Using Instructional Logs to Study Mathematics Curriculum and Teaching in the Early Grades

In this article we describe the mathematics curriculum and teaching practices in a purposive sample of high‐poverty elementary schools working with 3 of the most widely disseminated comprehensive school reform programs in the United States. Data from 19,999 instructional logs completed by 509 first‐, third‐, and fourth‐grade teachers in 53 schools showed that the mathematics taught in these schools was conventional despite a focus in the schools on instructional improvement. The typical lesson focused on number concepts and operations, had students working mostly with whole numbers (rather than other rational numbers), and involved direct teaching or review and practice of routine skills. However, there was wide variation in content coverage and teaching practice within and among schools, with variability among teachers in the same school being far greater than variability among teachers across schools. The results provide an initial view of the state of mathematics education in a sample of schools engaged in comprehensive school reform and suggest future lines for research

Prediction of outcome in locally advanced breast cancer by post-chemotherapy nodal status and baseline serum tumour markers

In spite of the apparent improvement in outcome in locally advanced breast cancer, the prognosis remains dismal in many patients. The aim of this study was to define prognostic subgroups within this heterogeneous entity. Between 1990 and 1999, 104 consecutive patients with locally advanced breast cancer were treated by a multimodality programme consisting of 4–6 courses of CAF induction chemotherapy followed by surgery, breast-conserving when feasible. In most cases, chemotherapy was then resumed, up to a total of eight courses, followed by locoregional radiation therapy. Patients with hormone receptor-positive tumours received tamoxifen (20 mg day−1) for 5 years. At a median follow-up of 57 months, the 5-year overall survival for the entire group and the disease-free survival for the 94 operated patients were 65% and 53%, respectively. Univariate analysis identified 10 prognostic factors of overall and disease-free survival, of which four retained significance on multivariate analysis: inflammatory breast cancer (P=0.0000, P=0.0004, respectively), baseline tumour markers (P=0.003 for both), post-chemotherapy number of involved nodes (P=0.003; P=0.017) and extracapsular spread (P=0.052; P=0.014). In conclusion, besides inflammatory features, baseline tumour markers and post-chemotherapy nodal status are strong predictors of outcome in locally advanced breast cancer

Molecular biology of breast cancer metastasis: Inflammatory breast cancer: clinical syndrome and molecular determinants

Inflammatory breast cancer (IBC) is an aggressive form of locally advanced breast cancer (LABC) that effects approximately 5% of women with breast cancer annually in the USA. It is a clinically and pathologically distinct form of LABC that is particularly fast growing, invasive, and angiogenic. Nearly all women have lymph node involvement at the time of diagnosis, and approximately 36% have gross distant metastases. Despite recent advances in multimodality treatments, the prognosis of patients with IBC is poor, with a median disease-free survival of less than 2.5 years. Recent work on the genetic determinants that underlie the IBC phenotype has led to the identification of genes that are involved in the development and progression of this disease. This work has been aided by the establishment of primary human cell lines and animal models. These advances suggest novel targets for future interventions in the diagnosis and treatment of IBC

Restructuring Introductory Physics by Adapting a Studio Model

Presented at SoTL Virtual Expo Despite efforts to engage students in the traditional lecture environment, faculty in the Physics Department became dissatisfied with lecture as the primary means of instruction. During the fall semester of 2006, our department began adapting the studio model to suit the needs of introductory calculus-based physics students at our institution. A studio course seamlessly integrates the lecture and laboratory courses into a single course, devoting much of the class time to active, collaborative, student-centered learning. An emphasis was placed on replacing traditional lectures with interactive, technology enriched class periods designed around the various learning styles. Assessment indicated students completing the Physics I and Physics II studio courses experienced greater success in achieving the desired learning outcomes for the introductory courses. We feel students in the studio courses demonstrated a better understanding of physics concepts than their peers enrolled in the traditional lecture courses based on measured results from national conceptual exams

Restructuring Introductory Physics by Adapting an Active Learning Studio Model

Presentation given my Georgia Southern members Krystal Ramos and Delena Bell Gatch, The Sixth Annual College Office of Undergraduate Research Symposium, Statesboro, GA, April 2011

Finding the Roots of a Positive Attitude toward Learning Physics

Presentation given by Georgia Southern members Krystal Ramos and Delena Bell Gatch, The Fifth Annual College Office of Undergraduate Research Symposium, Statesboro, GA, April 201

Restructuring Introductory Physics by Adapting a Studio Model

Despite efforts to engage students in the traditional lecture environment, faculty in the Physics Department became dissatisfied with lecture as the primary means of instruction. During the fall semester of 2006, our department began adapting the studio model to suit the needs of introductory calculus-based physics students at our institution. A studio course seamlessly integrates the lecture and laboratory courses into a single course, devoting much of the class time to active, collaborative, student-centered learning. An emphasis was placed on replacing traditional lectures with interactive, technology enriched class periods designed around the various learning styles. Assessment indicated students completing the Physics I and Physics II studio courses experienced greater success in achieving the desired learning outcomes for the introductory courses. We feel students in the studio courses demonstrated a better understanding of physics concepts than their peers enrolled in the traditional lecture courses based on measured results from national conceptual exams.https://digitalcommons.georgiasouthern.edu/ctls-expo/1007/thumbnail.jp

Infrared Detection Scheme with the Photon Avalanche Effect

We present a new infrared (IR) detection scheme based on the infrared quantum counter (IRQC) detector and utilizing the photon avalanche process. At the time of its discovery, the phenomenon of photon avalanche was considered a limitation rather than an advantage for the development of IRQC. Both the experimental results and the numerical modeling presented demonstrate that the process responsible for photon avalanche can be used to enhance the detection of an IR signal. A new room-temperature IR detection scheme is proposed on the basis of the results of this research. The novel detection scheme presented demonstrates an increase in detectivity and a decrease in the noise-equivalent power when compared with the IRQC schemes previously discussed in the literature

Exploring Student Commitment to Use Peer Advice

Presentation given by Georgia Southern members Kyle Mahoney, Trent Maurer, and Delena Bell Gatch, at Georgia Southern University Honors Research Symposium, Statesboro, GA, April 2014