Teaching in the Middle Grades Today: Examining Teachers’ Beliefs About Middle Grades Teaching

Since the beginning of the middle school movement in the mid-1960s, middle level advocates have called for a school experience for young adolescents grounded in adolescent development that engages students in meaningful learning (Eichhorn, 1966; Alexander & Williams, 1965). The aim of this exploratory multi-case study was to understand middle level teachers’ beliefs about middle level instruction in the current educational environment. To gain this understanding, researchers asked ten current middle grades teachers with varying levels of experience to discuss their beliefs regarding their primary purpose as a middle grades teacher, the current status of middle level teaching, their best and worst instructional lessons, and their perceived barriers to teaching at the middle level. The teachers described the role of teaching in the middle grades as challenging and stressful, but of great importance. In general, they described instruction that included discovery, student engagement, and relevance in an effort to address students’ academic development. There was minimal mention of the non-academic aspects of adolescent development. Finally, teachers viewed curriculum restrictions, students’ attitudes toward learning, difficulty with differentiation, and lack of technology as significant barriers to their success in the classroom

Process-writing instruction in one teacher\u27s classes and its impact on the writing of her seventh grade students

The purpose of the project was to determine whether process-writing instruction in the classroom was improving one group of seventh grade language arts students\u27 writing. Students in three classes with the same language arts teacher were involved in the study. Over the course of the first three marking periods, writing samples were collected from each of the students involved. Each student\u27s writing was assessed according to criteria on both the NJ Core Curriculum Content Standards and the New Jersey Registered Holistic Scoring Rubric. The teacher was also both observed and interviewed in order to determine what process-writing techniques she implemented into her writing instruction. The goal was to determine how effective process-writing instruction was on improving the students\u27 writing over the course of the first three marking periods. Data from each writing sample was compiled and recorded on graphs and in descriptive qualitative terms. This was helpful in establishing the conclusion that the process-writing instruction implemented by the teacher was beneficial to her students as evidenced by decreased errors and increased sophistication of the writing collected in the study

Reliability of adjustment instrument in grade three

Thesis (Ed.M.)--Boston Universit

The effects of Google Classroom on teaching social studies for students with learning disabilities

The purpose of this study is to examine the effects of Google Classroom on teaching social studies for students with learning disabilities. Six 7th graders with learning disabilities, attending a resource classroom participated in the study. A single subject design with ABC phases was used to evaluate their learning outcomes in both areas of knowledge of content and vocabulary words. During the baseline, students were taught with the traditional way of using textbooks. During the intervention, students were required to complete various assignments using Google Classroom daily for 9 weeks and were assessed by unit tests and vocabulary quizzes using the Google Classroom. A survey was given to the students and teachers to evaluate their perspectives about the integration of Google Classroom into social studies instruction. The results showed that all students increased their vocabulary quiz scores but limited in their content knowledge

Optimization of acoustic feature extraction from dysarthric speech

Thesis (Ph. D.)--Harvard-MIT Division of Health Sciences and Technology, February 2010.Cataloged from PDF version of thesis.Includes bibliographical references (p. 171-180).Dysarthria is a motor speech disorder characterized by weak or uncoordinated movements of the speech musculature. While unfamiliar listeners struggle to understand speakers with severe dysarthria, familiar listeners are often able to comprehend with high accuracy. This observation implies that although the speech produced by an individual with dysarthria may appear distorted and unintelligible to the untrained listener, there must be a set of consistent acoustic cues that the familiar communication partner is able to interpret. While dysarthric speech has been characterized both acoustically and perceptually, most accounts tend to compare dysarthric productions to those of healthy controls rather than identify the set of reliable and consistently controlled segmental cues. This work aimed to elucidate possible recognition strategies used by familiar listeners by optimizing a model of human speech recognition, Stevens' Lexical Access from Features (LAFF) framework, for ten individual speakers with dysarthria (SWDs). The LAFF model is rooted in distinctive feature theory, with acoustic landmarks indicating changes in the manner of articulation. The acoustic correlates manifested around landmarks provide the identity to articulator-free (manner) and articulator-bound (place) features.(cont.) SWDs created weaker consonantal landmarks, likely due to an inability to form complete closures in the vocal tract and to fully release consonantal constrictions. Identification of speaker-optimized acoustic correlate sets improved discrimination of each speaker's productions, evidenced by increased sensitivity and specificity. While there was overlap between the types of correlates identified for healthy and dysarthric speakers, using the optimal sets of correlates identified for SWDs adversely impaired discrimination of healthy speech. These results suggest that the combinations of correlates suggested for SWDs were specific to the individual and different from the segmental cues used by healthy individuals. Application of the LAFF model to dysarthric speech has potential clinical utility as a diagnostic tool, highlighting the fine-grain components of speech production that require intervention and quantifying the degree of impairment.by Thomas M. DiCicco, Jr.Ph.D

Engrailed2 modulates cerebellar granule neuron precursor proliferation, differentiation and insulin-like growth factor 1 signaling during postnatal development

BACKGROUND: The homeobox transcription factor Engrailed2 (En2) has been studied extensively in neurodevelopment, particularly in the midbrain/hindbrain region and cerebellum, where it exhibits dynamic patterns of expression and regulates cell patterning and morphogenesis. Because of its roles in regulating cerebellar development and evidence of cerebellar pathology in autism spectrum disorder (ASD), we previously examined an ENGRAILED2 association and found evidence to support EN2 as a susceptibility gene, a finding replicated by several other investigators. However, its functions at the cell biological level remain undefined. In the mouse, En2 gene is expressed in granule neuron precursors (GNPs) just as they exit the cell cycle and begin to differentiate, raising the possibility that En2 may modulate these developmental processes. METHODS: To define En2 functions, we examined proliferation, differentiation and signaling pathway activation in En2 knockout (KO) and wild-type (WT) GNPs in response to a variety of extracellular growth factors and following En2 cDNA overexpression in cell culture. In vivo analyses of cerebellar GNP proliferation as well as responses to insulin-like growth factor-1 (IGF1) treatment were also conducted. RESULTS: Proliferation markers were increased in KO GNPs in vivo and in 24-h cultures, suggesting En2 normally serves to promote cell cycle exit. Significantly, IGF1 stimulated greater DNA synthesis in KO than WT cells in culture, a finding associated with markedly increased phospho-S6 kinase activation. Similarly, there was three-fold greater DNA synthesis in the KO cerebellum in response to IGF1 in vivo. On the other hand, KO GNPs exhibited reduced neurite outgrowth and differentiation. Conversely, En2 overexpression increased cell cycle exit and promoted neuronal differentiation. CONCLUSIONS: In aggregate, our observations suggest that the ASD-associated gene En2 promotes GNP cell cycle exit and differentiation, and modulates IGF1 activity during postnatal cerebellar development. Thus, genetic/epigenetic alterations of EN2 expression may impact proliferation, differentiation and IGF1 signaling as possible mechanisms that may contribute to ASD pathogenesis

Mono Lake Analog Mars Sample Return Expedition for AMASE

We explored the performance of one robotic prototype for sample acquisition and caching of martian materials that has been developed at the Jet Propulsion Laboratory for potential use in the proposed MAX-C Mars Sample Return architecture in an environment, rich in chemical diversity with a variety of mineralogical textures. Mono Lake State Tufa Reserve in Mono County, CA possesses a variety of minerals including a variety of evaporites, volcanic glass and lava, and sand and mudstones. The lake itself is an interesting chemical system: the water is highly alkaline (pH is approximately 10) and contains concentrations of Cl, K, B, with lesser amounts of S Ca Mg, F, As, Li, I and Wand generally enriched HREEs. There are also traces of radioactive elements U, Th, Pl

Angiogenic gene expression and vascular density are reflected in ultrasonographic features of synovitis in early Rheumatoid Arthritis: an observational study.

INTRODUCTION: Neovascularization contributes to the development of sustained synovial inflammation in the early stages of Rheumatoid Arthritis. Ultrasound (US) provides an indirect method of assessing synovial blood flow and has been shown to correlate with clinical disease activity in patients with Rheumatoid Arthritis. This study examines the relationship of US determined synovitis with synovial vascularity, angiogenic/lymphangiogenic factors and cellular mediators of inflammation in a cohort of patients with early Rheumatoid Arthritis (RA) patients prior to therapeutic intervention with disease modifying therapy or corticosteroids. METHODS: An ultrasound guided synovial biopsy of the supra-patella pouch was performed in 12 patients with early RA prior to treatment. Clinical, US and biochemical assessments were undertaken prior to the procedure. Ultrasound images and histological samples were obtained from the supra-patella pouch. Histological samples were stained for Factor VIII and a-SMA (a-smooth muscle actin). Using digital imaging analysis a vascular area score was recorded. QT-PCR (quantitative-PCR) of samples provided quantification of angiogenic and lymphangiogenic gene expression and immunohistochemistry stained tissue was scored for macrophage, T cell and B cell infiltration using an existing semi-quantitative score. RESULTS: Power Doppler showed a good correlation with histological vascular area (Spearman r--0.73) and angiogenic factors such as vascular endothelial growth factor-A (VEGF-A), Angiopoietin 2 and Tie-2. In addition, lymphangiogenic factors such as VEGF-C and VEGF-R3 correlated well with US assessment of synovitis. A significant correlation was also found between power Doppler and synovial thickness, pro-inflammatory cytokines and sub-lining macrophage infiltrate. Within the supra-patella pouch there was no significant difference in US findings, gene expression or inflammatory cell infiltrate between any regions of synovium biopsied. CONCLUSION: Ultrasound assessment of synovial tissue faithfully reflects synovial vascularity. Both grey scale and power Doppler synovitis in early RA patients correlate with a pro-angiogenic and lymphangiogenic gene expression profile. In early RA both grey scale and power Doppler synovitis are associated with a pro-inflammatory cellular and cytokine profile providing considerable validity in its use as an objective assessment of synovial inflammation in clinical practice