based programmes aimed at preventing child marriage should target girls from the fifth grade because they are at increased risk of dropping out, as well as prioritizing girls from disadvantaged groups. PMID:28727793

Effect of child marriage on girls' school dropout in Nepal: Analysis of data from the Multiple Indicator Cluster Survey 2014.

PubMed

Sekine, Kazutaka; Hodgkin, Marian Ellen

2017-01-01

School dropout and child marriage are interrelated outcomes that have an enormous impact on adolescent girls. However, the literature reveals gaps in the empirical evidence on the link between child marriage and the dropout of girls from school. This study identifies the 'tipping point' school grades in Nepal when the risk of dropout due to marriage is highest, measures the effect of child marriage on girls' school dropout rates, and assesses associated risk factors. Weighted percentages were calculated to examine the grades at highest risk and the distribution of reasons for discontinuing school. Using the Nepal Multiple Indicator Cluster Survey (MICS) 2014 data, we estimated the effect of marriage on school attendance and dropout among girls aged 15-17 by constructing logistic regression models. A multivariate logistic regression model was used to assess risk factors of school dropout due to child marriage. It was found that early marriage is the most common reason given for leaving school. Overall, the risk of school dropout due to marriage heightens after girls complete the fifth or sixth grade. The risk of girls' dropping out peaks in the seventh and eighth grades and remains noteworthy in the ninth and tenth grades. Married girls in Nepal are 10 times more likely to drop out than their unmarried peers. Little or no education of the household head, belonging to the Kirat religion, and membership of a traditionally disadvantaged social class each elevate the risk of school dropout due to early marriage. The findings underscore the need to delay girl's marriage so as to reduce girls' school dropout in Nepal. School-based programmes aimed at preventing child marriage should target girls from the fifth grade because they are at increased risk of dropping out, as well as prioritizing girls from disadvantaged groups.

Sexual milestones and factors associated with coitus initiation among Israeli high school students.

PubMed

Shtarkshall, Ronny A; Carmel, Sara; Jaffe-Hirschfield, Dena; Woloski-Wruble, Anna

2009-08-01

In view of the developmental approach to sexual behavior, this article presents the stages of sexual behavior leading to coitus in four grades of high school students in Israel and the sociodemographic factors associated with initiating coitus. Analyses were based on data from the first national study dealing comprehensively with sexuality in 30 years. A self-administered questionnaire was completed by a random sample of 4,609 students of the General Educational (secular) system that included 68% of the Hebrew-speaking sector or 55% of all students in Israel. Our findings indicated a progressive set of stages of sexual behavior forming a Guttman scale, from kissing and petting over the clothes though petting under the clothes and genital touching to coitus. In comparison to results of a 1970 Israeli survey, we found an increase in practice in all Guttman scale stages of sexual behavior, as well as a diminished gap between genders. The gap fully disappeared in the three lower stages. Predictive variables of coitus initiation included gender, religiosity, immigration status, family structure, perceptions of academic achievements, and the proportion of peers practicing coitus. In addition to gender, perception of the proportion of peers that already practiced intercourse was the best predictor followed by grade, perception of academic achievement, and family structure. Marked differences were noticed between genders regarding associations with religiosity and immigration status. The discussion focused on comparisons to findings in other countries, the contribution of the findings to the understanding of Israeli adolescents' sexual behavior, and practical educational implications.

Performance and optimum characteristics by finite element analysis of a coreless ironless electric generator for low wind density power generation

NASA Astrophysics Data System (ADS)

Razali, Akhtar; Rahman, Fadhlur; Leong, Yap Wee; Razali Hanipah, Mohd; Azri Hizami, Mohd

2018-04-01

Cogging is an attraction of magnetism between permanent magnets and soft ironcore lamination in a conventional electric ironcore generator. The presence of cog in the generator is seen somehow restricted the application of the generator in an application where low rotational torque is required. Cog torque requires an additional input power to overcome, hence became one of the power loss sources. With the increasing of power output, the cogging is also proportionally increased. This leads to the increasing of the supplied power of the driver motor to overcome the cog. Therefore, this research is embarked to study fundamentally about the possibility of removing ironcore lamination in an electric generator. This research deals with removal of ironcore lamination in electric generator to eliminate cog torque. A confinement technique is proposed to confine and focus magnetic flux by introducing opposing permanent magnets arrangement. There were several parameters analysed using the JMAG Designer. Transient response analysis was used in the JMAG Designer. The parameters analysed were the number of coil turns per phase, gap distance between the magnet pairs as well as the magnet grade used. These few parameters were analysed under the open circuit condition. Results showed with the increasing of gap distance, output voltage produced decreased. The increment of number of turns in the coils and higher magnet grades used, these increased the output voltage of the generator. With the help of these results, a reference point is established to get optimum design parameter for fabrication of working prototype.

Toward translational incremental similarity-based reasoning in breast cancer grading

NASA Astrophysics Data System (ADS)

Tutac, Adina E.; Racoceanu, Daniel; Leow, Wee-Keng; Müller, Henning; Putti, Thomas; Cretu, Vladimir

2009-02-01

One of the fundamental issues in bridging the gap between the proliferation of Content-Based Image Retrieval (CBIR) systems in the scientific literature and the deficiency of their usage in medical community is based on the characteristic of CBIR to access information by images or/and text only. Yet, the way physicians are reasoning about patients leads intuitively to a case representation. Hence, a proper solution to overcome this gap is to consider a CBIR approach inspired by Case-Based Reasoning (CBR), which naturally introduces medical knowledge structured by cases. Moreover, in a CBR system, the knowledge is incrementally added and learned. The purpose of this study is to initiate a translational solution from CBIR algorithms to clinical practice, using a CBIR/CBR hybrid approach. Therefore, we advance the idea of a translational incremental similarity-based reasoning (TISBR), using combined CBIR and CBR characteristics: incremental learning of medical knowledge, medical case-based structure of the knowledge (CBR), image usage to retrieve similar cases (CBIR), similarity concept (central for both paradigms). For this purpose, three major axes are explored: the indexing, the cases retrieval and the search refinement, applied to Breast Cancer Grading (BCG), a powerful breast cancer prognosis exam. The effectiveness of this strategy is currently evaluated over cases provided by the Pathology Department of Singapore National University Hospital, for the indexing. With its current accuracy, TISBR launches interesting perspectives for complex reasoning in future medical research, opening the way to a better knowledge traceability and a better acceptance rate of computer-aided diagnosis assistance among practitioners.

Comparing Students With and Without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis.

PubMed

Collins, Alyson A; Lindström, Esther R; Compton, Donald L

Researchers have increasingly investigated sources of variance in reading comprehension test scores, particularly with students with reading difficulties (RD). The purpose of this meta-analysis was to determine if the achievement gap between students with RD and typically developing (TD) students varies as a function of different reading comprehension response formats (e.g., multiple choice, cloze). A systematic literature review identified 82 eligible studies. All studies administered reading comprehension assessments to students with RD and TD students in Grades K-12. Hedge's g standardized mean difference effect sizes were calculated, and random effects robust variance estimation techniques were used to aggregate average weighted effect sizes for each response format. Results indicated that the achievement gap between students with RD and TD students was larger for some response formats (e.g., picture selection ES g = -1.80) than others (e.g., retell ES g = -0.60). Moreover, for multiple-choice, cloze, and open-ended question response formats, single-predictor metaregression models explored potential moderators of heterogeneity in effect sizes. No clear patterns, however, emerged in regard to moderators of heterogeneity in effect sizes across response formats. Findings suggest that the use of different response formats may lead to variability in the achievement gap between students with RD and TD students.

Assessing the role of hydrogen in Fermi-level pinning in chalcopyrite and kesterite solar absorbers from first-principles calculations

NASA Astrophysics Data System (ADS)

Varley, J. B.; Lordi, V.; Ogitsu, T.; Deangelis, A.; Horsley, K.; Gaillard, N.

2018-04-01

Understanding the impact of impurities in solar absorbers is critical to engineering high-performance in devices, particularly over extended periods of time. Here, we use hybrid functional calculations to explore the role of hydrogen interstitial (Hi) defects in the electronic properties of a number of attractive solar absorbers within the chalcopyrite and kesterite families to identify how this common impurity may influence device performance. Our results identify that Hi can inhibit the highly p-type conditions desirable for several higher-band gap absorbers and that H incorporation could detrimentally affect the open-circuit voltage (Voc) and limit device efficiencies. Additionally, we find that Hi can drive the Fermi level away from the valence band edge enough to lead to n-type conductivity in a number of chalcopyrite and kesterite absorbers, particularly those containing Ag rather than Cu. We find that these effects can lead to interfacial Fermi-level pinning that can qualitatively explain the observed performance in high-Ga content CIGSe solar cells that exhibit saturation in the Voc with increasing band gap. Our results suggest that compositional grading rather than bulk alloying, such as by creating In-rich surfaces, may be a better strategy to favorably engineering improved thin-film photovoltaics with larger-band gap absorbers.

Leveraging Mindsets to Promote Academic Achievement: Policy Recommendations.

PubMed

Rattan, Aneeta; Savani, Krishna; Chugh, Dolly; Dweck, Carol S

2015-11-01

The United States must improve its students' educational achievement. Race, gender, and social class gaps persist, and, overall, U.S. students rank poorly among peers globally. Scientific research shows that students' psychology-their "academic mindsets"-have a critical role in educational achievement. Yet policymakers have not taken full advantage of cost-effective and well-validated mindset interventions. In this article, we present two key academic mindsets. The first, a growth mindset, refers to the belief that intelligence can be developed over time. The second, a belonging mindset, refers to the belief that people like you belong in your school or in a given academic field. Extensive research shows that fostering these mindsets can improve students' motivation; raise grades; and reduce racial, gender, and social class gaps. Of course, mindsets are not a panacea, but with proper implementation they can be an excellent point of entry. We show how policy at all levels (federal, state, and local) can leverage mindsets to lift the nation's educational outcomes. © The Author(s) 2015.

Diagnosis and management of acute kidney injury: deficiencies in the knowledge base of non-specialist, trainee medical staff.

PubMed

Muniraju, T M; Lillicrap, M H; Horrocks, J L; Fisher, J M; Clark, R M W; Kanagasundaram, N S

2012-06-01

Enhanced education has been recommended to improve non-specialist management of acute kidney injury (AKI). However, the extent of any gaps in knowledge has yet to be defined fully. The aim of this study was to assess understanding of trainee doctors in the prevention, diagnosis and initial management of AKI. An anonymised questionnaire was completed by hospital-based trainees across Newcastle Renal Unit's catchment area. Responses were evaluated against a panel of pre-defined ideal answers. The median score was 9.5 out of 20 (n = 146; range 0-17) and was lower in more junior trainees. Fifty percent of trainees could not define AKI, 30% could not name more than two risk factors for AKI and 37% could not name even one indication for renal referral. These serious gaps in knowledge highlight the need for enhanced education aimed at all training grades. Organisational changes may also be required to optimise patient safety.

Cross-National Variations in Student Employment and Academic Performance: The Roles of National Context and International Law*

PubMed Central

Byun, Soo-yong; Henck, Adrienne; Post, David

2014-01-01

Most existing research indicates that working students perform more poorly than do full-time students on standardized achievement tests. However, we know there are wide international variations in this gap. This article shows that national and international contexts help to explain the gap in the academic performance between working and non-working middle-school students. We combined data from the 2003 Trends in International Mathematics and Science Study (TIMSS) eighth-grade assessment with the country specific information on socioeconomic and educational conditions, as well as the timing of each country's ratification of an international treaty regulating child labor. Our multilevel analyses show that, while student employment was generally negatively associated with academic performance, this negative association is smaller in countries that by 1995 had ratified the International Labour Organization's Convention No. 138 on child labor. These findings highlight the role of national and international policy in structuring the consequences of student employment for academic performance. PMID:25632163

Six of one, half a dozen of the other: A measure of multidisciplinary inter/intra-rater reliability of the society for fetal urology and urinary tract dilation grading systems for hydronephrosis.

PubMed

Rickard, Mandy; Easterbrook, Bethany; Kim, Soojin; Farrokhyar, Forough; Stein, Nina; Arora, Steven; Belostotsky, Vladamir; DeMaria, Jorge; Lorenzo, Armando J; Braga, Luis H

2017-02-01

The urinary tract dilation (UTD) classification system was introduced to standardize terminology in the reporting of hydronephrosis (HN), and bridge a gap between pre- and postnatal classification such as the Society for Fetal Urology (SFU) grading system. Herein we compare the intra/inter-rater reliability of both grading systems. SFU (I-IV) and UTD (I-III) grades were independently assigned by 13 raters (9 pediatric urology staff, 2 nephrologists, 2 radiologists), twice, 3 weeks apart, to 50 sagittal postnatal ultrasonographic views of hydronephrotic kidneys. Data regarding ureteral measurements and bladder abnormalities were included to allow proper UTD categorization. Ten images were repeated to assess intra-rater reliability. Krippendorff's alpha coefficient was used to measure overall and by grade intra/inter-rater reliability. Reliability between specialties and training levels were also analyzed. Overall inter-rater reliability was slightly higher for SFU (α = 0.842, 95% CI 0.812-0.879, in session 1; and α = 0.808, 95% CI 0.775-0.839, in session 2) than for UTD (α = 0.774, 95% CI 0.715-0.827, in session 1; and α = 0.679, 95% CI 0.605-0.750, in session 2). Reliability for intermediate grades (SFU II/III and UTD 2) of HN was poor regardless of the system. Reliabilities for SFU and UTD classifications among Urology, Nephrology, and Radiology, as well as between training levels were not significantly different. Despite the introduction of HN grading systems to standardize the interpretation and reporting of renal ultrasound in infants with HN, none have been proven superior in allowing clinicians to distinguish between "moderate" grades. While this study demonstrated high reliability in distinguishing between "mild" (SFU I/II and UTD 1) and "severe" (SFU IV and UTD 3) grades of HN, the overall reliability between specialties was poor. This is in keeping with a previous report of modest inter-rater reliability of the SFU system. This drawback is likely explained by the subjective interpretation required to assign grades, which can be impacted by experience, image quality, and scanning technique. As shown in the figure, which demonstrates SFU II (a) and SFU III (b), as assigned by a radiologist, it is possible to make an argument that either of these images can be classified into both categories that were observed during the grading sessions of this study. Although both systems have acceptable reliability, the SFU grading system showed higher overall intra/inter-rater reliability regardless of rater specialty than the UTD classification. Inter-rater reliability for SFU grades II/III and UTD 2 was low, highlighting the limitations of both classifications in regards to properly segregating moderate HN grades. Copyright © 2016 Journal of Pediatric Urology Company. Published by Elsevier Ltd. All rights reserved.

Examining the Prevalence and Predictors of Injury from Adolescent Dating Violence

PubMed Central

Tharp, Andra Teten; Reyes, H. Luz McNaughton; Foshee, Vangie; Swahn, Monica H.; Hall, Jeffrey E.; Logan, Joseph

2018-01-01

Medical needs of youth who experience dating violence are not well understood because of limited past research examining the prevalence and predictors of injuries and medical help seeking. To address these gaps, the current study described the prevalence and predictors of injuries from dating violence from grades 8 through 12 in a large sample of youth. Results indicate that one third to one half of youth who experienced any physical and/or sexual dating violence also sustained an injury. Prevalence of injury was highest in the 8th grade and was significantly higher for females than for males across grades 8 through 11. Youth who experienced greater amounts of violent victimization in their relationships (physical, sexual, and psychological) were at highest risk for injury. Results also suggest that victims at highest risk for injury are girls, white youth, those experiencing multiple types of violence, and those who also engage in perpetration. Given the high prevalence of injury among youth who report dating violence, healthcare professionals may be in a unique position to screen and counsel youth about dating violence. Because the highest prevalence of injury occurred before high school, prevention programs should start early and selected prevention may be used for youth at highest risk for injury. PMID:29593374

Sexual Dating Aggression Across Grades 8 Through 12: Timing and Predictors of Onset

PubMed Central

Reyes, H. Luz McNaughton; Foshee, Vangie A.

2013-01-01

Investigators have identified a number of factors that increase risk for physical and psychological dating abuse perpetration during adolescence, but as yet little is known about the etiology of sexual dating aggression during this critical developmental period. This is an important gap in the literature given that research suggests that patterns of sexual dating violence that are established during this period may carry over into young adulthood. Using a sample of 459 male adolescents (76% White, 19% Black), the current study used survival analysis to examine the timing and predictors of sexual dating aggression perpetration onset across grades 8 through 12. Risk for sexual dating aggression onset increased across early adolescence, peaked in the 10th grade, and desisted thereafter. As predicted based on the Confluence Model of sexual aggression, associations between early physical aggression towards peers and dates and sexual aggression onset were stronger for teens reporting higher levels of rape myth acceptance. Contrary to predictions, inter-parental violence, prior victimization experiences, and parental monitoring knowledge did not predict sexual dating aggression onset. Findings support the notion that risk factors may work synergistically to predict sexual dating aggression and highlight the importance of rape myth acceptance as a construct that should be addressed by violence prevention programs. PMID:23180071

A Mixed-Methods Study on the Impact of Socratic Seminars on Eighth Grade Students' Comprehension of Science Texts

NASA Astrophysics Data System (ADS)

Roncke, Nancy

This formative, convergent-mixed methods research study investigated the impact of Socratic Seminars on eighth grade science students' independent comprehension of science texts. The study also highlighted how eighth grade students of varying reading abilities interacted with and comprehended science texts differently during and after the use of Socratic Seminars. In order to document any changes in the students' overall comprehension of science texts, this study compared the experimental and control groups' pre- and post-test performances on the Content Area Reading Assessment (Leslie & Caldwell, 2014) and self-perception surveys on students' scientific reading engagement. Student think-alouds and interviews also captured the students' evolving understandings of the science texts. At the conclusion of this sixteen-week study, the achievement gap between the experimental and control group was closed in five of the seven categories on the Content Area Reading Assessment, including supporting an inference with textual evidence, determining central ideas, explaining why or how, determining word meaning, and summarizing a science text. Students' self-perception surveys were more positive regarding reading science texts after the Socratic Seminars. Finally, the student think-alouds revealed that some students moved from a literal interpretation of the science texts to inquiries that questioned the text and world events.

Cyberstalking Victimization, Depression, and Academic Performance: The Role of Perceived Social Support from Parents.

PubMed

Wright, Michelle F

2018-02-01

Little attention has been given to adolescents' experience of cyberstalking and how such experiences relate to their depression and academic performance. It is less clear how other variables, such as perceived social support, might impact these associations. Addressing these gaps in the literature, this study investigated the potential moderating effect of perceived social support from parents on the association between cyberstalking victimization and depression and academic performance, each assessed 1 year later, from 11th to 12th grade. Participants were 413 adolescents (ages 17-19 years old; 54 percent female; M = 17.39 years, SD = 0.53) in the 12th grade from a Midwestern city in the United States. They completed questionnaires on their self-reported face-to-face and cyberstalking victimization, depression, and perceived social support from parents. Adolescents' academic performance was also assessed using their school records. During the 12th grade, depression and academic performance were examined again. The findings indicated that the association between cyberstalking victimization and Time 2 depression was much more positive at lower levels of perceived social support, while such an association was more negative at higher levels of perceived social support. Opposite patterns were found for Time 2 academic performance. The results indicate the need for additional research focused on cyberstalking about adolescents.

`Hard science': a career option for socially and societally interested students? Grade 12 students' vocational interest gap explored

NASA Astrophysics Data System (ADS)

Struyf, Annemie; Boeve-de Pauw, Jelle; Van Petegem, Peter

2017-11-01

A key theme in science education research concerns the decline in young peoples' interest in science and the need for professionals in hard science. Goal Congruity Theory posits that an important aspect of the decision whether to pursue hard science for study or as a career is the perception that hard science careers do not fulfil social (working with people) and societal (serving or helping others) interests. In this qualitative study, we explore grade 12 students' perceptions about the social and societal orientation of hard science careers. Furthermore, we investigate the variation in students' social and societal interests. Six focus groups were conducted with 58 grade 12 students in Flanders. Our results indicate that a number of students hold stereotypical views about hard science careers' social orientation, while others believe cooperation with others is an important aspect of hard science careers nowadays. Furthermore, our results show that students believe hard science careers can be societally oriented in the sense that they often associate them with innovation or societal progress. Finally, our results indicate that students may differentiate direct versus indirect societal orientation. These findings contribute to literature regarding social and societal interests and students' perceptions of hard science careers.

Racial Socialization, Racial Identity, and Academic Attitudes Among African American Adolescents: Examining the Moderating Influence of Parent-Adolescent Communication.

PubMed

Tang, Sandra; McLoyd, Vonnie C; Hallman, Samantha K

2016-06-01

A significant gap remains in our understanding of the conditions under which parents' racial socialization has consequences for adolescents' functioning. The present study used longitudinal data to examine whether the frequency of communication between African American parents and adolescents (N = 504; 49 % female) moderates the association between parent reports of racial socialization (i.e., cultural socialization and preparation for bias) at 8th grade and adolescent reports of racial identity (perceived structural discrimination, negative public regard, success-oriented centrality) at 11th grade, and in turn, academic attitudes and perceptions. Parents' racial socialization practices were significant predictors of multiple aspects of adolescents' racial identity in families with high levels of communication, but they did not predict any aspects of adolescents' racial identity in families with low levels of communication. Results highlight the importance of including family processes when examining the relations between parents' racial socialization and adolescents' racial identity and academic attitudes and perceptions.

Effective literacy instruction for adults with specific learning disabilities: implications for adult educators.

PubMed

Hock, Michael F

2012-01-01

Adults with learning disabilities (LD) attending adult basic education, GED programs, or community colleges are among the lowest performers on measures of literacy. For example, on multiple measures of reading comprehension, adults with LD had a mean reading score at the third grade level, whereas adults without LD read at the fifth grade level. In addition, large numbers of adults perform at the lowest skill levels on quantitative tasks. Clearly, significant instructional challenges exist for adults who struggle with literacy issues, and those challenges can be greater for adults with LD. In this article, the literature on adults with LD is reviewed, and evidenced-based instructional practices that significantly narrow the literacy achievement gap for this population are identified. Primary attention is given to instructional factors that have been shown to affect literacy outcomes for adults with LD. These factors include the use of explicit instruction, instructional technology, and intensive tutoring in skills and strategies embedded in authentic contexts.

New approach for graded compression spinal cord injuries in Rhesus macaque: method feasibility and preliminary observations.

PubMed

Guízar-Sahagún, Gabriel; Grijalva, Israel; Hernández-Godínez, Braulio; Franco-Bourland, Rebecca E; Cruz-Antonio, Leticia; Martínez-Cruz, Angelina; Ibáñez-Contreras, Alejandra; Madrazo, Ignacio

2011-12-01

Current models of spinal cord injury (SCI) have been ineffective for translational research. Primate blunt SCI, which more closely resembles human injury, could be a promising model to fill this gap. Graded compression SCI was produced by inflating at T9 an epidural balloon as a function of spinal canal dimensions in a non-uniform group of monkeys. Sham injury and cord compression by canal invasion of 50-75% produced minimal morpho-functional alterations, if at all. Canal invasion of 90-100% resulted in proportional functional deficits. Unexpectedly, these animals showed spontaneous gradual recovery over a 12-week period achieving quadruped walking, although with persistent absence of foot grasping reflex. Histopathology revealed predominance of central cord damage that correlated with functional status. Our preliminary results suggest that this model could potentially be a useful addition to translational work, but requires further validation by including animals with permanent injuries and expansion of replicates. © 2011 John Wiley & Sons A/S.

Radiographic detection of single-leg fracture in Björk-Shiley Convexo-Concave prosthetic valves: a phantom model study.

PubMed

Gilchrist, I C; Cardella, J F; Fox, P S; Pae, W E; el-Ghamry Sabe, A A; Landis, J R; Localio, A R; Kunselman, A R; Hopper, K D

1997-02-01

Cineradiography can identify patients with single-leg fractured Björk-Shiley Convexo-Concave valves, although little is known about the sensitivity and specificity of this technique. We evaluated three normal and six (0 microm gap) single-leg fractured Björk-Shiley valves that were placed in a working phantom model. Valves were randomly imaged a total of 33 times and duplicated into a 120-valve series with a 1:9 ratio of abnormal/normal valves. Six reviewers independently graded each valve and demonstrated markedly different rates of identifying the fractured valves. Average sensitivity at the grade that clinically results in valve explanation was 47%. Among the normal valves, a correct identification was made 96% (range 91% to 99%) of the time. Present radiographic technology may have significant difficulty in identifying true single-leg fracture in Björk-Shiley valves with limb separations that are common among clinically explanted valves.

Racial-Ethnic Disparities in Maternal Parenting Stress: The Role of Structural Disadvantages and Parenting Values

PubMed Central

Nomaguchi, Kei; House, Amanda N.

2013-01-01

Although researchers contend that racial-ethnic minorities experience more stress than whites, knowledge of racial-ethnic disparities in parenting stress is limited. Using a pooled time-series analysis of data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (n = 11,324), we examine racial-ethnic differences in maternal parenting stress, with a focus on structural and cultural explanations and variations by nativity and child age. In kindergarten, black mothers, albeit U.S.-born only, report more parenting stress than white mothers due to structural disadvantages and authoritarian parenting values. The black-white gap increases from kindergarten to third grade, and in third grade, U.S.-born black mothers’ higher stress than white mothers’ persists after controlling for structural and parenting factors. Hispanic and Asian mothers, albeit foreign-born only, report more stress than white mothers at both ages due to structural disadvantages and authoritarian values. Despite structural disadvantages, American Indian mothers report less stress. PMID:24026535

Racial Socialization, Racial Identity, and Academic Attitudes Among African American Adolescents: Examining the Moderating Influence of Parent–Adolescent Communication

PubMed Central

McLoyd, Vonnie C.; Hallman, Samantha K.

2017-01-01

A significant gap remains in our understanding of the conditions under which parents’ racial socialization has consequences for adolescents’ functioning. The present study used longitudinal data to examine whether the frequency of communication between African American parents and adolescents (N = 504; 49 % female) moderates the association between parent reports of racial socialization (i.e., cultural socialization and preparation for bias) at 8th grade and adolescent reports of racial identity (perceived structural discrimination, negative public regard, success-oriented centrality) at 11th grade, and in turn, academic attitudes and perceptions. Parents’ racial socialization practices were significant predictors of multiple aspects of adolescents’ racial identity in families with high levels of communication, but they did not predict any aspects of adolescents’ racial identity in families with low levels of communication. Results highlight the importance of including family processes when examining the relations between parents’ racial socialization and adolescents’ racial identity and academic attitudes and perceptions. PMID:26369349

Longitudinal models of reading achievement of students with learning disabilities and without disabilities.

PubMed

Sullivan, Amanda L; Kohli, Nidhi; Farnsworth, Elyse M; Sadeh, Shanna; Jones, Leila

2017-09-01

Accurate estimation of developmental trajectories can inform instruction and intervention. We compared the fit of linear, quadratic, and piecewise mixed-effects models of reading development among students with learning disabilities relative to their typically developing peers. We drew an analytic sample of 1,990 students from the nationally representative Early Childhood Longitudinal Study-Kindergarten Cohort of 1998, using reading achievement scores from kindergarten through eighth grade to estimate three models of students' reading growth. The piecewise mixed-effects models provided the best functional form of the students' reading trajectories as indicated by model fit indices. Results showed slightly different trajectories between students with learning disabilities and without disabilities, with varying but divergent rates of growth throughout elementary grades, as well as an increasing gap over time. These results highlight the need for additional research on appropriate methods for modeling reading trajectories and the implications for students' response to instruction. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Racial-ethnic disparities in maternal parenting stress: the role of structural disadvantages and parenting values.

PubMed

Nomaguchi, Kei; House, Amanda N

2013-01-01

Although researchers contend that racial-ethnic minorities experience more stress than whites, knowledge of racial-ethnic disparities in parenting stress is limited. Using a pooled time-series analysis of data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (n = 11,324), we examine racial-ethnic differences in maternal parenting stress, with a focus on structural and cultural explanations and variations by nativity and child age. In kindergarten, black mothers, albeit U.S.-born only, report more parenting stress than white mothers due to structural disadvantages and authoritarian parenting values. The black-white gap increases from kindergarten to third grade, and in third grade, U.S.-born black mothers' higher stress than white mothers' persists after controlling for structural and parenting factors. Hispanic and Asian mothers, albeit foreign-born only, report more stress than white mothers at both ages due to structural disadvantages and authoritarian values. Despite structural disadvantages, American Indian mothers report less stress.

Maternal Sensitivity Predicts Fewer Sleep Problems at Early Adolescence for Toddlers with Negative Emotionality: A Case of Differential Susceptibility.

PubMed

Conway, Anne; Modrek, Anahid; Gorroochurn, Prakash

2018-02-01

Theory underscores the importance of parenting in sleep development, but few studies have examined whether links vary by temperament. To address this gap, we tested whether potential links between early maternal sensitivity and early adolescent sleep problems varied by child negative emotionality and delay of gratification. Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 820), we found that high maternal sensitivity predicted fewer bedtime problems and longer sleep duration at 6th grade for toddlers with high negative emotionality, whereas low maternal sensitivity predicted the reverse. No differences were observed for low negative emotionality. Moreover, delay of gratification predicted fewer bedtime problems at 6th grade, but did not moderate associations between maternal sensitivity, negative emotionality, and sleep. Findings demonstrate that high, but not low, negative emotionality renders toddlers differentially susceptible and receptive to maternal sensitivity in relation to sleep.

Plasma Gradient Piston: a new approach to precision pulse shaping

NASA Astrophysics Data System (ADS)

Prisbrey, Shon T.

2011-10-01

We have successfully developed a method to create shaped pressure drives from large shocks that can be applied to a wide variety of experimental platforms. The method consists of transforming a large shock or blast wave into a ramped pressured drive by utilizing a graded density reservoir that unloads across a gap and stagnates against the sample being studied. The utilization of a graded density reservoir, different materials, and a gap transforms the energy in the initial large shock into a quasi-isentropic ramped compression. Control of the ramp history is via the size of the initial shock, the chosen reservoir materials, their densities, the thickness of each density layer, and the gap size. There are two keys to utilizing this approach to create ramped drives: the ability to produce a large shock, and making the layered density reservoir. A number of facilities can produce the strong initial shock (Z, Omega, NIF, Phoenix, high explosives, NIKE, LMJ, pulsed power,...). We have demonstrated ramped drives from 0.5 to 1.5 Mbar utilizing a large shock created at the Omega laser facility. We recently concluded a pair of NIF drive shots where we successfully converted a hohlraum-generated shock into a stepped, ramped pressure drive with a peak pressure of ~4 - 5 Mbar in a Ta sample. We will explain the basic concepts needed for producing a ramped pressure drive, compare experimental data with simulations from Omega (Pmax ~ 1 Mbar) and NIF (Pmax ~ 5-10 Mbar), and present designs for ramped, staged-shock designs up to Pmax ~ 30 Mbar. The approach that we have developed enables precision pulse shaping of the drive (applied pressure vs. time) via target characteristics, as opposed to tailoring laser power vs time or Z-pinch facility current vs time. This enables ramped, quasi-isentropic materials studies to be performed on a wide variety of HED facilities. This work performed under the auspices of the U.S. Department of Energy by Lawrence Livermore National Laboratory under Contract DE-AC52-07NA27344. LLNL-ABS-490532.

Reconstructive procedures for segmental resection of bone in giant cell tumors around the knee.

PubMed

Aggarwal, Aditya N; Jain, Anil K; Kumar, Sudhir; Dhammi, Ish K; Prashad, Bhagwat

2007-04-01

Segmental resection of bone in Giant Cell Tumor (GCT) around the knee, in indicated cases, leaves a gap which requires a complex reconstructive procedure. The present study analyzes various reconstructive procedures in terms of morbidity and various complications encountered. Thirteen cases (M-six and F-seven; lower end femur-six and upper end tibia -seven) of GCT around the knee, radiologically either Campanacci Grade II, Grade II with pathological fracture or Grade III were included. Mean age was 25.6 years (range 19-30 years). Resection arthrodesis with telescoping (shortening) over intramedullary nail (n=5), resection arthrodesis with an intercalary allograft threaded over a long intramedullary nail (n=3) and resection arthrodesis with intercalary fibular autograft and simultaneous limb lengthening (n=5) were the procedure performed. Shortening was the major problem following resection arthrodesis with telescoping (shortening) over intramedullary nail. Only two patients agreed for subsequent limb lengthening. The rest continued to walk with shortening. Infection was the major problem in all cases of resection arthrodesis with an intercalary allograft threaded over a long intramedullary nail and required multiple drainage procedures. Fusion was achieved after two years in two patients. In the third patient the allograft sequestrated. The patient underwent sequestrectomy, telescoping of fragments and ilizarov fixator application with subsequent limb lengthening. The patient was finally given an ischial weight relieving orthosis, 54 months after the index procedure. After resection arthrodesis with intercalary autograft and simultaneous lengthening the resultant gap (∼15cm) was partially bridged by intercalary nonvascularized dual fibular strut graft (6-7cm) and additional corticocancellous bone graft from ipsilateral patella. Simultaneous limb lengthening with a distal tibial corticotomy was performed on an ilizarov fixator. The complications were superficial infection (n=5), stress fracture of fibula (n=2). The stress fracture fibula required DCP fixation and bone grafting. The usual time taken for union and limb length equalization was approximately one year. Resection arthrodesis with intercalary dual fibular autograft and cortico-cancellous bone grafting with simultaneous limb lengthening achieved limb length equalization with relatively short morbidity.

Workplace skills and the skills gaps related to employee critical thinking ability and science education curriculum

NASA Astrophysics Data System (ADS)

Alexander, William A.

In recent years, business and industry have been vocal critics of education. Critics complain the American workforce, particularly young people, are deficient in workplace skills. A survey of 500 randomly selected Ohio businesses was used to determine opinions of respondents related to workplace skills gaps, rising skill levels, and level and type of critical thinking used on the job by all employees and entry-level employees. Four of 18 science outcomes promoted by the Ohio Department of Education had an application in business and these required critical-thinking skills to complete. These four formed the foundation in the survey because they provided a connection between thinking skills required on the Ohio 12 th Grade Proficiency Test and those required on the job. Pearson correlation coefficient was used to identify correlation between responses. The alpha level was p ≤ .05. Stepwise multiple linear regression analysis was conducted to identify significant (p ≤ .05) relationships between variables as represented by responses. In addition, one version of the Science Section of the Ohio 12th Grade Proficiency Test was analyzed for use of critical thinking using the SCAN's critical-thinking attributes as a standard. There were several findings related to workplace skills and critical thinking. Only 17.1% of respondents indicated dissatisfaction with the basic academic skill level of their employees. A majority (71.1%) of responding businesses perceived a lack of work ethic as more important than deficient academic skills. Only 17.1% of respondents reported the skill level of their entry-level employees was rising. Approximately 1/3 of responding businesses required no critical thinking at all from their entry-level employees. Small businesses were significantly more likely to require higher levels of critical thinking from their entry level employees than larger businesses. Employers who reported rising skill levels in entry-level employees required all of their employees to exhibit critical thinking similar to that required on the four tested outcomes on the Science Section, Ohio 12th Grade Proficiency Test.

Comparative evaluation of three proliferation markers, Ki-67, TOP2A, and RacGAP1, in bronchopulmonary neuroendocrine neoplasms: Issues and prospects

PubMed Central

Neubauer, Elisa; Wirtz, Ralph M.; Kaemmerer, Daniel; Athelogou, Maria; Schmidt, Lydia; Sänger, Jörg; Lupp, Amelie

2016-01-01

The classification of bronchopulmonary neuroendocrine neoplasms (BP-NEN) into four tumor entities (typical carcinoids (TC), atypical carcinoids (AC), small cell lung cancers (SCLC), large cell neuroendocrine lung carcinomas (LCNEC)) is difficult to perform accurately, but important for prognostic statements and therapeutic management decisions. In this regard, we compared the expression of three proliferation markers, Ki-67, Topoisomerase II alpha (TOP2A), and RacGAP1, in a series of tumor samples from 104 BP-NEN patients (24 TC, 21 AC, 52 SCLC, 7 LCNEC) using different evaluation methods (immunohistochemistry (IHC): Average evaluation, Hotspot evaluation, digital image analysis; RT-qPCR). The results indicated that all three markers had increased protein and mRNA expression with poorer differentiation and correlated well with each other, as well as with grading, staging, and poor survival. Compared with Ki-67 and TOP2A, RacGAP1 allowed for a clearer prognostic statement. The cut-off limits obtained for Ki-67-Average (IHC) were TC-AC 1.5, AC-SCLC 19, and AC-LCNEC 23.5. The Hotspot evaluation generated equal to higher, the digital image analysis generally lower between-entity cut-off limits. All three markers enabled a clear-cut differentiation between the BP-NEN entities, and all methods evaluated were suitable for marker assessment. However, to define optimal cut-off limits, the Ki-67 evaluation methods should be standardized. RacGAP1 appeared to be a new marker with great potential. PMID:27259241

Genes in FRA16D and FRA7G Mutated in Prostate Cancer.

DTIC Science & Technology

1999-06-01

Huang H, Nelson M , Smith DI. Cloning and characterization of keratin 21 (K21) highly induced by histone deacetylase inhibitors during differentiation...A395. Kawakami M , Hartmann L, Huntley B, Smith DI, Shridhar V. Allele loss on 16q in high-grade invasive epithelial ovarian cancer. Amer. J. Hum...CEN m N CO o < 1 WC7.7 I-- CD co r-- Q CO CO CD CO Q _L_ 921B4 912D9 _1_ 887 D11 WC7.6 A GAP BETWEEN YAC CONTIGS tu O CD

Readability of menopause web sites: a cross-sectional study.

PubMed

Charbonneau, Deborah H

2012-01-01

More women are frequently referring to the Internet for health information, yet the readability of information about menopause on the Internet has not been widely studied. To address this gap, this study examined the readability of information about menopause on 25 Internet Web sites. Findings included that information on the Web sites had a reading level higher than the recommended sixth-grade level, and culturally appropriate health information was lacking. Health educators and practitioners are in a pivotal role to help women understand information useful for healthcare decisions. Several criteria are discussed to help practitioners evaluate Web sites.

Modification of the Steel Surface Treated by a Volume Discharge Plasma in Nitrogen at Atmospheric Pressure

NASA Astrophysics Data System (ADS)

Erofeev, M. V.; Shulepov, M. A.; Ivanov, Yu. F.; Oskomov, K. V.; Tarasenko, V. F.

2016-03-01

Effect of volume discharge plasma initiated by an avalanche electron beam on the composition, structure, and properties of the surface steel layer is investigated. Voltage pulses with incident wave amplitude up to 30 kV, full width at half maximum of about 4 ns, and wave front of about 2.5 ns were applied to the gap with an inhomogeneous electric field. Changes indicating the hardening effect of the volume discharge initiated by an avalanche electron beam are revealed in St3-grade steel specimens treated by the discharge of this type.

The Bridge-Enhanced Anterior Cruciate Ligament Repair (BEAR) Procedure: An Early Feasibility Cohort Study.

PubMed

Murray, Martha M; Flutie, Brett M; Kalish, Leslie A; Ecklund, Kirsten; Fleming, Braden C; Proffen, Benedikt L; Micheli, Lyle J

2016-11-01

This study assessed the safety of the newly developed bridge-enhanced anterior cruciate ligament (ACL) repair (BEAR), which involves suture repair of the ligament combined with a bioactive scaffold to bridge the gap between the torn ligament ends. As the intra-articular environment is complex in its response to implanted materials, this study was designed to determine whether there would be a significant rate of adverse reaction to the implanted scaffold. The primary hypothesis was that the implanted scaffold would not result in a deep joint infection (arthrocentesis with positive culture) or significant inflammation (clinical symptoms justifying arthrocentesis but negative culture). The secondary hypotheses were that patients treated with BEAR would have early postoperative outcomes that were similar to patients treated with ACL reconstruction with an autologous hamstring graft. Cohort study; Level of evidence, 2. A total of 20 patients were enrolled in this nonrandomized, first-in-human study. Ten patients received BEAR treatment and 10 received a hamstring autograft ACL reconstruction. The BEAR procedure was performed by augmenting a suture repair with a proprietary scaffold, the BEAR scaffold, placed in between the torn ends of the ACL at the time of suture repair. The BEAR scaffold is to our knowledge the only device that fills the gap between the torn ligament ends to have current Investigational Device Exemption approval from the Food and Drug Administration. Ten milliliters of autologous whole blood were added to the scaffold prior to wound closure. Outcomes were assessed at 3 months postoperatively. The outcomes measures included postoperative pain, muscle atrophy, loss of joint range of motion, and implant failure (designated by an International Knee Documentation Committee grade C or D Lachman test and/or an absence of continuous ACL tissue on magnetic resonance images). There were no joint infections or signs of significant inflammation in either group. There were no differences between groups in effusion or pain, and no failures by Lachman examination criteria (BEAR, 8 grade A and 2 grade B; ACL reconstruction, 10 grade A). Magnetic resonance images from all of the BEAR and ACL-reconstructed patients demonstrated a continuous ACL or intact graft. In addition, hamstring strength at 3 months was significantly better in the BEAR group than in the hamstring autograft group (mean ± SD: 77.9% ± 14.6% vs 55.9% ± 7.8% of the contralateral side; P < .001). The results of this study suggest that the BEAR procedure may have a rate of adverse reactions low enough to warrant a study of efficacy in a larger group of patients.

Lung Cancer Screening Guidelines: How Readable Are Internet-Based Patient Education Resources?

PubMed

Hansberry, David Richard; White, Michael D; D'Angelo, Michael; Prabhu, Arpan V; Kamel, Sarah; Lakhani, Paras; Sundaram, Baskaran

2018-04-30

Following the findings of the National Lung Screening Trial, several national societies from multiple disciplines have endorsed the use of low-dose chest CT to screen for lung cancer. Online patient education materials are an important tool to disseminate information to the general public regarding the proven health benefits of lung cancer screening. This study aims to evaluate the reading level at which these materials related to lung cancer screening are written. The four terms "pulmonary nodule," "radiation," "low-dose CT," and "lung cancer screening" were searched on Google, and the first 20 online resources for each term were downloaded, converted into plain text, and analyzed using 10 well-established readability scales. If the websites were not written specifically for patients, they were excluded. The 80 articles were written at a 12.6 ± 2.7 (mean ± SD) grade level, with grade levels ranging from 4.0 to 19.0. Of the 80 articles, 62.5% required a high school education to comprehend, and 22.6% required a college degree or higher (≥ 16th grade) to comprehend. Only 2.5% of the analyzed articles adhered to the recommendations of the National Institutes of Health and American Medical Association that patient education materials be written at a 3rd- to 7th-grade reading level. Commonly visited online lung cancer screening-related patient education materials are written at a level beyond the general patient population's ability to comprehend and may be contributing to a knowledge gap that is inhibiting patients from improving their health literacy.

Practice Guideline Recommendations on Perioperative Fasting: A Systematic Review.

PubMed

Lambert, Eva; Carey, Sharon

2016-11-01

Traditionally, perioperative fasting consisted of being nil by mouth (NBM) from midnight before surgery and fasting postoperatively until recovery of bowel function. These outdated practices persist despite emerging evidence revealing that excessive fasting results in negative outcomes and delayed recovery. Various evidence-based, multimodal, enhanced recovery protocols incorporating minimized perioperative fasting have arisen to improve patient outcomes and streamline recovery, but implementation remains limited. This article aims to review current fasting guidelines, assess their quality, summarize relevant recommendations, and identify gaps in evidence. A systematic literature search of Medline and CINAHL and a manual search of relevant websites identified guidelines containing suitable grading systems and fasting recommendations. Guideline quality was assessed using the Appraisal of Guidelines Research and Evaluation (AGREE) tool. Grading systems were standardized to the American Society for Parenteral and Enteral Nutrition format and recommendations summarized based on grading and guideline quality. Nineteen guidelines were included. Rigor of development scores ranged from 29%-95%, with only 8 guidelines explicitly declaring the use of systematic methodology. Applicability scores were lowest, averaging 32%. Ten recommendation types were extracted and summarized. Strong and consistent evidence exists for the minimization of perioperative fasting, for a 2-hour preoperative fast after clear fluids, and for early recommencement of oral food and fluid intake postoperatively. This article presents several high-level recommendations ready for immediate implementation, while poorly graded and inconsistent recommendations reveal key areas for future research. Meanwhile, guideline quality requires improvement, especially regarding rigor of development and applicability, through systematic methodology, reporting transparency, and implementation strategies. © 2015 American Society for Parenteral and Enteral Nutrition.

Examining issues of underrepresented minority students in introductory physics

NASA Astrophysics Data System (ADS)

Watkins, Jessica Ellen

In this dissertation we examine several issues related to the retention of under-represented minority students in physics and science. In the first section, we show that in calculus-based introductory physics courses, the gender gap on the FCI is diminished through the use of interactive techniques, but in lower-level introductory courses, the gap persists, similar to reports published at other institutions. We find that under-represented racial minorities perform similar to their peers with comparable academic preparation on conceptual surveys, but their average exam grades and course grades are lower. We also examine student persistence in science majors; finding a significant relationship between pedagogy in an introductory physics course and persistence in science. In the second section, we look at student end-of-semester evaluations and find that female students rate interactive teaching methods a full point lower than their male peers. Looking more deeply at student interview data, we find that female students report more social issues related to the discussions in class and both male and female students cite feeling pressure to obtain the correct answer to clicker questions. Finally, we take a look an often-cited claim for gender differences in STEM participation: cognitive differences explain achievement differences in physics. We examine specifically the role of mental rotations in physics achievement and problem-solving, viewing mental rotations as a tool that students can use on physics problems. We first look at student survey results for lower-level introductory students, finding a low, but significant correlation between performance on a mental rotations test and performance in introductory physics courses. In contrast, we did not find a significant relationship for students in the upper-level introductory course. We also examine student problem-solving interviews to investigate the role of mental rotations on introductory problems.

The interplay of gender and social background: A longitudinal study of interaction effects in reading attitudes and behaviour.

PubMed

Becker, Michael; McElvany, Nele

2017-11-15

Researchers often report and discuss gender differences. However, recent research has drawn attention to interaction effects between gender and other social categories. This study analysed the development of disparities in students' reading-related self-concept, intrinsic motivation, and behaviour, as they relate to differences in gender and socio-economic family background. Drawing on expectancy-value theory, we regarded reading-related self-concept, motivation, and behaviour as key to explaining the growing differences between boys and girls in adolescence. Specifically, we focused on the interaction between gender and socio-economic background in children, which has been discussed in the context of moderating gender differences but not in the context of reading-related attitudes and behaviour. The investigation is based on a longitudinal sample of N = 717 German students between third and sixth grades. We used questionnaire data from both students and parents. To compare students' development across time, we applied multigroup latent growth curve models. We found evidence of increasing gender differences, which were also moderated by the socio-economic status (SES) of parents: a gender gap either already existed (intrinsic motivation and reading behaviour) or intensified (reading self-concept and reading behaviour) between third and sixth grades. The interaction of gender and SES seemed particularly important for reading self-concept, with the gender gap growing less substantially for higher-SES children. Moreover, this pattern persisted for reading self-concept, even when controlling for achievement differences. The results provide evidence that gender, social background, and the interaction of the two are relevant for development in the domain of reading, even in young children. © 2017 The British Psychological Society.

A new grafting technique for tympanoplasty: tympanoplasty with a boomerang-shaped chondroperichondrial graft (TwBSCPG).

PubMed

Dündar, Rıza; Soy, Fatih Kemal; Kulduk, Erkan; Muluk, Nuray Bayar; Cingi, Cemal

2014-10-01

The aim of this study was to introduce a new grafting technique in tympanoplasty that involves use of a boomerang-shaped chondroperichondrial graft (BSCPG). The anatomical and functional results were evaluated. A new tympanoplasty with boomerang-shaped chondroperichondrial graft (TwBSCPG) technique was used in 99 chronic otitis media patients with central or marginal perforation of the tympanic membrane and a normal middle ear mucosa. All 99 patients received chondroperichondrial cartilage grafts with a boomerang-shaped cartilage island left at the anterior and inferior parts. Postoperative follow-ups were conducted at months 1, 6, and 12. Preoperative and postoperative audiological examinations were performed and air-bone gaps were calculated according to the pure-tone averages (PTAs) of the patients. In the preoperative period, most (83.8%) air-bone gaps were ≥ 16 dB; after operating using the TwBSCPG technique, the air-bone gaps decreased to 0-10 dB in most patients (77.8%). In the TwBSCPG patients, the mean preoperative air-bone gap was 22.02 ± 6.74 dB SPL. Postoperatively, the mean postoperative air-bone gap was 8.70 ± 5.74 dB SPL. The TwBSCPG technique therefore decreased the postoperative air-bone gap compared to that preoperatively (p = 0.000, z = -8.645). At the 1-month follow-up, there were six graft perforations and one graft retraction. At the 6-month follow-up, there were nine graft perforations and three graft retractions. At 12 months, there were seven graft perforations and four graft retractions. During the first year after the boomerang tympanoplasty surgery, graft lateralization was not detected in any patient. Retractions were grade 1 according to the Sade classification and were localized to the postero-superior quadrant of the tympanic membrane. The TwBSCPG technique has benefits with respect to postoperative anatomical and audiological results. It prevents perforation of the tympanic membrane at the anterior quadrant and avoids graft lateralization due to placement of the graft under the manubrium mallei. Given these benefits, the TwBSCPG technique seems to be a good alternative for grafting in tympanoplasties.

RECOVER evidence and knowledge gap analysis on veterinary CPR. Part 6: Post-cardiac arrest care.

PubMed

Smarick, Sean D; Haskins, Steve C; Boller, Manuel; Fletcher, Daniel J

2012-06-01

To systematically examine the evidence for interventions after the return of spontaneous circulation (ROSC) on outcomes from veterinary cardiopulmonary resuscitation and to determine important knowledge gaps. Standardized, systematic evaluation of the literature, categorization of relevant articles according to level of evidence and quality, and development of consensus on conclusions for application of the concepts to clinical post-cardiac arrest care. Academia, referral practice, and general practice. Fifteen standardized clinical questions important for post-cardiac arrest care were asked and research articles relevant to answering these questions were identified through structured, explicit literature database searches. The majority of these articles report research in species other than dogs or cats or consisted of experimental work in canine cardiac arrest models. Outcome metrics reported in these studies widely varied and ranged from quantification of mechanistic endpoints, such as elaboration of reactive oxygen species, to survival, and functional neurologic outcome. Despite the near complete absence of clinical veterinary studies, the process allowed the formulation of statements for several postcardiac arrest treatments that were either supportive, such as mild therapeutic hypothermia or controlled reoxygenation, or neutral, such as for mannitol administration or seizure prophylaxis. Evidence grading allowed transparency in regards to the strength of these recommendations. Moreover, numerous knowledge gaps emerged that will allow generation of a road map for progress in veterinary post-cardiac arrest care. © Veterinary Emergency and Critical Care Society 2012.

Teachers' perceptions of students' mathematics proficiency may exacerbate early gender gaps in achievement.

PubMed

Robinson-Cimpian, Joseph P; Lubienski, Sarah Theule; Ganley, Colleen M; Copur-Gencturk, Yasemin

2014-04-01

A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers' perceptions of behavior and effort. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), Study 1 demonstrates that teachers actually rate boys' mathematics proficiency higher than that of girls when conditioning on both teachers' ratings of behavior and approaches to learning as well as past and current test scores. In other words, on average girls are only perceived to be as mathematically competent as similarly achieving boys when the girls are also seen as working harder, behaving better, and being more eager to learn. Study 2 uses mediation analysis with an instrumental-variables approach, as well as a matching strategy, to explore the extent to which this conditional underrating of girls may explain the widening gender gap in mathematics in early elementary school. We find robust evidence suggesting that underrating girls' mathematics proficiency accounts for a substantial portion of the development of the mathematics achievement gap between similarly performing and behaving boys and girls in the early grades. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Microstructure and Properties of Thermally Sprayed Functionally Graded Coatings for Polymeric Substrates

NASA Technical Reports Server (NTRS)

Ivosevic, M.; Knight, R.; Kalidindi, S. R.; Palmese, G. R.; Sutter, J. K.

2003-01-01

The use of polymer matrix composites (PMCs) in the gas flow path of advanced turbine engines offers significant benefits for aircraft engine performance but their useful lifetime is limited by their poor erosion resistance. High velocity oxy-fuel (HVOF) sprayed polymer/cermet functionally graded (FGM) coatings are being investigated as a method to address this technology gap by providing erosion and oxidation protection to polymer matrix composites. The FGM coating structures are based on a polyimide matrix filled with varying volume fractions of WC-Co. The graded coating architecture was produced using a combination of internal and external feedstock injection, via two computer-controlled powder feeders and controlled substrate preheating. Porosity, coating thickness and volume fraction of the WC-Co filler retained in the coatings were determined using standard metallographic techniques and computer image analysis. The pull-off strength (often referred to as the adhesive strength) of the coatings was evaluated according to the ASTM D 4541 standard test method, which measured the greatest normal tensile force that the coating could withstand. Adhesive/cohesive strengths were determined for three different types of coating structures and compared based on the maximum indicated load and the surface area loaded. The nature and locus of the fractures were characterized according to the percent of adhesive and/or cohesive failure, and the tested interfaces and layers involved were analyzed by Scanning Electron Microscopy.

[Epidemiological news in cannabis].

PubMed

Beck, François; Guignard, Romain; Richard, Jean-Baptiste

2013-12-01

Cannabis is by far the most common illicit drug in France. Among 15-64 years, 32.1% have already experienced it and 8.4% declare they have used it at least once during the past twelve months. In Europe, France is one of the countries with the highest prevalence. Males are markedly more often cannabis users than females and this gender gap tends to increase with the level of use. During the last two decades, the part of the population having tried cannabis did not stop increasing, under the influence of a generalization of the cannabis experience among young people. However, cannabis last year prevalence is rather stable since 2000. Cannabis lifetime use is very rare at the beginning of middle school (1.5% in sixth grade at age 11) but increases in the following years (11% of the pupils of the eighth grade, 24% of the pupils of the ninth grade). Cannabis use at a younger age is related to subsequent onset of cannabis related problems. Adolescent and young adults from high socioeconomic status (SES) more often try cannabis than young people from lower SES. However, cannabis regular use is associated with bad school results, truancy and early school leaving, and with a lower SES. Young people from high SES indeed dispose of greater sociocultural resources to master and regulate their consumption and are more often conscious of their interest not to be tipped over in problematic use.

Relative Age Effects in Mathematics and Reading: Investigating the Generalizability across Students, Time and Classes

PubMed Central

Thoren, Katharina; Heinig, Elisa; Brunner, Martin

2016-01-01

A child's age in comparison to the age of her or his classmates (relative age) has been found to be an influential factor on academic achievement, particularly but not exclusively at the beginning of formal schooling. However, few studies have focused on the generalizability of relative age effects. To close this gap, the present study analyzes the generalizability across students with and without immigrant backgrounds, across three student cohorts that entered school under a changing law of school enrollment, and across classes. To this end, we capitalized on representative large-scale data sets from three student cohorts attending public schools in Berlin, the capital of Germany. We analyzed the data using a multilevel framework. Our results for the overall student sample indicate relative age effects for reading and mathematics in favor of the relatively older students in Grade 2 that become somewhat smaller in size in Grade 3. By Grade 8, relative age effects had vanished in reading and had even reversed in favor of the relatively young in mathematics. Furthermore, relative age effects were not found to be systematically different among students with and without immigrant backgrounds, student cohorts, or across classes. Taken together, these results empirically underscore the broad generalizability of the findings as found for the overall student population and replicate the pattern of findings on relative effects as identified by the majority of previous studies. PMID:27242593

Students' Self-Assessment in Chemistry Examinations Requiring Higher- and Lower-Order Cognitive Skills

NASA Astrophysics Data System (ADS)

Zoller*, Uri; Fastow, Michal; Lubezky, Aviva; Tsaparlis, Georgios

1999-01-01

The development of students' higher-order cognitive skills (HOCS) in the context of both chemistry and the complex interrelationships of science, technology, environment, and society is widely accepted as one of the most important goals of chemical education. Consequently, the translation of this goal into teaching, assessment, and learning strategies is a central issue in chemistry teaching. Students' self-assessment in chemistry examinations is a HOCS-promoting strategy. We evaluated the differences between students' self-assessment and their professors' assessment on midterm exams in introductory college courses in Israel and Greece, together with the students' appraisal of their capability for self- and peer-assessment. We found that (i) there were small (not significant) and large (significant) differences between students' self-grading and their professors' grading on LOCS and HOCS exam questions, respectively; (ii) students' estimates of their grades were higher than those of their professors, particularly for HOCS questions; and (iii) students believed that they were capable of self- and peer-assessment and were confident in making these assessments. Our results suggest that (i) students' self-assessment of LOCS-type exams can be successfully implemented immediately, whereas (ii) implementation of self-assessment for HOCS-type exam questions should be gradual, following appropriate preparation to close the gap between the future HOCS and contemporary dominant LOCS orientations in chemistry teaching and learning.

Parent involvement and science achievement: A latent growth curve analysis

NASA Astrophysics Data System (ADS)

Johnson, Ursula Yvette

This study examined science achievement growth across elementary and middle school and parent school involvement using the Early Childhood Longitudinal Study - Kindergarten Class of 1998--1999 (ECLS-K). The ECLS-K is a nationally representative kindergarten cohort of students from public and private schools who attended full-day or half-day kindergarten class in 1998--1999. The present study's sample (N = 8,070) was based on students that had a sampling weight available from the public-use data file. Students were assessed in science achievement at third, fifth, and eighth grades and parents of the students were surveyed at the same time points. Analyses using latent growth curve modeling with time invariant and varying covariates in an SEM framework revealed a positive relationship between science achievement and parent involvement at eighth grade. Furthermore, there were gender and racial/ethnic differences in parents' school involvement as a predictor of science achievement. Findings indicated that students with lower initial science achievement scores had a faster rate of growth across time. The achievement gap between low and high achievers in earth, space and life sciences lessened from elementary to middle school. Parents' involvement with school usually tapers off after elementary school, but due to parent school involvement being a significant predictor of eighth grade science achievement, later school involvement may need to be supported and better implemented in secondary schooling.

The development of occupational aspirations and expectations among inner-city boys.

PubMed

Cook, T D; Church, M B; Ajanaku, S; Shadish, W R; Kim, J R; Cohen, R

1996-12-01

The occupational aspirations and expectations of two populations of boys in grades 2, 4, 6, and 8 were examined in order (1) to describe what is unique about the development of job preferences among urban ghetto children who live in settings where many adult males are not well attached to the labor force and (2) to examine 6 reasons for any age- and population-dependent patterns there might be in job aspirations and job expectations. Findings show that boys tend to be more realistic about occupational aspirations and expectations the older they are; that from second grade on the occupational expectations of inner-city boys mirror existing race and class differences in adult job holdings; that the gap between occupational aspirations and expectations is greater for the ghetto boys and remains roughly constant in size across the grades examined; and that the lower occupational expectations of the inner-city boys are strongly related to their lower educational expectations, with these educational expectations being associated with fewer poor boys having a biological father at home and with more of these boys seeing obstacles to success in the local social setting. But, the lower occupational expectations of the ghetto boys are not due to having fewer positive role models or believing that schooling will not pay off for them in the future as it does for others.

Antitumor Activity of Rat Mesenchymal Stem Cells during Direct or Indirect Co-Culturing with C6 Glioma Cells.

PubMed

Gabashvili, A N; Baklaushev, V P; Grinenko, N F; Mel'nikov, P A; Cherepanov, S A; Levinsky, A B; Chehonin, V P

2016-02-01

The tumor-suppressive effect of rat mesenchymal stem cells against low-differentiated rat C6 glioma cells during their direct and indirect co-culturing and during culturing of C6 glioma cells in the medium conditioned by mesenchymal stem cells was studied in an in vitro experiment. The most pronounced antitumor activity of mesenchymal stem cells was observed during direct co-culturing with C6 glioma cells. The number of live C6 glioma cells during indirect co-culturing and during culturing in conditioned medium was slightly higher than during direct co-culturing, but significantly differed from the control (C6 glioma cells cultured in medium conditioned by C6 glioma cells). The cytotoxic effect of medium conditioned by mesenchymal stem cells was not related to medium depletion by glioma cells during their growth. The medium conditioned by other "non-stem" cells (rat astrocytes and fibroblasts) produced no tumor-suppressive effect. Rat mesenchymal stem cells, similar to rat C6 glioma cells express connexin 43, the main astroglial gap junction protein. During co-culturing, mesenchymal stem cells and glioma C6 cells formed functionally active gap junctions. Gap junction blockade with connexon inhibitor carbenoxolone attenuated the antitumor effect observed during direct co-culturing of C6 glioma cells and mesenchymal stem cells to the level produced by conditioned medium. Cell-cell signaling mediated by gap junctions can be a mechanism of the tumor-suppressive effect of mesenchymal stem cells against C6 glioma cells. This phenomenon can be used for the development of new methods of cell therapy for high-grade malignant gliomas.

African American eighth-grade female students' perceptions and experiences as learners of science literacy

NASA Astrophysics Data System (ADS)

Crim, Sharan R.

The National Assessment of Educational Progress (2000) reports an achievement gap between male and female students and majority and minority students in science literacy. Rutherford and Algren (2000) describe a scientifically literate person as one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes. The purpose of this qualitative case study research was to investigate African American eighth grade female students' perceptions and experiences as learners of science literacy. A social learning theory (Bandura, 1986) and constructivist theory (Vygotsky, 1977) served as a guide for the researcher. Two questions were explored: (1) What are African American eighth grade female students' perceptions and experiences as learners of science literacy? (2) In what ways do the perceptions and experiences of African American eighth grade female students influence their learning of science literacy? Purposeful sampling (Merriam, 1998) was used with four African American eighth grade female students selected as participants for the study. Data collection and analysis occurred between February and August in a single year. Data sources included an open-ended questionnaire, two in-depth interviews with each participant (Seidman, 1991); classroom observations, participant reflective journals, student artifacts, and a researcher's log. Data were analyzed through the constant comparative method (Glaser & Strauss, 1967), and richly descriptive participant portraits and qualitative case studies (Merriam, 1998) were used to report the findings. Three themes emerged from the study that positively affected the perceptions and experiences of African American eighth grade female students as learners of science literacy: (1) the influence of family members, especially mothers and grandmothers, (2) the personal connections made to science concepts and real life, (3) the creative student-researched and designed projects, labs, and experiments. Trustworthiness and rigor were established through adherence to guidelines for establishing credibility, confirmability, dependability, and transferability (Lincoln & Guba, 1985).

A content analysis of sixth-grade, seventh-grade, and eighth-grade science textbooks with regard to the nature of science

NASA Astrophysics Data System (ADS)

Phillips, Marianne C.

Science teachers rely heavily on their textbooks; for many, it is the only curriculum they use (Weiss, 1993). Therefore, it is important these materials convey an accurate conception of the nature of science. Science for All Americans (AAAS, 1990) and the National Science Education Standards (NRC, 1996) call for teaching students about the nature of science. Including the nature of science throughout science textbooks will produce scientifically literate citizens (Driver and others, 1993) with an improved ability to make informed decisions (McComas, 1998). Teaching the nature of science supports the successful learning of science content and process (Driver and others, 1996), and bridges the gap between the two cultures of practicing scientists and school science (Sorsby, 2000). Do middle school science textbooks provide a balanced presentation of the nature of science throughout their text? To determine the answer, this investigation used a content analysis technique to analyze a random sample from the introduction chapter and the rest of the textbook chapters from twelve middle school science textbooks for the four aspects of the nature of science (Chiappetta, Fillman, & Sethna, 2004). Scoring procedures were used to determine interrater agreement using both Cohen's kappa (kappa) and Krippendorff's alpha (alpha). Kappa values were determined to be fair to excellent beyond chance among the three coders. The resulting values for Krippendorff's alpha ranged from acceptable (alpha > .80) to unacceptable (alpha < .67). The results from this content analysis indicated little change from previous studies in the balance for the themes of the nature of science. This investigation found the sixth-grade, seventh-grade, and eighth-grade science textbooks adopted by Texas to have unbalanced presentations for the four aspects of the nature of science. In addition, it found these middle school science textbooks are not balanced across programs. This imbalance is providing students with a rudimentary and fragmented view of how science works, despite the fact that science impacts every aspect of life (McComas, 1998). Given the impact of textbooks on learning, it is recommended that teachers be informed of these shortcomings to enable them to supplement content where it is lacking.

Current Evidence Regarding the Diagnostic Methods for Pediatric Lumbar Spondylolisthesis: A Report From the Scoliosis Research Society Evidence Based Medicine Committee.

PubMed

Kim, Han Jo; Crawford, Charles H; Ledonio, Charles; Bess, Shay; Larson, A Noelle; Gates, Marilyn; Oetgen, Matthew; Sanders, James O; Burton, Douglas

Structured literature review. The Scoliosis Research Society (SRS) requested an assessment of the current state of peer-reviewed evidence regarding pediatric lumbar spondylolisthesis with the goal of identifying what is known and what gaps remain in further understanding the diagnostic methods for pediatric spondylolisthesis. Spondylolisthesis in the lumbar spine is common among children and adolescents and no formal synthesis of the published literature regarding diagnostic methods has been previously performed. A comprehensive literature search was performed. Abstracts were reviewed and data from included studies were analyzed by the committee. From 6600 initial citations with abstract, 663 articles underwent full-text review. The best available evidence for the clinical questions regarding diagnostic methods was provided by 26 included studies. Six of the studies were graded as Level III (retrospective comparative), and represent the current best available evidence whereas 20 of the studies were graded as Level IV (retrospective case series) evidence. No Level V (expert opinion) studies were included in the final list. None of the studies were graded as Level I or Level II. Plain radiography is the workhorse imaging modality for diagnosing spondylolisthesis. No association between radiologic grade of spondylolisthesis and clinical presentation were noted; however, grade III and IV slips more often required surgery, and increasing slip angles were associated with worse baseline outcome scores. There is Level III evidence that the Meyerding grade appears to be more accurate for measuring slip percentage whereas the Lonstein Slip angle and Dubousset Lumbosacral Kyphosis angles are the best for measuring lumbosacral kyphosis in spondylolisthesis. In addition, higher sacral table index, pelvic incidence, sacral slope, and lower sacral table angle were associated with spondylolisthesis. True incidence could not be determined by the current literature available. However, studies in adolescent athletes demonstrated an incidence of 6% to 7% across studies. The current "best available" evidence to guide the diagnosis and characterization of pediatric spondylolisthesis is presented. Future studies are needed to provide more high-quality evidence to answer these clinically relevant questions. Level III, review of Level III studies. Copyright © 2017 Scoliosis Research Society. Published by Elsevier Inc. All rights reserved.

Obesity, Asthma, and Exercise in Child and Adolescent Health

PubMed Central

Lu, Kim D.; Manoukian, Krikor; Radom-Aizik, Shlomit; Cooper, Dan M.; Galant, Stanley P.

2018-01-01

Obesity increases the risk of asthma throughout life but the underlying mechanisms linking these all too common threats to child health are poorly understood. Acute bouts of exercise, aerobic fitness, and levels of physical activity clearly play a role in the pathogenesis and/or management of both childhood obesity and asthma. Moreover, both obesity and physical inactivity are associated with asthma symptomatology and response to therapy (a particularly challenging feature of obesity-related asthma). In this article, we review current understandings of the link between physical activity, aerobic fitness and the asthma-obesity link in children and adolescents (e.g., the impact of chronic low-grade inflammation, lung mechanics, and direct effects of metabolic health on the lung). Gaps in our knowledge regarding the physiological mechanisms linking asthma, obesity and exercise are often compounded by imprecise estimations of adiposity and challenges of assessing aerobic fitness in children. Addressing these gaps could lead to practical interventions and clinical approaches that could mitigate the profound health care crisis of the increasing comorbidity of asthma, physical inactivity, and obesity in children. PMID:26618409

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

Aldridge, James D.; Womick, Jordan M.; Rosmus, Kimberly A.

Novel quaternary lanthanide-substituted oxides of stoichiometry LnxY2-xTi2O7 (where Ln is lanthanum, neodymium, samarium, gadolinium, or ytterbium) were prepared by traditional high-temperature, solid-state techniques and characterized by X-ray powder diffraction. Samples with nominal values of x up to 1.0 were attempted. The well-studied ternary cubic pyrochlore compound yttrium titanium oxide (Y2Ti2O7, space group Fd-3m, Z = 8), served as a parent structural framework in which Ln3+ cations were substituted on the Y3+ site. Laboratory-grade X-ray powder diffraction data revealed pure quaternary pyrochlore phases for LnxY2-xTi2O7 with x ≤ 0.2. Pyrochlore phase purity was verified by Rietveld analysis using high-resolution synchrotron X-raymore » powder diffraction data when x ≤ 0.2, however, for La3+ substitution specifically, pure quaternary pyrochlore formed at x<0.1. Band gap energies on selected samples were determined using optical diffuse reflectance spectroscopy and showed that these materials can be classified as electrical insulators with indirect band gap energies around 3.7 eV.« less

Surgical success of boomerang-shaped chondroperichondrial graft in pediatric chronic otitis media cases.

PubMed

Dundar, Riza; Kulduk, Erkan; Soy, Fatih Kemal; Aslan, Mehmet; Yukkaldiran, Ahmet; Guler, Osman Kadir; Ozbay, Can

2015-06-01

To reveal the success of boomerang-shaped chondroperichondrial graft (BSCPG) in pediatric chronic otitis media cases. A total of 43 pediatric patients (age 7-16 years) who had undergone type 1 tympanoplasty with the diagnosis of chronic otitis media between March 2010 and March 2013 were included in this retrospective study. The main outcome measures were the graft success rate and level of hearing improvement. Graft intake success rate was 90.7%. Mean preoperative and postoperative air-bone gap values were 20.51 ± 4.34 dB SPL and 9.32 ± 5.64 dB SPL, respectively (p < 0.001). Mean preoperative and postoperative pure tone average values were 28.6 ± 3.52 and 12.24 ± 5.22 respectively (p < 0.001). Air-bone gap was improved to ≤ 10 dB in 38 (88.37%) patients during the postoperative period. Boomerang-shaped chondroperichondrial grafting technique seems to be a successful alternative in the management of pediatric chronic otitis media cases. It has relatively higher grade graft success rate. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Cholesteric liquid crystal gels with a graded mechanical stress

NASA Astrophysics Data System (ADS)

Agez, Gonzague; Relaix, Sabrina; Mitov, Michel

2014-02-01

In cholesteric liquid-crystalline gels, the mechanical role of the polymer network over the structure of the whole gel has been ignored. We show that it is the stress gradient exerted by the network over the helical structure that drives the broadening of the optical band gap, as evidenced by the absence of a gradient in chiral species. Model calculations and finite-difference time-domain simulations show that the network acts as a spring with a stiffness gradient. The present results indicate a revision to the common understanding of the physical properties of liquid-crystalline gels is necessary when a concentration gradient in a polymer network is present.

Cholesteric liquid crystal gels with a graded mechanical stress.

PubMed

Agez, Gonzague; Relaix, Sabrina; Mitov, Michel

2014-02-01

In cholesteric liquid-crystalline gels, the mechanical role of the polymer network over the structure of the whole gel has been ignored. We show that it is the stress gradient exerted by the network over the helical structure that drives the broadening of the optical band gap, as evidenced by the absence of a gradient in chiral species. Model calculations and finite-difference time-domain simulations show that the network acts as a spring with a stiffness gradient. The present results indicate a revision to the common understanding of the physical properties of liquid-crystalline gels is necessary when a concentration gradient in a polymer network is present.

Merging building maintainability and sustainability assessment: A multicriteria decision making approach

NASA Astrophysics Data System (ADS)

Asmone, A. S.; Chew, M. Y. L.

2018-02-01

Accurately predicting maintainability has been a challenge due to the complex nature of buildings, yet it is an important research area with a rising necessity. This paper explores the use of multicriteria decision making approach for merging maintainability and sustainability elements into building grading systems to attain long-term sustainability in the building industry. The paper conducts a systematic literature review on multicriteria decision analysis approach and builds on the existing knowledge of maintainability to achieve this. A conceptual framework is developed to bridge the gap between building operations and maintenance with green facilities management by forecasting green maintainability at the design stage.

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

Juberg, D.R.; Loch-Caruso, R.

Elevated levels of DDT and other organochlorine pesticides have been associated with spontaneous abortion and preterm birth in several species, including humans. Despite the prevalence of organochlorine pesticides in the environment, a mechanistic basis for this association has not been explored. Furthermore, while DDT has been associated with inhibition of calcium ATPases, altered gap junctional communication and electrophysiological changes, all of which could affect the excitation-contraction process characteristic of smooth muscle, direct effects of DDT on uterine smooth muscle have not been reported. This study was initiated to assess the direct effects of o,p{prime}-DDT (an estrogenic isomer present in themore » technical grade preparation) on pregnant rat uterine tissue.« less

Moderate temperature detector development

NASA Technical Reports Server (NTRS)

Marciniec, J. W.; Briggs, R. J.; Sood, A. K.

1981-01-01

P-side backside reflecting constant, photodiode characterization, and photodiode diffusion and G-R currents were investigated in an effort to develop an 8 m to 12 m infrared quantum detector using mercury cadmium telluride. Anodization, phosphorus implantation, and the graded band gap concept were approaches considered for backside formation. Variable thickness diodes were fabricated with a back surface anodic oxide to investigate the effect of this surface preparation on the diffusion limited zero bias impedance. A modeling technique was refined to thoroughly model diode characteristics. Values for the surface recombination velocity in the depletion region were obtained. These values were improved by implementing better surface damage removal techniques.

The impact of a science-based integrated instructional protocol on the motivation, reading comprehension, and science achievement of fourth and fifth graders

NASA Astrophysics Data System (ADS)

Stephens, Kathy E.

The purpose of this study was to determine the impact of implementing an integrated instructional protocol of science-based informational texts as teacher read alouds, student independent reading, and written journal responses on motivation, reading comprehension, and science achievement of fourth- and fifth-grade students with attention to specific student groups, including gender and ethnicities. A mixed methods research design included a 12-week intervention conducted with 68 fourth and fifth graders and 30 nonintervention fourth and fifth graders. Participating fourth and fifth graders completed the comprehension subtest of the Gates-MacGinitie Reading Test ([GMRT] MacGinitie, MacGinitie, Maria, & Dreyer, 2000) and the Texas Assessment of Knowledge and Skills ([TAKS] Texas Education Agency [TEA], 2005a). The Reading Survey of the Motivation to Read Profile ([MRP], Gambrell, Palmer, Codling, & Mazzoni, 1996) served as another quantitative data source. Qualitative data sources included classroom observations, key informant interviews, and student journal entries. The GMRT results indicated that the intervention fourth graders demonstrated the largest growth in reading comprehension achievement. Significant differences were noted by GMRT results between the intervention and nonintervention fourth graders. A significant difference was found between fourth-grade males and females on the GMRT, with a larger gain posted by the females. No significant differences were found on the GMRT in fifth grade Reading TAKS results indicated a significant difference between intervention fourth-grade Hispanic and African American students, while fifth-grade Science TAKS results indicated no significant differences. The MRP Reading Survey results indicated no significant differences; however, fourth-grade Hispanic and fifth-grade male students demonstrated significant growth. Classroom observations documented the progress of the 12-week intervention; 9 primary instructional and behavioral themes with 40 subcategories were discovered using open coding (Berg, 2004). Data were collected from the MRP Conversational Interview (Gambrell et al., 1996) with 12 key informants, and their journal entries provided evidence of the impact of the instructional protocol. Findings from this study seemed to confirm that students may experience improvement in reading comprehension after participation in an integrated instructional protocol. Findings also suggested gaps in minority ethnicities may be minimized, while female students continued to outscore male students.

Parental income and the fruits of labor: Variability in homework efficacy in secondary school.

PubMed

Daw, Jonathan

2012-09-01

Research in the sociology of education has shown that noncognitive traits are important predictors of educational outcomes and a mechanism of the intergenerational transmission of status. However, previous research on this topic typically posits that there is a constant effect of these traits with variable prevalences of these traits by socioeconomic status. Using time spent on homework as an example, I analyze income-based heterogeneity in homework efficacy, defined as the individual effect of study time on academic achievement, using a national U.S. probability sample of secondary students. Higher income students gain more knowledge from their homework time than their counterparts in all grades and all subjects except history, with greater group differences for math than for science and reading. These results are confirmed by models accounting for time-invariant unobserved heterogeneity in the 8th-10th, but not 10th-12th, grade windows. These results imply that increases in the amount of homework assigned may increase the socioeconomic achievement gap in math, science, and reading in secondary school.

Parental income and the fruits of labor: Variability in homework efficacy in secondary school

PubMed Central

Daw, Jonathan

2013-01-01

Research in the sociology of education has shown that noncognitive traits are important predictors of educational outcomes and a mechanism of the intergenerational transmission of status. However, previous research on this topic typically posits that there is a constant effect of these traits with variable prevalences of these traits by socioeconomic status. Using time spent on homework as an example, I analyze income-based heterogeneity in homework efficacy, defined as the individual effect of study time on academic achievement, using a national U.S. probability sample of secondary students. Higher income students gain more knowledge from their homework time than their counterparts in all grades and all subjects except history, with greater group differences for math than for science and reading. These results are confirmed by models accounting for time-invariant unobserved heterogeneity in the 8th–10th, but not 10th–12th, grade windows. These results imply that increases in the amount of homework assigned may increase the socioeconomic achievement gap in math, science, and reading in secondary school. PMID:23704804

Cascaded Ga1-xAlxAs/GaAs solar cell with graded i-region

NASA Astrophysics Data System (ADS)

Mil'shtein, Sam; Halilov, Samed

2018-02-01

In current study we designed p-i-n junction with extended intrinsic layer, where linearly graded Alx Ga1-x As presents variable energy gap so needed for effective harvesting of sun radiation. The design realization involves two regions of compositional structure in the stacking direction. The top AlxGa1-xAs layer of 1 um total thickness has stoichiometric structure x=0.3-0.2d, where depth d runs from 0 to 1 um, topmost 200 nm of which is Be-doped. Bottom AlxGa1-xAs layer of 3 um total thickness has a variable composition of x=0.133-0.033d, d runs from 1 to 4 um, the very bottom of which with 10 nm thickness is Si-doped. On the top surface, there is a 50 nm layer of p+ doped GaAs as a spacer for growing AuGe/Ni anode electrode of 20% surface area, the bottom is coated with AuGe/Ni cathode electrode. The designed cell demonstrates 89% fill factor and 30% conversion efficiency without anti-reflection coating.

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

Varley, J. B.; Conway, A. M.; Voss, L. F.

Thallium bromide (TlBr) crystals subjected to hydrochloric acid (HCl) chemical treatments have been shown to advantageously affect device performance and longevity in TlBr-based room temperature radiation detectors, yet the exact mechanisms of the improvements remain poorly understood. Here in this paper, we investigate the influence of several HCl chemical treatments on device-grade TlBr and describe the changes in the composition and electronic structure of the surface. Composition analysis and depth profiles obtained from secondary ion mass spectrometry (SIMS) identify the extent to which each HCl etch condition affects the detector surface region and forms of a graded TlBr/TlBr 1-xCL xmore » surface heterojunction. Using a combination of X-ray photoemission spectroscopy (XPS) and hybrid density functional calculations, we are able to determine the valence band offsets, band gaps, and conduction band offsets as a function of Cl content over the entire composition range of TIBr 1-xC1 X. This study establishes a strong correlation between device process conditions, surface chemistry, and electronic structure with the goal of further optimizing the long-term stability and radiation response of TlBr-based detectors.« less

Toward Bridging the Mechanistic Gap Between Genes and Traits by Emphasizing the Role of Proteins in a Computational Environment

NASA Astrophysics Data System (ADS)

Haskel-Ittah, Michal; Yarden, Anat

2017-12-01

Previous studies have shown that students often ignore molecular mechanisms when describing genetic phenomena. Specifically, students tend to directly link genes to their encoded traits, ignoring the role of proteins as mediators in this process. We tested the ability of 10th grade students to connect genes to traits through proteins, using concept maps and reasoning questions. The context of this study was a computational learning environment developed specifically to foster this ability. This environment presents proteins as the mechanism-mediating genetic phenomena. We found that students' ability to connect genes, proteins, and traits, or to reason using this connection, was initially poor. However, significant improvement was obtained when using the learning environment. Our results suggest that visual representations of proteins' functions in the context of a specific trait contributed to this improvement. One significant aspect of these results is the indication that 10th graders are capable of accurately describing genetic phenomena and their underlying mechanisms, a task that has been shown to raise difficulties, even in higher grades of high school.

Mixed-ability secondary science in one urban school district: A multiple case study

NASA Astrophysics Data System (ADS)

Tworek, Francis A.

The standards and accountability movements demand that all students be given the opportunity to learn more science than ever before. However, there is much uncertainty about how educators should proceed with this task. Issues of concern include achievement gaps, tracking, and graduation requirements. The purpose of this multiple case study was to explore the challenges identified by four secondary science teachers in one urban public school district as they taught classes that included students representing a wide range of abilities and prior academic success. These mixed-ability science classes were generally defined as science classes which are required for high school graduation but which have no academic prerequisites. The central research questions in this qualitative study were: (1) How do secondary science teachers describe the challenges they face while teaching a mixed-ability science course required for graduation when the course has no prerequisites; and (2) What strategies do they use to deal with these challenges? Data collection was confined to four cases within one Midwest urban school district during the 2004-2005 school year. Each case involved one class taught by an individual teacher. One case was an 8th grade science class at a middle school. The other three cases represented three district-required courses in three different high schools: 9th grade biology, 10th grade chemistry, and 11th grade physics. Data sources included interviews with the teachers, observations in their classrooms, district achievement and demographic data, and school documents. Three themes emerged from the cross-case analysis: (1) a sense of belonging; (2) the teacher's focus; and (3) successful learning. The final chapter discusses the implications of these themes and makes recommendations for further study.

Geometry Design Optimization of Functionally Graded Scaffolds for Bone Tissue Engineering: A Mechanobiological Approach.

PubMed

Boccaccio, Antonio; Uva, Antonio Emmanuele; Fiorentino, Michele; Mori, Giorgio; Monno, Giuseppe

2016-01-01

Functionally Graded Scaffolds (FGSs) are porous biomaterials where porosity changes in space with a specific gradient. In spite of their wide use in bone tissue engineering, possible models that relate the scaffold gradient to the mechanical and biological requirements for the regeneration of the bony tissue are currently missing. In this study we attempt to bridge the gap by developing a mechanobiology-based optimization algorithm aimed to determine the optimal graded porosity distribution in FGSs. The algorithm combines the parametric finite element model of a FGS, a computational mechano-regulation model and a numerical optimization routine. For assigned boundary and loading conditions, the algorithm builds iteratively different scaffold geometry configurations with different porosity distributions until the best microstructure geometry is reached, i.e. the geometry that allows the amount of bone formation to be maximized. We tested different porosity distribution laws, loading conditions and scaffold Young's modulus values. For each combination of these variables, the explicit equation of the porosity distribution law-i.e the law that describes the pore dimensions in function of the spatial coordinates-was determined that allows the highest amounts of bone to be generated. The results show that the loading conditions affect significantly the optimal porosity distribution. For a pure compression loading, it was found that the pore dimensions are almost constant throughout the entire scaffold and using a FGS allows the formation of amounts of bone slightly larger than those obtainable with a homogeneous porosity scaffold. For a pure shear loading, instead, FGSs allow to significantly increase the bone formation compared to a homogeneous porosity scaffolds. Although experimental data is still necessary to properly relate the mechanical/biological environment to the scaffold microstructure, this model represents an important step towards optimizing geometry of functionally graded scaffolds based on mechanobiological criteria.

Moving to higher ground: Closing the high school science achievement gap

NASA Astrophysics Data System (ADS)

Mebane, Joyce Graham

The purpose of this study was to examine the perceptions of West High School constituents (students, parents, teachers, administrators, and guidance counselors) about the readiness and interest of African American students at West High School to take Advanced Placement (AP) and International Baccalaureate (IB) science courses as a strategy for closing the achievement gap. This case study utilized individual interviews and questionnaires for data collection. The participants were selected biology students and their parents, teachers, administrators, and guidance counselors at West High School. The results of the study indicated that just over half the students and teachers, most parents, and all guidance counselors thought African American students were prepared to take AP science courses. Only one of the three administrators thought the students were prepared to take AP science courses. Between one-half and two-thirds of the students, parents, teachers, and administrators thought students were interested in taking an AP science course. Only two of the guidance counselors thought there was interest among the African American students in taking AP science courses. The general consensus among the constituents about the readiness and interest of African American students at West High School to take IB science courses was that it is too early in the process to really make definitive statements. West is a prospective IB school and the program is new and not yet in place. Educators at the West High School community must find reasons to expect each student to succeed. Lower expectations often translate into lower academic demands and less rigor in courses. Lower academic demands and less rigor in courses translate into less than adequate performance by students. When teachers and administrators maintain high expectations, they encourage students to aim high rather than slide by with mediocre effort (Lumsden, 1997). As a result of the study, the following suggestions should be implemented at West High School: (1) Have high expectations for all students. (2) Encourage students to take advanced science courses and help them succeed in these advanced science courses. (3) Improve communications among students, parents, teachers, administrators, and guidance counselors regarding procedures, policies, programs, and goals at the school. (4) Assign guidance counselors per grade level rather than across grade levels. (5) Have procedures in place so information from guidance counselors is consistent. (6) Increase parental involvement in the school. Simply increasing the number of and variety of AP science and IB science courses will not result in closing the achievement gap. All constituents must be positive about both preparation and interest of African American students in completing advanced science courses if these courses are indeed to narrow the achievement gap.

Girls Doing Science: A Case Study of Science Literacy in All-Female Middle Grade Classrooms

NASA Astrophysics Data System (ADS)

Faller, Susan Elisabeth

In the face of low adolescent literacy rates (NCES, 2012), concerns about the nation's prospects of remaining competitive in science and technology (Hill, Corbett, & St. Rose, 2010), a persistent gender gap in science (NCES, 2012; Reilly, 2012), and the continued rollout of college- and career-ready standards, there is a need to focus on adolescent girls' science literacy. Such science literacy involves not only general knowledge about science, but also the ability to engage in the advanced reading and writing practices fundamental to doing science (Norris & Phillips, 2003). In this thesis, I present three articles with findings that respond to this need. They are the results of a multiple-case embedded (Yin, 2009) study that I conducted over the course of 7 months in four science classrooms (grades 5 through 8; 50 students) taught by a single teacher in a small all-female middle school. I collected in-depth data focused on science literacy from multiple sources, including (a) fieldnotes (Emerson, Fretz & Shaw, 2011), (b) videorecorded classroom observations (102 classes, 113 hours, recorded on 29 days), (c) a survey of all students, (d) semi-structured interviews with the subsample of 12 focal students (ranging from 18 to 37 minutes) and (e) photographs of classroom artifacts and student work. In the first article, I provide a window into standard literacy practices in science classrooms by examining the reading and writing genres to which students are exposed. In the second article, I examine how a teacher's language and instructional practices within her classrooms, and popular images of science from the world beyond their classrooms might shape adolescent girls' science identities. Finally, in the third article, I explore different aspects of science identity using the words of three case study students. Taken together, these studies fill gaps in the literature by investigating science literacy in an understudied context, all-female classrooms. In addition, they give voice to a group often underrepresented in studies of science (i.e., primarily nonwhite girls from working class families, many of whom speak English as a second language.) Thus this thesis provides new insights for researchers as well as teachers interested in science literacy and persistent gaps in science achievement.

From "sit and listen" to "shake it out yourself": Helping urban middle school students to bridge personal knowledge to scientific knowledge through a collaborative environmental justice curriculum

NASA Astrophysics Data System (ADS)

Sadeh, Shamu Fenyvesi

Science education and environmental education are not meeting the needs of marginalized communities such as urban, minority, and poor communities (Seller, 2001; U.S. Environmental Protection Agency [EPA], 1996). There exists an equity gap characterized by the racial and socioeconomic disparities in: levels of participation in scientific and environmental careers and environmental organizations (Lewis & James, 1995; Sheppard, 1995), access to appropriate environmental education programs (U.S. EPA, 1996), exposure to environmental toxins (Bullard, 1993), access to environmental amenities and legal protections (Bullard, 1993), and in grades and standardized test scores in K-12 science (Jencks & Phillips, 1998; Johnston & Viadero, 2000). Researchers point to the cultural divide between home and school culture as one of the reasons for the equity gap in science education (Barton, 2003; Delpit, 1995; Seiler, 2001). This study is designed to address the equity gap by helping students connect personal/cultural knowledge to scientific knowledge. A collaborative action research study was conducted in 8th-grade science classrooms of low-income African American and Latino students. The participating teacher and the researcher developed, enacted and evaluated a curriculum that elicited students' personal and cultural knowledge in the investigation of local community issues. Using qualitative methods, data were collected through student and teacher interviews, observation, and written documents. Data were analyzed to answer questions on student participation and learning, bridging between personal and scientific knowledge, and student empowerment. The most compelling themes from the data were described as parts of three stories: tensions between the empire of school and the small student nation, bridging between the two nations, and students gaining empowerment. This study found that the bridging the curriculum intended was successful in that many students brought personal knowledge to class and started to bring scientific knowledge into their personal worlds. Students translated between scientific language and their own language, displayed an understanding of community environmental health issues, and expressed a sense of empowerment as students and community members. Recommendations to science educators and researchers included: eliciting students' personal and cultural knowledge in the classroom, helping students to create new ways of participating in science, and engaging in collaborative research efforts.

A content analysis of the consumer-facing online information about My Health Record: Implications for increasing knowledge and awareness to facilitate uptake and use.

PubMed

Walsh, Louisa; Hill, Sophie; Allan, Meredith; Balandin, Susan; Georgiou, Andrew; Higgins, Isabel; Kraal, Ben; McCarthy, Shaun; Hemsley, Bronwyn

2017-01-01

Low health literacy, low levels of positive belief and privacy and security concerns have been identified as a significant barrier to personal electronic health record uptake and use. An important tool for overcoming these barriers is the consumer-facing information which accompanies the system. My Health Record (MyHR) is the Australian national e-health record system, for which a large suite of online resources exists to facilitate consumer registration and use. This study uses a number of different measures of health resource quality to assess the MyHR online consumer-facing information and identify any gaps or areas for improvement. To analyse the quality and content of the online consumer-facing resources which support the uptake and use of MyHR. Australian information resources aimed at healthcare consumers about the MyHR were included in this study. A comprehensive search using Internet search engines was conducted to locate all online consumer-facing resources about MyHR from both government and non-government sources. Readability (measured by Flesch-Kincaid grade level), year of publication/review, publishing organisation type, presentation style, linked websites, target audience, and themes were identified as important measures of health information quality, and these were recorded and reported on for each resource. Eighty resources met the inclusion criteria. The mean Flesch-Kincaid grade level was 11.8. Most resources were created by Australian government sources ( n = 55), and the most common target audience was the general public ( n = 65). Registration ( n = 51), privacy/security ( n = 49), and benefits of use ( n = 46) were the most common resource themes. The authors identified a number of gaps and areas for improvement in the provision of consumer-facing information about MyHR. Readability is too high for the general Australian population, and there are few translated resources, which means that the information provided does not cater to people with low literacy levels, communication disability, and/or difficulties in understanding written English. The target audiences for resources do not reflect priority groups that were identified during the MyHR development processes. There are also gaps in information provision about how consumers can use MyHR as a tool to meaningfully engage with health professionals and services to support their own person-centred care.

What is taking place in science classrooms?: A case study analysis of teaching and learning in seventh-grade science of one Alabama school and its impact on African American student learning

NASA Astrophysics Data System (ADS)

Norman, Lashaunda Renea

This qualitative case study investigated the teaching strategies that improve science learning of African American students. This research study further sought the extent the identified teaching strategies that are used to improve African American science learning reflect culturally responsive teaching. Best teaching strategies and culturally responsive teaching have been researched, but there has been minimal research on the impact that both have on science learning, with an emphasis on the African American population. Consequently, the Black-White achievement gap in science persists. The findings revealed the following teaching strategies have a positive impact on African American science learning: (a) lecture-discussion, (b) notetaking, (c) reading strategies, (d) graphic organizers, (e) hands-on activities, (f) laboratory experiences, and (g) cooperative learning. Culturally responsive teaching strategies were evident in the seventh-grade science classrooms observed. Seven themes emerged from this research data: (1) The participating teachers based their research-based teaching strategies used in the classroom on all of the students' learning styles, abilities, attitudes towards science, and motivational levels about learning science, with no emphasis on the African American student population; (2) The participating teachers taught the state content standards simultaneously using the same instructional model daily, incorporating other content areas when possible; (3) The participating African American students believed their seventh-grade science teachers used a variety of teaching strategies to ensure science learning took place, that science learning was fun, and that science learning was engaging; (4) The participating African American students genuinely liked their teacher; (5) The participating African American students revealed high self-efficacy; (6) The African American student participants' parents value education and moved to Success Middle School district for better educational opportunities; and (7) Teachers were not familiar with the term "culturally responsive teaching," but there was evidence that several aspects of it were present in the seventh-grade science classroom environment. Critical Race Theory (CRT) was the framework for analysis and interpretation of this research study. The findings support the following tenets of CRT: (a) racism is normal, (b) interest-convergence or colorblindness, (c) contextual-historical analysis, (d) storytelling or counterstorytelling, and (e) social transformation. These findings indicate that racial inequalities remain an issue in the underachievement of African Americans and may be the solution to improving science learning of African Americans. The outcome of this study contributes to the limited research on utilizing culturally responsive teaching along with best teaching strategies to improve academic achievement of African American students, and CRT exposes the issues that contribute to the Black-White achievement gap in science widening.

The Bridge-Enhanced Anterior Cruciate Ligament Repair (BEAR) Procedure

PubMed Central

Murray, Martha M.; Flutie, Brett M.; Kalish, Leslie A.; Ecklund, Kirsten; Fleming, Braden C.; Proffen, Benedikt L.; Micheli, Lyle J.

2016-01-01

Background: This study assessed the safety of the newly developed bridge-enhanced anterior cruciate ligament (ACL) repair (BEAR), which involves suture repair of the ligament combined with a bioactive scaffold to bridge the gap between the torn ligament ends. As the intra-articular environment is complex in its response to implanted materials, this study was designed to determine whether there would be a significant rate of adverse reaction to the implanted scaffold. Hypothesis: The primary hypothesis was that the implanted scaffold would not result in a deep joint infection (arthrocentesis with positive culture) or significant inflammation (clinical symptoms justifying arthrocentesis but negative culture). The secondary hypotheses were that patients treated with BEAR would have early postoperative outcomes that were similar to patients treated with ACL reconstruction with an autologous hamstring graft. Study Design: Cohort study; Level of evidence, 2. Methods: A total of 20 patients were enrolled in this nonrandomized, first-in-human study. Ten patients received BEAR treatment and 10 received a hamstring autograft ACL reconstruction. The BEAR procedure was performed by augmenting a suture repair with a proprietary scaffold, the BEAR scaffold, placed in between the torn ends of the ACL at the time of suture repair. The BEAR scaffold is to our knowledge the only device that fills the gap between the torn ligament ends to have current Investigational Device Exemption approval from the Food and Drug Administration. Ten milliliters of autologous whole blood were added to the scaffold prior to wound closure. Outcomes were assessed at 3 months postoperatively. The outcomes measures included postoperative pain, muscle atrophy, loss of joint range of motion, and implant failure (designated by an International Knee Documentation Committee grade C or D Lachman test and/or an absence of continuous ACL tissue on magnetic resonance images). Results: There were no joint infections or signs of significant inflammation in either group. There were no differences between groups in effusion or pain, and no failures by Lachman examination criteria (BEAR, 8 grade A and 2 grade B; ACL reconstruction, 10 grade A). Magnetic resonance images from all of the BEAR and ACL-reconstructed patients demonstrated a continuous ACL or intact graft. In addition, hamstring strength at 3 months was significantly better in the BEAR group than in the hamstring autograft group (mean ± SD: 77.9% ± 14.6% vs 55.9% ± 7.8% of the contralateral side; P < .001). Conclusion: The results of this study suggest that the BEAR procedure may have a rate of adverse reactions low enough to warrant a study of efficacy in a larger group of patients. PMID:27900338

Teaching a lay theory before college narrows achievement gaps at scale.

PubMed

Yeager, David S; Walton, Gregory M; Brady, Shannon T; Akcinar, Ezgi N; Paunesku, David; Keane, Laura; Kamentz, Donald; Ritter, Gretchen; Duckworth, Angela Lee; Urstein, Robert; Gomez, Eric M; Markus, Hazel Rose; Cohen, Geoffrey L; Dweck, Carol S

2016-06-14

Previous experiments have shown that college students benefit when they understand that challenges in the transition to college are common and improvable and, thus, that early struggles need not portend a permanent lack of belonging or potential. Could such an approach-called a lay theory intervention-be effective before college matriculation? Could this strategy reduce a portion of racial, ethnic, and socioeconomic achievement gaps for entire institutions? Three double-blind experiments tested this possibility. Ninety percent of first-year college students from three institutions were randomly assigned to complete single-session, online lay theory or control materials before matriculation (n > 9,500). The lay theory interventions raised first-year full-time college enrollment among students from socially and economically disadvantaged backgrounds exiting a high-performing charter high school network or entering a public flagship university (experiments 1 and 2) and, at a selective private university, raised disadvantaged students' cumulative first-year grade point average (experiment 3). These gains correspond to 31-40% reductions of the raw (unadjusted) institutional achievement gaps between students from disadvantaged and nondisadvantaged backgrounds at those institutions. Further, follow-up surveys suggest that the interventions improved disadvantaged students' overall college experiences, promoting use of student support services and the development of friendship networks and mentor relationships. This research therefore provides a basis for further tests of the generalizability of preparatory lay theories interventions and of their potential to reduce social inequality and improve other major life transitions.

Teaching a lay theory before college narrows achievement gaps at scale

PubMed Central

Yeager, David S.; Walton, Gregory M.; Brady, Shannon T.; Akcinar, Ezgi N.; Paunesku, David; Keane, Laura; Kamentz, Donald; Ritter, Gretchen; Duckworth, Angela Lee; Urstein, Robert; Gomez, Eric M.; Markus, Hazel Rose; Cohen, Geoffrey L.; Dweck, Carol S.

2016-01-01

Previous experiments have shown that college students benefit when they understand that challenges in the transition to college are common and improvable and, thus, that early struggles need not portend a permanent lack of belonging or potential. Could such an approach—called a lay theory intervention—be effective before college matriculation? Could this strategy reduce a portion of racial, ethnic, and socioeconomic achievement gaps for entire institutions? Three double-blind experiments tested this possibility. Ninety percent of first-year college students from three institutions were randomly assigned to complete single-session, online lay theory or control materials before matriculation (n > 9,500). The lay theory interventions raised first-year full-time college enrollment among students from socially and economically disadvantaged backgrounds exiting a high-performing charter high school network or entering a public flagship university (experiments 1 and 2) and, at a selective private university, raised disadvantaged students’ cumulative first-year grade point average (experiment 3). These gains correspond to 31–40% reductions of the raw (unadjusted) institutional achievement gaps between students from disadvantaged and nondisadvantaged backgrounds at those institutions. Further, follow-up surveys suggest that the interventions improved disadvantaged students’ overall college experiences, promoting use of student support services and the development of friendship networks and mentor relationships. This research therefore provides a basis for further tests of the generalizability of preparatory lay theories interventions and of their potential to reduce social inequality and improve other major life transitions. PMID:27247409

Investigation of the influence of the chemical composition of HSLA steel grades on the microstructure homogeneity during hot rolling in continuous rolling mills using a fast layer model

NASA Astrophysics Data System (ADS)

Schmidtchen, M.; Rimnac, A.; Warczok, P.; Kozeschnik, E.; Bernhard, C.; Bragin, S.; Kawalla, R.; Linzer, B.

2016-03-01

The newly developed LaySiMS simulation tool provides new insight for inhomogeneous material flow and microstructure evolution in an endless strip production (ESP) plant. A deepened understanding of the influence of inhomogeneities in initial material state, temperature profile and material flow and their impact on the finished product can be reached e.g. by allowing for variable layer thickness distributions in the roll gap. Coupling temperature, deformation work and work hardening/recrystallization phenomena accounts for covering important effects in the roll gap. The underlying concept of the LaySiMS approach will be outlined and new insight gained regarding microstructural evolution, shear and inhomogeneous stress and strain states in the roll gap as well as local residual stresses will be presented. For the case of thin slab casting and direct rolling (TSDR) the interrelation of inhomogeneous initial state, micro structure evolution and dissolution state of micro alloying elements within the roughing section of an ESP line will be discussed. Special emphasis is put on the influence of the local chemical composition arising from direct charging on throughthickness homogeneity of the final product. It is concluded that, due to the specific combination of large reductions in the high reduction mills (HRM) and the highly inhomogeneous inverse temperature profile, the ESP-concept provides great opportunities for homogenizing the microstructure across the strip thickness.

Dielectric discontinuity at interfaces in the atomic-scale limit: permittivity of ultrathin oxide films on silicon.

PubMed

Giustino, Feliciano; Umari, Paolo; Pasquarello, Alfredo

2003-12-31

Using a density-functional approach, we study the dielectric permittivity across interfaces at the atomic scale. Focusing on the static and high-frequency permittivities of SiO2 films on silicon, for oxide thicknesses from 12 A down to the atomic scale, we find a departure from bulk values in accord with experiment. A classical three-layer model accounts for the calculated permittivities and is supported by the microscopic polarization profile across the interface. The local screening varies on length scales corresponding to first-neighbor distances, indicating that the dielectric transition is governed by the chemical grading. Silicon-induced gap states are shown to play a minor role.

Application of multi response optimization with grey relational analysis and fuzzy logic method

NASA Astrophysics Data System (ADS)

Winarni, Sri; Wahyu Indratno, Sapto

2018-01-01

Multi-response optimization is an optimization process by considering multiple responses simultaneously. The purpose of this research is to get the optimum point on multi-response optimization process using grey relational analysis and fuzzy logic method. The optimum point is determined from the Fuzzy-GRG (Grey Relational Grade) variable which is the conversion of the Signal to Noise Ratio of the responses involved. The case study used in this research are case optimization of electrical process parameters in electrical disharge machining. It was found that the combination of treatments resulting to optimum MRR and SR was a 70 V gap voltage factor, peak current 9 A and duty factor 0.8.

Nano-size defects in arsenic-implanted HgCdTe films: a HRTEM study

NASA Astrophysics Data System (ADS)

Bonchyk, O. Yu.; Savytskyy, H. V.; Swiatek, Z.; Morgiel, Y.; Izhnin, I. I.; Voitsekhovskii, A. V.; Korotaev, A. G.; Mynbaev, K. D.; Fitsych, O. I.; Varavin, V. S.; Dvoretsky, S. A.; Marin, D. V.; Yakushev, M. V.

2018-02-01

Radiation damage and its transformation under annealing were studied with bright-field and high-resolution transmission electron microscopy for arsenic-implanted HgCdTe films with graded-gap surface layers. In addition to typical highly defective layers in as-implanted material, a 50 nm-thick sub-surface layer with very low defect density was observed. The main defects in other layers after implantation were dislocation loops, yet after arsenic activation annealing, the dominating defects were single dislocations. Transport (from depth to surface), transformation and annihilation of radiation-induced defects were observed as a result of annealing, with the depth with the maximum defect density decreasing from 110 to 40 nm.

A systematic evaluation of websites offering information on chronic kidney disease.

PubMed

Lutz, Erin R; Costello, Kaitlin L; Jo, Minjeong; Gilet, Constance A; Hawley, Jennifer M; Bridgman, Jessica C; Song, Mi-Kyung

2014-01-01

In this study, we described the content and characteristics of 40 non-proprietary websites offering information about chronic kidney disease (CKD) and evaluated their information quality using the DISCERN scale and readability using Flesch Reading Ease and Flesch-Kincaid grade level. The areas in which the websites scored the lowest on the DISCERN scale were whether the website discussed knowledge gaps, presented balanced information, and was clear about the information source. Websites that rated higher quality on the DISCERN scale were more difficult to read. The quality and readability of many websites about CKD to be used as meaningful educational resources for patients who desire to learn more about CKD and treatment options remain inadequate.

Infected nonunion of tibia

PubMed Central

Chaudhary, Milind Madhav

2017-01-01

Infected nonunions of tibia pose many challenges to the treating surgeon and the patient. Challenges include recalcitrant infection, complex deformities, sclerotic bone ends, large bone gaps, shortening, and joint stiffness. They are easy to diagnose and difficult to treat. The ASAMI classification helps decide treatment. The nonunion severity score proposed by Calori measures many parameters to give a prognosis. The infection severity score uses simple clinical signs to grade severity of infection. This determines number of surgeries and allows choice of hardware, either external or internal for definitive treatment. Co-morbid factors such as smoking, diabetes, nonsteroidal anti-inflammatory drug use, and hypovitaminosis D influence the choice and duration of treatment. Thorough debridement is the mainstay of treatment. Removal of all necrotic bone and soft tissue is needed. Care is exercised in shaping bone ends. Internal fixation can help achieve union if infection was mild. Severe infections need external fixation use in a second stage. Compression at nonunion site achieves union. It can be combined with a corticotomy lengthening at a distant site for equalization. Soft tissue deficit has to be covered by flaps, either local or microvascular. Bone gaps are best filled with the reliable technique of bone transport. Regenerate bone may be formed proximally, distally, or at both sites. Acute compression can fill bone gaps and may need a fibular resection. Gradual reduction of bone gap happens with bone transport, without need for fibulectomy. When bone ends dock, union may be achieved by vertical or horizontal compression. Biological stimulus from iliac crest bone grafts, bone marrow aspirate injections, and platelet concentrates hasten union. Bone graft substitutes add volume to graft and help fill defects. Addition of rh-BMP-7 may help in healing albeit at a much higher cost. Regeneration may need stimulation and augmentation. Induced membrane technique is an alternative to bone transport to fill gaps. It needs large amounts of bone graft from iliac crest or femoral canal. This is an expensive method physiologically and economically. Infection can resorb the graft and cause failure of treatment. It can be done in select cases after thorough eradication of infection. Patience and perseverance are needed for successful resolution of infection and achieving union. PMID:28566776

Nanostructured Semiconductor Electrodes for Solar Energy Conversion and Innovations in Undergraduate Chemical Lab Curriculum

NASA Astrophysics Data System (ADS)

Lee, Sudarat

This dissertation presents the methodology and discussion of preparing nanostructured, high aspect ratio p-type phosphide-based binary and ternary semiconductors via "top-down" anodic etching, a process which creates nanostructures from a large parent entity, and "bottom-up" vapor-liquid-solid growth, a mechanism which builds up small clusters of molecules block-by-block. Such architecture is particularly useful for semiconducting materials with incompatible optical absorption depth and charge carrier diffusion length, as it not only relaxes the requirement for high-grade crystalline materials, but also increases the carrier collection efficiencies for photons with energy greater than or equal to the band gap. The main focus of this dissertation is to obtain nanostructured p-type phosphide semiconductors for photoelectrochemical (PEC) cell applications. Chapter II in the thesis describes a methodology for creating high-aspect ratio p-GaP that function as a photocathode under white light illumination. Gallium phosphide (GaP, band gap: 2.26 eV) is a suitable candidate for solar conversion and energy storage due to its ability to generate large photocurrent and photovoltage to drive fuel-forming reactions. Furthermore, the band edge positions of GaP can provide sufficient kinetics for the reduction of protons and carbon dioxide. The structure is prepared by anodic etching, and the resulting macroporous structures are subsequently doped with Zn by thermally driving in Zn from conformal ZnO films prepared by atomic layer deposition (ALD). The key finding of this work is a viable doping strategy involving ALD ZnO films for making functioning p-type GaP nanostructures. Chapter III compares the GaP nanowires grown from gold (Au) and tin (Sn) VLS catalysts in a benign solid sublimation growth scheme in terms of crystal structure and photoactivity. Sn is less noble than Au, allowing complete removal of Sn metal catalysts from the nanowires through wet chemical etching which found to be useful for subsequent thermal diffusion p-type doping without fear of contaminations like Au. The main finding of this work is Sn-seeded GaP nanowires although Sn was removed without any residues and the nanowires had less twin defects than Au-seeded GaP, the nanowires were degenerately n-doped. On the contrary, Au-seeded GaP nanowires exhibited n-type characteristics with orthogonalized light absorption and charge separation. Chapter IV describes the synthesis of zinc tin phosphide (ZSP), a ternary analog of GaP comprised of low-cost, earth-abundant elements in the nanowire form using Sn nanoparticles as the VLS growth seed. The as-prepared ZSP nanowire film is capable of sustaining stable cathodic photoresponse in aqueous electrolyte under white light illumination. The nanowires were crystalized in the stoichiometric sphalerite form and possessed a direct optical band gap of ˜ 1.5 eV instead of the chalcopyrite structure that has comparable band gap energy to GaP. The Sn nanoparticles acted as the VLS seed as well as Sn source for the ZnSnP 2 nanowires growth. Chapter V summarizes the progress and findings of p-GaP nanowire array films as well as a phase non-specific, persistent ALD dye attachment scheme that facilitates hole injection into p-GaP photocathodes, extending the photon absorption range beyond its band gap. Lastly, a separate work about undergraduate chemical education development is documented in Chapter VI of this thesis. Chapter VI details the efforts made in two distinct undergraduate laboratory coursework with the intention to introduce modern microfluidics and photovoltaic technologies including multidisciplinary research experience to the undergraduate students.

Reducing assembly complexity of microbial genomes with single-molecule sequencing.

PubMed

Koren, Sergey; Harhay, Gregory P; Smith, Timothy P L; Bono, James L; Harhay, Dayna M; Mcvey, Scott D; Radune, Diana; Bergman, Nicholas H; Phillippy, Adam M

2013-01-01

The short reads output by first- and second-generation DNA sequencing instruments cannot completely reconstruct microbial chromosomes. Therefore, most genomes have been left unfinished due to the significant resources required to manually close gaps in draft assemblies. Third-generation, single-molecule sequencing addresses this problem by greatly increasing sequencing read length, which simplifies the assembly problem. To measure the benefit of single-molecule sequencing on microbial genome assembly, we sequenced and assembled the genomes of six bacteria and analyzed the repeat complexity of 2,267 complete bacteria and archaea. Our results indicate that the majority of known bacterial and archaeal genomes can be assembled without gaps, at finished-grade quality, using a single PacBio RS sequencing library. These single-library assemblies are also more accurate than typical short-read assemblies and hybrid assemblies of short and long reads. Automated assembly of long, single-molecule sequencing data reduces the cost of microbial finishing to $1,000 for most genomes, and future advances in this technology are expected to drive the cost lower. This is expected to increase the number of completed genomes, improve the quality of microbial genome databases, and enable high-fidelity, population-scale studies of pan-genomes and chromosomal organization.

Race, Exclusionary Discipline, and Connectedness to Adults in Secondary Schools.

PubMed

Anyon, Yolanda; Zhang, Duan; Hazel, Cynthia

2016-06-01

This study examines racial differences in students' connectedness to school adults and considers the possibility that disparities in exclusionary discipline practices may reduce all students' sense of connection to educators, not just those who have been disciplined or are from racial groups overrepresented in out-of-school suspensions. Data sources include a self-report survey of secondary school students (n = 29,148) linked to administrative data (n = 107 schools) from a large urban district. Multilevel modeling techniques were used to estimate the relationships between students' racial background, youths' connection to school adults, and school-level racial discipline gaps. Controlling for school racial composition, gender, grade level and other covariates, students of color were significantly less likely to feel connected to school adults than their White peers. Additionally, the racial discipline gap was significantly and negatively associated with connectedness for all students. Results indicate that strategies to improve educational outcomes for youth of color need to attend to relational dynamics between students and school adults. Research findings also suggest that efforts to reduce discipline disparities may improve all students' connectedness. © Society for Community Research and Action 2016.

Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms

PubMed Central

Brownell, Sara E.; Wenderoth, Mary Pat

2014-01-01

Although gender gaps have been a major concern in male-dominated science, technology, engineering, and mathematics disciplines such as physics and engineering, the numerical dominance of female students in biology has supported the assumption that gender disparities do not exist at the undergraduate level in life sciences. Using data from 23 large introductory biology classes for majors, we examine two measures of gender disparity in biology: academic achievement and participation in whole-class discussions. We found that females consistently underperform on exams compared with males with similar overall college grade point averages. In addition, although females on average represent 60% of the students in these courses, their voices make up less than 40% of those heard responding to instructor-posed questions to the class, one of the most common ways of engaging students in large lectures. Based on these data, we propose that, despite numerical dominance of females, gender disparities remain an issue in introductory biology classrooms. For student retention and achievement in biology to be truly merit based, we need to develop strategies to equalize the opportunities for students of different genders to practice the skills they need to excel. PMID:25185231

Tackling student neurophobia in neurosciences block with team-based learning

PubMed Central

Anwar, Khurshid; Shaikh, Abdul A.; Sajid, Muhammad R.; Cahusac, Peter; Alarifi, Norah A.; Al Shedoukhy, Ahlam

2015-01-01

Introduction Traditionally, neurosciences is perceived as a difficult course in undergraduate medical education with literature suggesting use of the term “Neurophobia” (fear of neurology among medical students). Instructional strategies employed for the teaching of neurosciences in undergraduate curricula traditionally include a combination of lectures, demonstrations, practical classes, problem-based learning and clinico-pathological conferences. Recently, team-based learning (TBL), a student-centered instructional strategy, has increasingly been regarded by many undergraduate medical courses as an effective method to assist student learning. Methods In this study, 156 students of year-three neuroscience block were divided into seven male and seven female groups, comprising 11–12 students in each group. TBL was introduced during the 6 weeks of this block, and a total of eight TBL sessions were conducted during this duration. We evaluated the effect of TBL on student learning and correlated it with the student's performance in summative assessment. Moreover, the students’ perceptions regarding the process of TBL was assessed by online survey. Results We found that students who attended TBL sessions performed better in the summative examinations as compared to those who did not. Furthermore, students performed better in team activities compared to individual testing, with male students performing better with a more favorable impact on their grades in the summative examination. There was an increase in the number of students achieving higher grades (grade B and above) in this block when compared to the previous block (51.7% vs. 25%). Moreover, the number of students at risk for lower grades (Grade B- and below) decreased in this block when compared to the previous block (30.6% vs. 55%). Students generally elicited a favorable response regarding the TBL process, as well as expressed satisfaction with the content covered and felt that such activities led to improvement in communication and interpersonal skills. Conclusion We conclude that implementing TBL strategy increased students’ responsibility for their own learning and helped the students in bridging the gap in their cognitive knowledge to tackle ‘neurophobia’ in a difficult neurosciences block evidenced by their improved performance in the summative assessment. PMID:26232115

Tackling student neurophobia in neurosciences block with team-based learning.

PubMed

Anwar, Khurshid; Shaikh, Abdul A; Sajid, Muhammad R; Cahusac, Peter; Alarifi, Norah A; Al Shedoukhy, Ahlam

2015-01-01

Traditionally, neurosciences is perceived as a difficult course in undergraduate medical education with literature suggesting use of the term "Neurophobia" (fear of neurology among medical students). Instructional strategies employed for the teaching of neurosciences in undergraduate curricula traditionally include a combination of lectures, demonstrations, practical classes, problem-based learning and clinico-pathological conferences. Recently, team-based learning (TBL), a student-centered instructional strategy, has increasingly been regarded by many undergraduate medical courses as an effective method to assist student learning. In this study, 156 students of year-three neuroscience block were divided into seven male and seven female groups, comprising 11-12 students in each group. TBL was introduced during the 6 weeks of this block, and a total of eight TBL sessions were conducted during this duration. We evaluated the effect of TBL on student learning and correlated it with the student's performance in summative assessment. Moreover, the students' perceptions regarding the process of TBL was assessed by online survey. We found that students who attended TBL sessions performed better in the summative examinations as compared to those who did not. Furthermore, students performed better in team activities compared to individual testing, with male students performing better with a more favorable impact on their grades in the summative examination. There was an increase in the number of students achieving higher grades (grade B and above) in this block when compared to the previous block (51.7% vs. 25%). Moreover, the number of students at risk for lower grades (Grade B- and below) decreased in this block when compared to the previous block (30.6% vs. 55%). Students generally elicited a favorable response regarding the TBL process, as well as expressed satisfaction with the content covered and felt that such activities led to improvement in communication and interpersonal skills. We conclude that implementing TBL strategy increased students' responsibility for their own learning and helped the students in bridging the gap in their cognitive knowledge to tackle 'neurophobia' in a difficult neurosciences block evidenced by their improved performance in the summative assessment.

The academic trajectories of children of immigrants and their school environments.

PubMed

Han, Wen-Jui

2008-11-01

Data from approximately 14,000 children in the Early Childhood Longitudinal Survey--Kindergarten Cohort were analyzed to examine the associations between children's immigrant status and their academic trajectories from kindergarten to 3rd grade, with particular attention to the effects of school environments. Growth curve modeling results indicated that most children of Latin American origin improved their reading and math scores faster than non-Hispanic White children, thus narrowing their initial score gap and sometimes even surpassing White children by 3rd grade. In contrast, although they maintained higher reading and math scores, children from East Asia and India showed decreasing scores over time, which tended to narrow their initial score advantage over non-Hispanic White children. School-level factors accounted partially for these differences. Particularly in terms of the academic trajectories, children of Latin American origin responded more to school-level factors than did children of Asian origin, who responded more to child and family background, with the exception of children from Vietnam, Thailand, Cambodia, and Laos, who responded more to school-level factors. Simulation results point to the importance of school resources for the academic trajectories of children of immigrants.

Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students

PubMed Central

Toven-Lindsey, Brit; Levis-Fitzgerald, Marc; Barber, Paul H.; Hasson, Tama

2015-01-01

The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most “gatekeeper” chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap. PMID:25828403

Student Design Challenges in Capillary Flow

NASA Technical Reports Server (NTRS)

Stocker, Dennis P.; Wollman, Andrew; Hall, Nancy R.; Weislogel, Mark; DeLombard, Richard

2016-01-01

For some grade 8-12 students, capillary flow has bridged the gap between the classroom and research facility, from normal gravity to microgravity. In the past four years, NASA and the Portland State University (PSU) have jointly challenged students to design test cells, using Computer-Aided Design (CAD), to study capillary action in microgravity as PSU has done on the International Space Station (ISS). Using the student-submitted CAD drawings, the test cells were manufactured by PSU and tested in their 2.1-second drop tower. The microgravity results were made available online for student analysis and reporting. Over 100 such experiments have been conducted, where there has been participation from 15 states plus a German school for the children of U.S. military personnel. In 2016, a related NASA challenge was held in partnership with the ASGSR, again, based on the research conducted by PSU. In this challenge, grade 9-12 students designed and built devices using capillary action to launch droplets as far as possible in NASAs 2.2 Second Drop Tower. Example results will be presented by students at this conference. The challenges engage students in ISS science and technology and can inspire them to pursue technical careers.

Guidelines for diagnosis and management of chronic obstructive pulmonary disease: Joint ICS/NCCP (I) recommendations

PubMed Central

Gupta, Dheeraj; Agarwal, Ritesh; Aggarwal, Ashutosh Nath; Maturu, V. N.; Dhooria, Sahajal; Prasad, K. T.; Sehgal, Inderpaul S.; Yenge, Lakshmikant B.; Jindal, Aditya; Singh, Navneet; Ghoshal, A. G.; Khilnani, G. C.; Samaria, J. K.; Gaur, S. N.; Behera, D.

2013-01-01

Chronic obstructive pulmonary disease (COPD) is a major public health problem in India. Although several International guidelines for diagnosis and management of COPD are available, yet there are lot of gaps in recognition and management of COPD in India due to vast differences in availability and affordability of healthcare facilities across the country. The Indian Chest Society (ICS) and the National College of Chest Physicians (NCCP) of India have joined hands to come out with these evidence-based guidelines to help the physicians at all levels of healthcare to diagnose and manage COPD in a scientific manner. Besides the International literature, the Indian studies were specifically analyzed to arrive at simple and practical recommendations. The evidence is presented under these five headings: (a) definitions, epidemiology, and disease burden; (b) disease assessment and diagnosis; (c) pharmacologic management of stable COPD; (d) management of acute exacerbations; and (e) nonpharmacologic and preventive measures. The modified grade system was used for classifying the quality of evidence as 1, 2, 3, or usual practice point (UPP). The strength of recommendation was graded as A or B depending upon the level of evidence. PMID:24049265

Is college education an equalizer for social disparities in health literacy? A case study in Shanghai, China.

PubMed

Hu, Anning; Yang, Xiaozhao Yousef

2017-11-01

The aim of the study was to illustrate the immediate effect of the college education process (across college grades) on the strength of association between parental education and college attendees' health literacy. Cross-sectional analysis was conducted based on data from a random sample of students in one university in Shanghai, China ( N = 574). Exploratory factor analysis was used to generate factors of different dimensions of health literacy. Ordinary least square regression models were estimated to investigate how college education process alters the family-based disparity in health literacy. The link between parental education and health-related skills did not vary significantly across grades of participants, but participants in their third ( p < 0.05) and fourth year ( p < 0.001) revealed a significantly weaker association between health-promoting proactivity and parental education, relative to the first-year counterparts. Also, the impact of parental education on health-related attitudes significantly declined among the fourth-year seniors, compared with first-year students ( p < 0.05). Higher education experience is an important mechanism to alleviate the socioeconomic gap in health literacy. Such an equalizer effect, nevertheless, is contingent on the particular dimensions of health literacy.

Efficacy of interventions to improve physical activity levels in individuals with stroke: a systematic review protocol.

PubMed

Aguiar, Larissa Tavares; Martins, Júlia Caetano; Nadeau, Sylvie; Britto, Raquel Rodrigues; Teixeira-Salmela, Luci F; Faria, Christina D C M

2017-01-05

Stroke is a leading health problem worldwide and an important cause of disability. Stroke survivors show low levels of physical activity, and increases in physical activity levels may improve function and health status. Therefore, the aims are to identify which interventions that have been employed to increase physical activity levels with stroke survivors, to verify their efficacy and to identify the gaps in the literature. A systematic review of randomised controlled trials that investigated the efficacy of interventions aiming at increasing physical activity levels of stroke survivors will be conducted. Electronic searches will be performed in the MEDLINE, Physiotherapy Evidence Database (PEDro), Excerpta Medica (EMBASE), Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS) and Scientific Electronic Library Online (SCIELO) databases. Hand searches of the reference lists of the included studies or relevant reviews will also be employed. Two independent reviewers will screen all the retrieved titles, abstracts and full texts. A third reviewer will be referred to solve any disagreements. The quality of the included studies will be assessed by the PEDro Rating Scale. This systematic review will also include a qualitative synthesis. Meta-analyses will be performed, if the studies are sufficiently homogeneous. This review will follow the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. The quality of the evidence regarding physical activity will be assessed, according to the Grading of Recommendations Assessment, Development and Evaluation (GRADE). This systematic review will provide information on which interventions are effective for increasing physical activity levels of stroke survivors. This evidence may be important for clinical decision-making and will allow the identification of gaps in the literature that may be useful for the definition of future research goals and the planning of new trials. CRD42016037750. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.