Seven perceptions influencing novice teachers’ efficacy and cultural competence

Novice teachers believe and behave according to perceptions about teaching, learning, and schooling they formed during childhood and adult experiences with families, classrooms, communities, media, and teacher education programs. Perceptions build funds of knowledge shaping teacher efficacy that influence their development of cultural competence–the processes of acquiring, accepting, and applying requisite knowledge, skills, and dispositions for ensuring educational equity and excellence for all learners. Through their words, actions, and interactions, novice teachers socially reproduce their interpretations of perceptions influencing their cultural competence visible through their generational perpetuation of practice. Survey research with novice teachers reveals the importance of their critical thinking substantiated with novice teachers’ benefits and limitations for each perception. Implications for personal, professional, and pedagogical growth are supported by novice teachers’ voices

Stimulating moral reasoning in children through situational learning and children’s literature

In any elementary school classroom, a teacher will occasionally observe students involved in activities that seem neither honest nor ethical. What can teachers do to stimulate moral reasoning skills and principled attitudes in the elementary grades? This article suggests that situational learning is ideal for developing moral reasoning in today\u27s young learners. Situational learning allows students to choose their own situations and structure personalized outcomes that may or may not be predicted by the teacher. There are no right and wrong answers or anticipated outcomes; the process entails risk-taking and uncertainty, for teacher and students alike. Situational learning permits individuals to explore and express their own understanding as they apply new knowledge to their own socio-cultural context. The authors describe three effective teaching strategies for empowering students in situational learning experiences using moral dilemmas applicable throughout the social studies. Each strategy is described (briefly touching upon curriculum, instruction, and assessment), while incorporating selected children\u27s literature. Teachers are encouraged to try these strategies, modify them to meet their own students\u27 needs and interests, and add their own selections of children\u27s literature. For each of the three strategies, an overview of the purpose, procedures, materials, and assessment of a situational learning activity is included. Situational learning can be used to examine civic decisions, economic dynamics, social geographic relationships, and historical events found throughout the social studies curriculum. (Contains 7 endnotes.

Advancing cultural competence and intercultural consciousness through a cross-cultural simulation with teacher candidates

Teacher education curricula typically introduce multicultural concepts, principles, and practices. However, candidates benefit greatly from experiences that pursue multi-faceted contexts. In this study the simulation, Barnga, enhances candidates’ cultural competence and intercultural consciousness by exploring perceived realities in classrooms and communities. Through Barnga, candidates are afforded a rich investigation into self knowledge, acceptance of group conventions, exposure to multiple perspectives, and self-assessment of their stance toward equity and change. Expressing their reactions, responses, and reflections, candidates experience multi-layered transformation, intercultural consciousness, and cultural competence for themselves. By participating in cross-cultural simulations and interacting with people like and unlike themselves, candidates gain appreciation for the power of the propinquity effect and other insights that encourage replication in their own future classrooms

Burnout and Engagement in Correctional Mental Health Professionals: The Role of Organizational Factors

This study examined the role of organizational factors in the experience of engagement and burnout in a sample of correctional mental health professionals. Specifically, a linear combination consisting of perceived organizational support and six dimensions of the Areas of Worklife Scale were used in three multiple regression analyses to predict three dimensions of burnout from the Maslach Burnout Inventory. In the first analysis, approximately 40% of the variance in Emotional Exhaustion was accounted for, with Workload accounting for the most variance. In the second analysis, approximately 17% of the variance in Depersonalization was accounted for, with Organizational Support accounting for the most the variance. In the third analysis, approximately 14% of the variance was accounted for, with Organizational Support accounting for approximately 13% of the variance. Implications, limitations, and future areas for research are discussed

UNLV College of Education Multicultural & Diversity Newsletter

Each morning I wound my way up the steep hill along the deeply rutted dirt path, exchanging daily maaa\u27s with five bleating sheep and shouting out, ¡Hola! in response to the children who gleefully identified me as ¡Gringa! Women and children, colorful bowls of cooked maize balanced atop their heads, sauntered to and from Maria Elena\u27s where their maize would be ground; at home the dough would be shaped and flattened into tortillas, the mainstay of every meal in the small Guatemalan village of San Juan

Characterization of nitrotyrosine as a biomarker for arthritis and joint injury

Objectives: To characterize the utility of nitrotyrosine (NT) as a biomarker for arthritis and joint injury. Design: Synovial fluid, plasma, and urine from patients diagnosed with osteoarthritis (OA), rheumatoid arthritis (RA), anterior cruciate ligament (ACL) injury, meniscus injury and pseudogout, and knee-healthy volunteers were analyzed for concentrations of NT, nitrate and nitrite (NOx), matrix metalloproteinase (MMP)-3, MMP-1, MMP-9, more than 40 chemokines and cytokines. Results: In OA, plasma and synovial fluid NT were increased versus healthy volunteers. Synovial fluid to plasma NT ratios were elevated in OA patients. Synovial fluid from patients with ACL and meniscus injury and pseudogout had increased levels of NT (P < 0.001). In these samples, NT levels significantly correlated with ARGS-aggrecan neoepitope generated by aggrecanase cleavage of aggrecan (P <= 0.001), cross-linked C-telopeptides of type II collagen (P < 0.001), MMP-1 (P = 0.008), and MMP-3 (P <= 0.001). In RA, plasma NT decreased following 6 months of anti-tumor necrosis factor (TNF) treatment. For every 1.1% change in log(10) NT, there was a 1.0% change in the log(10) disease activity scores (DAS28-3 CRP). Both predicted and observed DAS28-3 CRP showed a robust linear relationship with NT. RA plasma NT positively correlated with CRP, MMP-3 and interferon gamma-induced protein 10. Conclusions: NT may serve as a useful biomarker for arthritis and joint injury. In RA, NT is highly correlated with several biomarkers and clinical correlates of disease activity and responds to anti-TNF therapy. (C) 2012 Osteoarthritis Research Society International. Published by Elsevier Ltd. All rights reserved

Application of an Erubric System for the Evaluation of the Work by Modules in the Degree in Engineering in Industrial Design and Product Development.

[ES] En este trabajo presentamos los resultados alcanzados por el equipo de profesores implicados en la docencia de las asignaturas del primer curso y primer semestre del Grado en Ingeniería en Diseño Industrial y Desarrollo de Producto de la Universidad de Zaragoza (Estética e Historia del Diseño, Expresión Artística, Matemáticas e Informática) empleando Erúbricas para evaluar los trabajos de módulo desde el curso 2011-2012. La experiencia ha tenido como objetivo fundamental la planificación, coordinación e implementación de un sistema de evaluación basado en el uso de rúbricas para la calificación final de los trabajos de módulo, modelo docente de trabajo interdisciplinar y colaborativo implantado desde el curso 2008-2009, que da respuesta a la organización modular del Grado, y en los que se trabaja, de forma coordinada, contenidos y competencias del primer semestre. El proyecto surge de la necesidad de crear un sistema de evaluación de los trabajos de módulo que integre tanto la evaluación de las competencias específicas como las transversales. De esta forma, se han diseñado un total de ocho Erúbricas, cuatro para las competencias transversales y cuatro para las específicas, junto con una encuesta para evaluar la experiencia. El proyecto ha supuesto una mejora de la práctica evaluativa de los trabajos por módulos, profundizando en la misma y en la importancia de cada competencia, estableciendo criterios comunes de evaluación entre el equipo docente, detectando necesidades de aprendizaje y proporcionando al alumno una herramienta para su planificación.[EN] In this work, we present the results carried out by the team implicated in the teaching of the first year and first semester subjects of the Degree in Engineering in Industrial Design and Product Development at the University of Zargoza (Aesthetics and Design History, Artistic Expression, Mathematics and Computer Sciences) during the academic year 2011- 2012. The main goal of the experience was the planning, coordination and implementation of an evaluation system based on the use of Erubrics for the final assessment of the work by module, teaching model of interdisciplinary and collaborative work introduced since the academic year 2009-2010, which gives response to the modular organization of the degree, and in which we work, in a coordinate way, contents and competences of the first semester. The project arises as response to the need of creating an evaluation system of the work by module that integrates the evaluation of general and specific competences. Thus, we have designed a total of eight Erubrics, four for the general competences and four for the specific competences, with a survey to evaluate the experience. The project meant an improvement of the assessment practice of the work by modules, thinking deeply in the assessment and importance of each competence, establishing common evaluation criteria between the teaching team, detecting learning needs and providing students a tool for planning their learning.Las autoras agradecen a la Universidad de Zaragoza por el proyecto de innovación docente PIECyT_11_1_159 concedido en la convocatoria del curso 2011-2012.Serrano Tierz, A.; Pérez Sinusía, E.; Biel Ibáñez, P.; Fernández Vázquez, A.; Hernández Giménez, M. (2014). Aplicación de un Sistema de Erúbricas para la Evaluación de los Trabajos de Módulo en el Grado en Ingeniería en Diseño Industrial y Desarrollo de Producto. REDU. Revista de Docencia Universitaria. 12(1):111-134. https://doi.org/10.4995/redu.2014.6418OJS111134121Almarshoud, A. F. (2011). Developing a rubric-based framework for measuring the ABET outcomes achieved by students of electric machinery courses. International Journal of Engineering Education, 27(4), 859-866.Al-Twaijry, H. A., Mekhallalati, M. C., Abachi, H. R., y Muhammad, G. (2012). A Rubrics Based Quality Improvement Methodology for ABET Accreditation. International Journal of Engineering Education, 28(6), 1266-1273.Allen, S., y Knight, J. (2009). A Method for Collaboratively Developing and Validating a Rubric. International Journal for the Scholarship of Teaching and Learning, 3(2), 10.Andrade, H. G. (1997). Understanding Rubrics. Educational Leadership, 54(4), 1-8.Andrade, H. G. (2005). Teaching with Rubrics: The good, the bad and the ugly. College Teaching, 53(1), 27-31.Barney, S., Khurum, M., Petersen, K., Unterkalmsteiner, M., Jabangwe, R. (2012). IEEE Transactions on Education, 55(3), 319-325.Bauer, C. (2008). Grading rubrics for engineering presentations and report. En ASME (Eds), ASME International Mechanical Engineering Congress and Exposition, Boston, Massachusetts, Estados Unidos.Cebrián, M., (2011) (dir.). Servicio federado de e-rúbrica para la evaluación de aprendizajes universitarios. Memoria Técnica para proyectos tipo A y B. Referencia EDU2010-15432.Cebrián, M., Martínez M.E., Gallego M.J., y Raposo M. (2011). E-rúbrica para la evaluación: una experiencia de colaboración interuniversitaria en materia TIC. 2º Congreso Internacional de Uso y Buenas Prácticas con TIC, Universidad de Málaga, Málaga, España.Conde A., y Pozuelo F. (2007). Las plantillas de evaluación (rúbrica) como instrumento para la evaluación. Un estudio de caso en el marco de la reforma de la enseñanza universitaria en el EEES. Investigación en la Escuela, (63), 77-90.Gallavan, N. P., y Kottler E. (2009). Constructing rubrics and assessing progress collaboratively with social studies students. The Social Studies, 100(4), 154-159.Kemppainen, A., Amato-Henderson, S., y Hein, G. (2010). Work in Progress: Refining a technical communication rubric for first-year engineering instructors. En FIE (Eds), 40th Annual Frontiers in Education Conference, Arlington, Northern Virginia, Washington D.C., Estados Unidos.Khaja, K., Chang, V., Adamek, M. E., y Johnsen, M. (2012). Rubrics as a tool for learning and assessment: What do baccalaureate students think? Journal of Teaching in Social Work, (32), 421-437.Hernández-Leo, D., Moreno, V., Camps, I., Clarisó, R., Martínez-Monés, A., Marco-Galin do, M.J., y Melero, J. (2013). Implementación de buenas prácticas en los Trabajos Fin de Grado. Revista de Docencia Universitaria, 11 (Número especial, 2013), 269-278.Manchado, E. y López, I. (2012). Coordinación por módulos de asignaturas en el Grado de Ingeniería de Diseño Industrial y Desarrollo de Producto de la Universidad de Zaragoza. Revista de Docencia Universitaria, 10(3), 195-207.Martínez, M., Amarante, B., Cadenato A., y Rodríguez, R. (2013). Una propuesta de evaluación de competencias genéricas en grados de Ingeniería. Revista de Docencia Universitaria, 11, (Número especial, 2013), 113-139.Martinez, E., Tellado, F., y Raposo, M., (2013). La rúbrica como instrumento para la autoevaluación: un estudio piloto. Revista de Docencia Universitaria, 11(2),373- 390.Moskal, B. (2000). Scoring rubrics: what, when and how? Practical Assessment. Research & Evaluation, 7 (3). Recuperado el 2 de octubre de 2013, de http://eri cae.net/pare/75~getvn.htmlPérez, J. E., García, J., y Sierra, A. (2013). Desarrollo y evaluación de competencias genéricas en los títulos de grado. Revista de Docencia Universitaria, 11 (Número especial, 2013), 175-196.Pérez, C., Arranz, G., Fernando, M., González, M., Patiño, M.R., Portillo, A., y Simón, M.A. (2008). Experiencias de evaluación de competencias genéricas mediante rúbricas. XVI Congreso Universitario de Innovación Educativa en las Enseñanzas Técnicas, Universidad de Cádiz, Cadiz, España.Platanitis, G., Pop-Ilive, R., y Nokleby, S. (2009). Implementation and effect of rubrics in capstone design courses. En ASME (Eds), Proceedings of the ASME International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, San Diego, California, Estados Unidos.Raposo, M., y Martínez, E. (2011). La Rúbrica en la Enseñanza Universitaria: Un Recurso Para la Tutoría de Grupos de Estudiantes. Formación Universitaria, 4(4), 19-28.Reid, K. J., y Cooney, E. M. (2008). Implementing rubrics as part of an assessment plan. International Journal of Engineering Education, 24(5), 893-900.Serrano, A., Hernández, M., Pérez, E. y Biel, P. (2013). Trabajo por módulos: un modelo de aprendizaje interdisciplinar y colaborativo en el Grado en Ingeniería en Diseño Industrial y Desarrollo de Producto. Revista de Docencia Universitaria, 11 (Número especial, 2013), 197-220.Rubistar. Recuperado el 2 de octubre de 2013, de http://rubistar.4teachers.orgStevens, D.D., y Levi, A.J. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback and promote student learning. Sterling, VA: StylusPublishers.Tellado, F., Martinez, E. Raposo, M., y Doval, M. (2012). Porcentaje de cambio en la evaluación y autoevaluación mediante la utilización de rúbricas. Comunicación. II Congreso Internacional sobre Evaluación por competencias mediante erúbricas, Universidad de Málaga, Málaga, España.Welch, H., Suri, D., y Durant, E. (2009). Rubrics for assessing oral communication in the Capstone Design Experience: Development, application, analysis and refine ment. International Journal of Engineering Education, 25(5), 952-961.Woodhall, T. F. C., y Strong, D. S. (2009). Development of rubric-based assessment methodology for student design projects. Proceedings of ICED 09, the 17th International Conference on Engineering Design, 10, 281-287. Design Society and the Stanford Center for Design Research, Palo Alto, California, Estados Unidos.Universidad de Zaragoza. (2008). Memoria para la solicitud de verificación del título oficial de Grado en Diseño Industrial y Desarrollo de Producto. Recuperado el 15 de enero de 2014, de http://euitiz.unizar.es/documentos/infoacademica/ memorias_verificacion_grado/Memoria_verificacion_grado_DI.pd

UNLV College of Education Multicultural & Diversity Newsletter

The workshop sponsored by the College of Education Multicultural & Diversity Committee on Friday January 16, 1998 was attended by approximately 40 faculty members and students from the College of Education. Dr. Gary Howard from the REACH Center (Respecting Ethnic And Cultural Heritage) located in Seattle, Washington provided an excellent three-hour workshop that asked attendees to ponder various dimensions of multicultural and global education. Dr. Howard provided information designed to facilitate the development of positive leadership skills for the implementation of cultural awareness and valuing diversity strategies in the classes in which the attendees teach---whether that be at a university or in a school distric

Intrauterine exposure to mild analgesics is a risk factor for development of male reproductive disorders in human and rat

International audienceBACKGROUND: More than half of pregnant women in the Western world report intake of mild analgesics, and some of these drugs have been associated with anti-androgenic effects in animal experiments. Intrauterine exposure to anti-androgens is suspected to contribute to the recent increase in male reproductive problems, and many of the anti-androgenic compounds are like the mild analgesics potent inhibitors of prostaglandin synthesis. Therefore, it appears imperative to further investigate the potential endocrine disrupting properties of mild analgesics. METHODS: In a prospective birth cohort study, 2297 Danish and Finnish pregnant women completed a questionnaire and 491 of the Danish mothers participated in a telephone interview, reporting on their use of mild analgesics during pregnancy. The testicular position of newborns was assessed by trained paediatricians. In rats, the impact of mild analgesics on anogenital distance (AGD) after intrauterine exposure was examined together with the effect on ex vivo gestational day 14.5 testes. RESULTS: In the Danish birth cohort, the use of mild analgesics was dose-dependently associated with congenital cryptorchidism. In particular, use during the second trimester increased the risk. This risk was further increased after the simultaneous use of different analgesics. The association was not found in the Finnish birth cohort. Intrauterine exposure of rats to paracetamol led to a reduction in the AGD and mild analgesics accordingly reduced testosterone production in ex vivo fetal rat testes. CONCLUSION: There was an association between the timing and the duration of mild analgesic use during pregnancy and the risk of cryptorchidism. These findings were supported by anti-androgenic effects in rat models leading to impaired masculinization. Our results suggest that intrauterine exposure to mild analgesics is a risk factor for development of male reproductive disorders

UNLV College of Education Multicultural & Diversity Newsletter

A newsletter discussing a variety of topics dealing with multicultural topics and diversity in education