Blending Learning: The Evolution of Online and Face-to-Face Education from 20082015

In 2008, iNACOL produced a series of papers documenting promising practices identified throughout the field of K–12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K–12 education space. State, district, school, and classroom leaders recognize that the ultimate potential for blended and online learning lies in the opportunity to transform the education system and enable higher levels of learning through competency-based approaches.iNACOL's core work adds significant value to the field by providing a powerful practitioner voice in policy advocacy, communications, and in the creation of resources and best practices to enable transformational change in K–12 education.We worked with leaders throughout the field to update these resources for a new generation of pioneers working towards the creation of student-centered learning environments.This refreshed series, Promising Practices in Blended and Online Learning, explores some of the approaches developed by practitioners and policymakers in response to key issues in K–12 education, including:Blended Learning: The Evolution of Online and Face-to-Face Education from 2008-2015;Using Blended and Online Learning for Credit Recovery and At-Risk Students;Oversight and Management of Blended and Online Programs: Ensuring Quality and Accountability; andFunding and Legislation for Blended and Online Education.Personalized learning environments provide the very best educational opportunities and personalized pathways for all students, with highly qualified teachers delivering world-class instruction using innovative digital resources and content. Through this series of white papers, we are pleased to share the promising practices in K–12 blended, online, and competency education transforming teaching and learning today

Provider Insight on Surmounting Specialty Practice Challenges to Improve Tdap Immunization Rates among Pregnant Women

Background Pertussis, or “whooping cough,” is an acute, contagious pulmonary disease that, despite being vaccine-preventable, has become an increasingly widespread problem in the United States. As a result, the Advisory Committee on Immunization Practices and American College of Obstetricians and Gynecologists updated recommendations stating clinicians should give a Tdap dose during every pregnancy, preferably at 27–36 weeks. Despite this recommendation, reported Tdap vaccine receipt rates during pregnancy vary from 16–61%, and previous studies have shown that clinician recommendation and vaccine administration are strongly associated with vaccine uptake among pregnant women. Methods Our aim was to inform new strategies to increase uptake of the Tdap vaccine among pregnant women and, ultimately, reduce pertussis-related morbidityand mortality in infants. We conducted interviewswith a sample of 24 ob-gyns. We subsequently performed grounded theory analyses of transcripts using deductive and inductive coding strategies followed by intercoder reliability assessment. Results All physicians interviewed were familiar with the most recent recommendation of giving the Tdap vaccine during the third trimester of every pregnancy, and the majority of physicians stated that they felt that the vaccine was important and effective due to the transfer of pertussis antibodies from the mother to the fetus. Most physicians indicated that they recommended the vaccine to patients during pregnancy, but not all reported administering it on site because it was not stocked at their practice. Implementation challenges for physicians included insurance reimbursement and other challenges (i.e., patient refusal). Tdap vaccinationduring pregnancy was a lower clinical priority for some physicians. Physicians recognized the benefits associated with Tdap vaccination during pregnancy. Conclusions Findings indicate while most ob-gyns recognize the benefits of Tdap and recommend vaccination during pregnancy, barriers such as insurance reimbursement and financial concerns for the practice can outweigh the perceived benefits. This resulted in some ob-gyns reporting choosing not to stock and administer the vaccine in their practice. Recommendations to address these concerns include 1) structural support for Tdap vaccine administration in ob-gyns practices; 2) Continuing medical education-equivalent educational interventions that address management techniques, vaccine coding, and other relevant information; and 3) interventions to assist physicians in communicating the importance of Tdap vaccination during pregnancy

Growing Cold: Postwar Women Writers and the Novel of Development, 1945-1960

Growing Cold: Postwar American Women Writers and the Novel of Development, 1945-1960, examines how women writers developed, negotiated, and struggled with representing adolescent girl selfhood in the novel of development – also termed the Bildungsroman – during the early postwar era. By examining four women’s Bildungsromans written between 1946-1960 – Carson McCullers’s The Member of the Wedding (1946), Jean Stafford’s The Mountain Lion (1947), Shirley Jackson’s Hangsaman (1951), and Harper Lee’s To Kill a Mockingbird (1960) – I show that postwar women writers were actively shaping the genre in a way that would fundamentally shift how adolescent girlhood would be represented in second wave feminist and contemporary female Bildungsromans. By 1960, adolescent girls in women’s literature were far different from where they began in 1945: they were younger, more sexual, and more psychologically complex than the adolescent girl characters earlier in the 20th century. Yet these novels are also racially and sexually problematic, advancing white heteronormative identity at the expense of queer and racially othered characters. In this way, these writers suggest that postwar adolescent development is a process of "growing cold"; it is a process of loss, emptiness, and violence, leading to emotional and social isolation. This project therefore intervenes in postwar American literary studies and women's studies by raising awareness of the importance that postwar women writing played in the development of the contemporary Bildungsroman.Englis

Global Dynamics of Pulse-Coupled Oscillators

Networks of pulse-coupled oscillators can be used to model systems from firing neurons to blinking fireflies. Many past studies have focused on numerical simulations and locating the synchronous state of such systems. In this project, we construct a Poincare map for a system of three pulse-coupled oscillators and use rigorous computational techniques and topological tools to study both synchronous and asynchronous dynamics. We present sample results, including the computed basin of attraction for the synchronous state as well as a depiction of gradient-like dynamics in the remainder of the phase space. In the future, we hope to automate this process so that it can be applied to a wide range of network topologies and parameter values

The impact of rewards on the effectiveness of performance feedback in improving writing production in elementary school students

Approximately a quarter of students in classrooms across the United States meet minimum grade-level expectations in writing in national assessments (National Center for Education Statistics, 2012). The purpose of the present study is to elaborate on the role performance feedback can play in increasing student writing production through novel additions to established methodology. Specifically, an alternating treatments design was used to evaluate the impact of two iterations of a performance feedback intervention. The first evaluated how performance feedback (with two representations of total words written and a velocity indicator) impacts student writing production across production-dependent and production-independent variables. The second intervention combined performance feedback (presented in the same fashion as above) with rewards contingent on improved performance. Participants completed two writing prompts a week across a six to eight-week intervention phase. Results were evaluated through the visual analysis of each individual’s writing production on measures of Total Words Written, Correct Writing Sequences, and Percent Correct Writing Sequences. Supplemental social validity scales and statistical analyses of effect sizes were also included. Results suggest no differentiation in data patterns between the two intervention phases, although the intervention phase did seem to improve writing production as compared to baseline

Self-reported health and cardiovascular reactions to psychological stress in a large community sample: Cross-sectional and prospective associations

Exaggerated cardiovascular reactions to acute psychological stress have been implicated in a number of adverse health outcomes. This study examined, in a large community sample, the cross-sectional and prospective associations between reactivity and self-reported health. Blood pressure and heart rate were measured at rest and in response to an arithmetic stress task. Self-reported health was assessed concurrently and five years later. In cross-sectional analyses, those with excellent/good self-reported health exhibited larger cardiovascular reactions than those with fair/poor subjective health. In prospective analyses, participants who had larger cardiovascular reactions to stress were more likely to report excellent/good health five years later, taking into account their reported health status at the earlier assessment. The findings suggest that greater cardiovascular reactivity may not always be associated with negative health outcomes

A story, a story: A children\u27s neighborhood performance project

This project entitled A story, a story: a neighborhood performing arts project, focused on transforming a chosen piece of children\u27s literature into a live performance. It was a process driven project which did not solely focus on the final production. Within this project I decided to use the conceptual framework as a basis for teaching drama and movement instead of the rote method of learning