Special Libraries, October 1960

Volume 51, Issue 8https://scholarworks.sjsu.edu/sla_sl_1960/1007/thumbnail.jp

Special Libraries, October 1960

Volume 51, Issue 8https://scholarworks.sjsu.edu/sla_sl_1960/1007/thumbnail.jp

R and D reporting - Guidance for technical monitors of NASA contracts

Options and information resources open to NASA monitor

Responding to student diversity : tutor's manual

The handbook was conceived during a meeting in Malta in 2003 among an international group of teacher educators spanning from Sweden to Malta and Greece and to the U.S. The concept was then worked out as a Comenius 2.1 Project DTMp (Differentiated Teaching Module – primary) over three years from 2004 to 2007 (see Box 1, p. viii, and www.dtmp.org). The DTMp Project team consisted of an even wider and more diverse group coming from seven EU countries, namely Malta (Coordinator), Czech Republic, Germany, Lithuania, Netherlands, Sweden, and United Kingdom. The background of each partner varied as well: one from an inclusive education concern, one from differentiated teaching, two from issues of disability and one from issues of disaffected students, one from socio-emotional development concerns, and one each from the pedagogy of language and mathematics. We also listened to teachers from the seven countries who were trying to reach out to the diversity of their children in the classroom, and you will find the text peppered with the experiences they related to us. We felt that this diversity enriched our teamwork and our products.peer-reviewe

Minimally Invasive Surgery for Septic Arthritis of the First Metatarsophalangeal Joint: An Uncommon Approach Utilizing Small Joint Arthroscopy

Small joint arthroscopy can be utilized for septic arthritis, synovitis, osteochondral lesions, arthritis, and various other pathologies. However, information regarding arthroscopy of the first metatarsophalangeal joint (MTPJ) is limited in the literature. This case report discusses the use of arthroscopy for septic arthritis of the 1st MTPJ

A Guide for Best Practices in English 9 Essentials: Literature Strand

This project provides an overview of the English 9 Essentials program and examines that program through the lens of best practices for each strand of the curriculum. Once the English 9 Essentials program was reviewed, it was determined that the curriculum should be enhanced by the addition of a literature strand using the principles of The Parallel Curriculum Model (Tomlinson et al., 2002) [PMC] and Understanding by Design (Wiggins & McTighe, 2005) [UbD]. The tenants of PMC and UbD were explained and evaluated. These two design methodologies were then applied to creating an overview for the literature strand of English 9 Essentials. Using a template adapted from UbD, a single unit of literature curriculum was prepared as a prototype and peer evaluated

The Impact of a Social Emotional Learning Curriculum on the Social-Emotional Competence of Elementary-Age Students

This study investigated the impact of a social-emotional learning (SEL) curriculum on the social-emotional competence skills of second grade students in the general education classroom. Twelve classrooms across three schools in a school district in the Southeastern United States participated; one school was considered low poverty and two schools were considered high poverty. Results indicated medium to large effect sizes in all dependent measures in the low poverty treatment condition (.83 to 10.69). All but one teacher rating were also medium to large (.53 to 1.49). The student ratings were inconsistent across conditions, with medium and large positive and negative effects in both treatment and control conditions. Results revealed greater gains in the intervention classrooms for both teacher and self-rated social-emotional competence when compared with the scores from the control classrooms. ANOVA results did not reveal any significant interactions, indicating the impact of the SEL lessons was inconsistent across conditions, poverty status, and individual teachers within groups. Fidelity of implementation was high, and results of the social validity surveys found that both teachers and students rated the lessons favorably