Reading instruction in first-grade classrooms: Do basals control teachers?

This study describes first-grade teachers beliefs and practices about reading instruction. Drawing from interview and observational data, 16 teachers from four districts were placed on a continuum from skills-based to literature-based in relationship to their use of the basal. Only 2 teachers were found to rely solely on the basal, while 3 teachers enhanced the basal with literature, and 4 teachers used only literature in their reading instruction. Six teachers enhanced their basal use with additional skills and 1 teacher relied on skills only in her reading instruction. This diversity\u27 of teaching beliefs and practices was corroborated by questionnaire data from a larger sample of teachers. Next, a framework developed by Belenky, Clinchy, Goldberger, and Tarule (1986) was used to categorize teachers\u27 ways of knowing. The findings showed 1 teacher to be a silent knower, 6 were received knowers, 1 was a subjective knower, 7 were procedural knowers, and 1 was a connected knower. Results challenge Shannon\u27s (1987) hypothesis that basals deskill teachers while supporting Sosniak and Stodolskv\u27s (1993) view that teachers are more autonomous in their use of textbook materials

Challenges and Reflections from an International, Humanitarian, Short-term Surgical Mission on Collecting Ethnographic Data in a Remote Environment

Background The experiences of nurses participating in ethnographic fieldwork have been well documented, but often feature short-term, intermittent periods in the field of less than a day. Aim To provide an overview of methodological issues related to collecting data while undertaking a focused ethnography of nurses volunteering with a humanitarian organisation providing surgical care in a remote setting. Discussion Particular challenges during the fieldwork included limited space and privacy influencing data collection and secure storage; sporadic and unreliable communications limiting contact with other members of the research team; the challenges of withdrawing from the intensity of the setting; and navigating blurred boundaries between the roles of clinician and researcher. Conclusion Social research in practice, despite the best of intentions and significant planning, may not always travel the expected path of rational enquiry

Sailing through Ethnographic Data Collection (*on a hospital ship)

This is a reflection on the experiences of data collection by the researcher positioned as a participant observer whilst conducting an ethnographic study of nurses volunteering in an international humanitarian context on a hospital ship

Why Health Care Professionals Belong to an Intensive Care Virtual Community: Qualitative Study

Background: Clinical practice variation that results in poor patient outcomes remains a pressing problem for health care organizations. Some evidence suggests that a key factor may be ineffective internal and professional networks that limit knowledge exchange among health care professionals. Virtual communities have the potential to overcome professional and organizational barriers and facilitate knowledge flow. Objective: This study aimed to explore why health care professionals belong to an exemplar virtual community, ICUConnect. The specific research objectives were to (1) understand why members join a virtual community and remain a member, (2) identify what purpose the virtual community serves in their professional lives, (3) identify how a member uses the virtual community, and (4) identify how members used the knowledge or resources shared on the virtual community. Methods: A qualitative design, underpinned by pragmatism, was used to collect data from 3 asynchronous online focus groups and 4 key informant interviews, with participants allocated to a group based on their posting behaviors during the previous two years-between September 1, 2012, and August 31, 2014: (1) frequent (\u3e5 times), (2) low (≤5 times), and (3) nonposters. A novel approach to focus group moderation, based on the principles of traditional focus groups, and e-moderating was developed. Thematic analysis was undertaken, applying the Diffusion of Innovation theory as the theoretical lens. NCapture (QRS International) was used to extract data from the focus groups, and NVivo was used to manage all data. A research diary and audit trail were maintained. Results: There were 27 participants: 7 frequent posters, 13 low posters, and 7 nonposters. All participants displayed an external orientation, with the majority using other social media; however, listservs were perceived to be superior in terms of professional compatibility and complexity. The main theme was as follows: Intensive care professionals are members of ICUConnect because by being a member of a broader community they have access to credible best-practice knowledge. The virtual community facilitated access to all professionals caring for the critically ill and was characterized by a positive and collegial online culture. The knowledge found was credible because it was extensive and because the virtual community was moderated and sponsored by a government agency. This enabled members to benchmark and improve their unit practices and keep up to date. Conclusions: This group of health care professionals made a strategic decision to be members of ICUConnect, as they understood that to provide up-to-date clinical practices, they needed to network with colleagues in other facilities. This demonstrated that a closed specialty-specific virtual community can create a broad heterogeneous professional network, overcoming current ineffective networks that may adversely impact knowledge exchange and creation in local practice settings. To address clinical practice variation, health care organizations can leverage low-cost social media technologies to improve interprofessional and interorganizational networks

A description and explanation of teacher-talk during kindergarten sharing time

Teacher-talk during kindergarten Sharing Time was described and explained through a qualitative study of 3 kindergarten teachers. Transcripts of 12 teacher interviews and six Sharing Time observations formed the basis of the study. Results showed that there appears to be a mismatch between teachers\u27 stated goals and actual practice. Teacher-talk dominated much of Sharing Time and occurred in a short discourse style. Categories of teacher-talk were developed through constant comparative analysis. Two broad categories of questions and comments were further divided. Questions fell into four categories: information-seeking, clarification, management, and off-topic. Information-seeking questions were further classified as low-level literal, high-level literal, low-level inferential, and high-level inferential. Comments were classified into five categories: clarification, evaluation, management, off-topic, and other. A mean percentage and range of utterances were obtained for each category. Teachers cited maturity level of students, time management, and quality of the sharing object as primary causal factors for their patterns of talk

On the Occurrence Rate of Hot Jupiters in Different Stellar Environments

Many Hot Jupiters (HJs) are detected by the Doppler and the transit techniques. From surveys using these two techniques, however, the measured HJ occurrence rates differ by a factor of two or more. Using the California Planet Survey sample and the Kepler sample, we investigate the causes for the difference of HJ occurrence rate. First, we find that $12.8\%\pm0.24\%$ of HJs are misidentified in the Kepler mission because of photometric dilution and subgiant contamination. Second, we explore the differences between the Doppler sample and the Kepler sample that can account for the different HJ occurrence rate. Third, we discuss how to measure the fundamental HJ occurrence rates by synthesizing the results from the Doppler and Kepler surveys. The fundamental HJ occurrence rates are a measure of HJ occurrence rate as a function of stellar multiplicity and evolutionary stage, e.g., the HJ occurrence rate for single and multiple stars or for main sequence and subgiant stars. While we find qualitative evidence that HJs occur less frequently in subgiants and multiple stellar systems, we conclude that our current knowledge of stellar properties and stellar multiplicity rate is too limited for us to reach any quantitative result for the fundamental HJ occurrence rates. This concern extends to $\eta_{\rm{Earth}}$, the occurrence rate of Earth-like planets.Comment: 10 pages, 3 figures, 1 table, submitted to Ap

Literature-based reading instruction: Problems, possibilities & polemics in the struggle to change

Concerns are being raised in both professional literature as well as in the popular press regarding certain aspects of the literature-based movement. Here we report on findings from a longitudinal study of a group of first -grade teachers who have been attempting (with varying degrees of success)to introduce literature-based teaching strategies into their classrooms. We inspect the experiences of these teachers in relation to four areas of concern that have been raised regarding literature-based teaching: 1. skills instruction; 2.guided reading strategies; 3. literature selection;and 4. thematic teaching (or curriculum integration). We describe classroom practices and the 9 problems and possibilities associated with teacher change in each of the four areas

Evaluating changeability to improve fruit and vegetable intake among school aged children

BACKGROUND: The purposes of this paper are two fold. First, to describe an approach used to identify fruits and vegetables to target for a child focused dietary change intervention. Second, to evaluate the concept of fruit and vegetable changeability and feasibility of applying it in a community setting. METHODS: Steps for identifying changeable fruits and vegetables include (1) identifying a dietary database (2) defining geographic and (3) personal demographics that characterize the food environment and (4) determining which fruits and vegetables are likely to improve during an intervention. The validity of these methods are evaluated for credibility using data collected from quasi-experimental, controlled design among 7–9 year old children (n = 304) participating in a tutoring or mentoring program in St. Louis, MO. Using a 28-item food frequency questionnaire, parents were asked to recall for their child how often foods were eaten the past 7 days. This questionnaire was repeated eight months later (response rate 84%). T-test analyses are used to determine mean serving differences from baseline to post test. RESULTS: The mean serving differences from baseline to post test were significant for moderately eaten fruits (p < .001), however, not for vegetables (p = .312). Among the intervention group, significantly more children ate grapes (p < .001), peaches (p = .022), cantaloupe (p < .001), and spinach (p = .044) at post testing – all identified as changeable with information tailored to participants. CONCLUSION: Data driven, food focused interventions directed at a priority population are feasible and practical. An empirical evaluation of the assumptions associated with these methods supports this novel approach. However, results may indicate that these methods may be more relevant to fruits than vegetables. This process can be applied to diverse populations for many dietary outcomes. Intervention strategies that target only those changeable fruits and vegetables are innovative and warrant further study