Navigating through our bumps on the road to reading : A multi-case analysis of how literature -based response experiences inform and influence pre -service teachers\u27 reading perceptions

The purpose of the study was to present multiple perspectives (multi-case design) that define pre-service teachers reading perceptions. This study sought to understand prior experiences that defined pre-service teachers\u27 reading perceptions and to understand how response-based explorations in a children\u27s literature course informed and influenced their existing perceptions of reaDing This study employed a qualitative methodology and was framed by reader response, teacher knowledge and preparation literature, and a socio-constructivist perspective. Data sources included pre- and post-course interviews, course assignments, participant\u27s reflection journals, and researcher\u27s log with analytical memos. Open and axial coding as described by Strauss and Corbin (1998) were utilized to uncover the prior experiences and influence of response-based exploration on pre-service teachers\u27 perceptions of reading; Study findings suggest that pre-service teachers do enter into their preparation programs with a wide variety of experiences that have already influenced their beliefs and perceptions of reaDing Regardless of previous studies stating that teacher education courses often do not make a difference for pre-service teachers, and that they often revert to teach the way they were taught, this was not revealed to be the case. The multi-case study findings indicate that pre-service teachers\u27 perceptions of reading can be influenced through reflection on their prior experiences, participation in response-based explorations, and through exposure of multiple-perspectives with fellow students and the course instructor. It is here where pre-service teachers\u27 serious consideration of the role of children\u27s literature as a literary form in their own lives, as well as those of their future students, becomes a reality

GJR Volume 38 Number 1 Spring 2015

The Georgia Journal of Reading\u27s Spring 2015 issue includes: Message from the Editors by Dr. Christine A. Draper and Dr. Lina B. Soares (pg. 4) President’s Page by Dr. Beth Pendergraft (pg.5) . Middle School Literacy Coaches: Perceptions of Roles and Responsibilities by Dr. Katie Stover and Dr. Maryann Mraz (pg. 6) An Analysis of Teachers’ Discourse and Their Perceptions Concerning the Use of Questioning and Feedback During Reading Instruction In Third-Grade Classrooms by Dr. Marie Holbein and Dr. Jennifer Farist (pg. 15) Reading, Motivation, and the Power of Social Relationships: Learning from Middle School Students in a Title I Reading Classroom by Dr. Trevor Thomas Stewart and Dr. Emily Pendergrass (pg. 25) How Can Teachers Motivate Reluctant Readers? by Dr. Maggie Lehman (pg. 32) Dictionary Projects: A Defining Moment in Literacy by Beverly A. McKenna and Beverly A. Strauser (pg. 40)https://digitalcommons.kennesaw.edu/gjrarchive/1006/thumbnail.jp

Using Children\u27s and Young Adult Literature in College Classrooms

Using a children’s book or YA novel as an introduction, or a piece to draw students’ attention to a particular topic can harness the power of emotions help our students connect with, learn, and retain course material more deeply (Cavanagh, 2016). While the plot-line of children’s books may appear simple, the issues addressed can be quite complex. The newest wave of children’s literature addresses a wide range of socially sensitive topics such as racism, poverty, death, gender identity, police brutality, war, and immigration (Johnson, 2014) and often does so in a way that invites discussion rather than foreclosing it. Though it is not commonly viewed as appropriate material for the college level, children’s literature can put a “face” on any given subject (Carter, 2012), encourage critical thinking (Frey & Fisher, 2008), enhance motivation (Versaci, 2009), and provide a safe context to discuss sensitive topics.https://digitalscholarship.unlv.edu/btp_expo/1127/thumbnail.jp

Up the leash: Exploring canine handlers’ perceptions of volunteering in canine-assisted interventions

To date, research on university and college based canine-assisted interventions for post-secondary students have focused on identifying the effects of spending time with therapy dogs on the well-being of participants and, to a lesser extent, exploring the effects of canine-assisted interventions on therapy dogs as a means of safeguarding canine welfare. Little empirical attention has focused on understanding the experience of volunteer canine handlers – agents at the heart of the success of canine-assisted interventions. The aim of this exploratory research was to first capture the voice of these key stakeholders to better understand their experience as canine handler volunteers and second to provide preliminary insights into their well-being. Sixty volunteer handlers with varying volunteer experience with a canine therapy program at a mid-size Canadian university responded to a series of open-ended prompts related to their volunteer work and completed a battery of well-being measures. Qualitative findings revealed that most participants identified social benefits to volunteering for themselves (64%) and for their dog (55%). The perceived impact on students (33%) and the ability to help university students (36%) were the most rewarding aspects of volunteering. Though enticed to volunteer by qualities of the CAI program (36%), participant motivations to continue volunteering were predominantly associated with personal benefits of volunteering (44%). Most handlers reported no challenges associated with volunteering (73%) and described their dog as happy after sessions (71%). Participants commonly described good therapy dogs as relaxed, calm, and respectful (66%) and strong handlers as having good awareness of their dog (48%). Quantitative findings revealed volunteer handlers reported elevated levels of positive affect (p = < 0.001, d = 1.19), greater satisfaction with life (p = < 0.001, d = 0.85) and lower levels of avoidant attachment to their therapy dog (p = < 0.001, d = -1.16) when compared to normative samples. Implications for the governing of university and college based programs and handler well-being are discussed

The Peculiar Debris Disk of HD 111520 as Resolved by the Gemini Planet Imager

Using the Gemini Planet Imager (GPI), we have resolved the circumstellar debris disk around HD 111520 at a projected range of ~30-100 AU in both total and polarized $H$-band intensity. The disk is seen edge-on at a position angle of ~165$^{\circ}$ along the spine of emission. A slight inclination or asymmetric warping are covariant and alters the interpretation of the observed disk emission. We employ 3 point spread function (PSF) subtraction methods to reduce the stellar glare and instrumental artifacts to confirm that there is a roughly 2:1 brightness asymmetry between the NW and SE extension. This specific feature makes HD 111520 the most extreme examples of asymmetric debris disks observed in scattered light among similar highly inclined systems, such as HD 15115 and HD 106906. We further identify a tentative localized brightness enhancement and scale height enhancement associated with the disk at ~40 AU away from the star on the SE extension. We also find that the fractional polarization rises from 10 to 40% from 0.5" to 0.8" from the star. The combination of large brightness asymmetry and symmetric polarization fraction leads us to believe that an azimuthal dust density variation is causing the observed asymmetry.Comment: 9 pages, 8 Figures, 1 table, Accepted to Ap

ISSCR standards for the use of human stem cells in basic research.

The laboratory culture of human stem cells seeks to capture a cellular state as an in vitro surrogate of a biological system. For the results and outputs from this research to be accurate, meaningful, and durable, standards that ensure reproducibility and reliability of the data should be applied. Although such standards have been previously proposed for repositories and distribution centers, no widely accepted best practices exist for laboratory research with human pluripotent and tissue stem cells. To fill that void, the International Society for Stem Cell Research has developed a set of recommendations, including reporting criteria, for scientists in basic research laboratories. These criteria are designed to be technically and financially feasible and, when implemented, enhance the reproducibility and rigor of stem cell research

Permissive versus restrictive temperature thresholds in critically ill children with fever and infection: A multicentre randomized clinical pilot trial

Background: Fever improves pathogen control at a significant metabolic cost. No randomized clinical trials (RCT) have compared fever treatment thresholds in critically ill children. We performed a pilot RCT to determine whether a definitive trial of a permissive approach to fever in comparison to current restrictive practice is feasible in critically ill children with suspected infection. Methods: An open, parallel-group pilot RCT with embedded mixed methods perspectives study in four UK paediatric intensive care units (PICUs) and associated retrieval services. Participants were emergency PICU admissions aged > 28 days to < 16 years receiving respiratory support and supplemental oxygen. Subjects were randomly assigned to permissive (antipyretic interventions only at ≥ 39.5 °C) or restrictive groups (antipyretic interventions at ≥ 37.5 °C) whilst on respiratory support. Parents were invited to complete a questionnaire or take part in an interview. Focus groups were conducted with staff at each unit. Outcomes were measures of feasibility: recruitment rate, protocol adherence and acceptability, between group separation of temperature and safety. Results: One hundred thirty-eight children met eligibility criteria of whom 100 (72%) were randomized (11.1 patients per month per site) without prior consent (RWPC). Consent to continue in the trial was obtained in 87 cases (87%). The mean maximum temperature (95% confidence interval) over the first 48 h was 38.4 °C (38.2-38.6) in the restrictive group and 38.8 °C (38.6-39.1) in the permissive group, a mean difference of 0.5 °C (0.2-0.8). Protocol deviations were observed in 6.8% (99/1438) of 6-h time periods and largely related to patient comfort in the recovery phase. Length of stay, duration of organ support and mortality were similar between groups. No pre-specified serious adverse events occurred. Staff (n = 48) and parents (n = 60) were supportive of the trial, including RWPC. Suggestions were made to only include invasively ventilated children for the duration of intubation. Conclusion: Uncertainty around the optimal fever threshold for antipyretic intervention is relevant to many emergency PICU admissions. A more permissive approach was associated with a modest increase in mean maximum temperature. A definitive trial should focus on the most seriously ill cases in whom antipyretics are rarely used for their analgesic effects alone. Trial registration: ISRCTN16022198. Registered on 14 August 2017