A Call to Action: Why We Need More Practitioner Research. A Response to A Teacher Educator Uses Action Research to Develop Culturally Conscious Curriculum Planners

As teacher-educators we need to embrace practitioner (action) research of our own classroom practice. Such research serves to improve our practice, inform the teaching profession, and serve as modeling for future teachers to become practitioner researchers in support of their efforts to meet the learning needs of the students with whom they work as well as have a voice in policy decisions that impact their professional lives

Supporting Students\u27 Choice and Voice in Discovering Empathy, Imagination, and Why Literature Matters More Than Ever

This article explores why we need to be intentional about the literature we explore in our English language arts classrooms. It explores the question of what literature should be considered and strategies for using democratic practices in support of literature circles. It also reinforces the importance of collaborative practitioner research to explore curriculum decisions and classroom practice to ensure we are meeting the needs of the diverse students with whom we work

Triad experiences: The impact of joint professional development forpre- and in- service science teachers on triad dynamics

This presentation focuses on the results of in-depth phenomenological interviewing of triads involved in a pilot professional development project

Rhodium-Catalyzed Carbon-Carbon Bond Activation and Functionalization Using Imine Reactions

The activation and functionalization of carbon-carbon single bonds has proven difficult to achieve using traditional organic methods. Previous Johnson Lab projects have explored the use of rhodium catalysts to permit the selective activation and functionalization of carbon-carbon bonds in ketones. However, these reactions have required a nearby nitrogen atom, presumably to coordinate with the rhodium. Herein, we explore a new type of reaction in which the coordinating nitrogen is provided by reversible imine formation from a ketone and a primary amine. Efforts towards making this reaction more generalizable are currently underway

Calculus I Companion

A course pack for supplementing Calculus 1 with algebra, geometry, trigonometry, and precalculus topics, including reading material, activities, and practice problems assembled from various OER texts.https://cupola.gettysburg.edu/oer/1015/thumbnail.jp

COMPARISON OF LINEAR MIXED MODELS FOR MULTIPLE ENVIRONMENT PLANT BREEDING TRIALS

Evaluations of multiple environment trials (MET) often reveal substantial genotype by environment interactions, and the effects of genotypes within environments are often estimated using cell means, i.e. the simple mean of the observations of each genotype in each environment. However, these estimates are inaccurate, especially for unreplicated or partially replicated trials, so alternative methods of analysis are necessary. One possible approach utilizes information, often from pedigree data, about relationships among the tested genotypes through the use of a genetic relationship matrix (GRM). Predictive accuracy may also be improved by the use of factor analytic (FA) structures for environmental covariances. In this study, data were simulated to resemble results from a range of MET. These simulated data sets covered a range of scenarios with varying numbers of nvironments and genotypes, environmental relationship patterns, field trial designs, and magnitudes of experimental error. The simulated data were used to evaluate 20 mixed models, ten of which included GRMs and ten which did not. The models included ten structures for environmental covariances including structures with no environmental correlation, structures with constant correlation among environments, and six FA structures. These models were compared to each other and to cell means and Additive Main effects and Multiplicative Interaction (AMMI) methods in terms of successful convergence and predictive accuracy. For most of the scenarios, models which included a GRM and a compound symmetric, constant variance structure produced the most accurate estimates. Models with GRM and FA structures were more accurate only when used to evaluate scenarios simulated with Toeplitz patterns of relationships and more than 25 genotypes or five environments. Unfortunately, the improved accuracy with the FA structures in these scenarios came at the cost of reduced convergence rates, so FA structures may not be reliable enough for some uses

The Keystone Connection: Developing the School Library as a Cultural Institution

Looking for ways to create a dynamic school library program that does not place boundaries on the learning lives of students, this paper explores the role of the school librarian as an essential link between students and teachers in schools and the learning environments in the community beyond. Building from John Dewey's arguments that waste in education is due to isolation and that once children begin to attend school, they are required to set aside "the ideas, interests, and activities that predominate in [the] home and neighborhood," as well as David Carr's vision of the school library as the cultural institution that resides within the school, this paper's goals are: to describe an alternative approach to the school library program; to illustrate connections and learning experiences with cultural institutions within the community and beyond; and to develop the image of the school library as a cultural institution itself