Diagnostic Potential of Imaging Flow Cytometry

Imaging flow cytometry (IFC) captures multichannel images of hundreds of thousands of single cells within minutes. IFC is seeing a paradigm shift from low- to high-information-content analysis, driven partly by deep learning algorithms. We predict a wealth of applications with potential translation into clinical practice

AMSTI mathematics in grades 4 and 5: student achievement and teacher perceptions

Abstract Concerns with the deficiencies of student achievement in mathematics have prompted reform efforts. This study investigated one reform effort called the Alabama Math, Science, and Technology Initiative (AMSTI). Quantitative data were collected from the results of Stanford Achievement Test Tenth Edition (SAT 10) and the Alabama Reading and Mathematics Test (ARMT). Qualitative data were collected from the participating teachers. Fourth- and fifth-grade students from four, rural, elementary schools were involved in this study. Two schools were classified as AMSTI schools where the teachers had participated in at least one two-week session of professional development. Two schools were identified as non-AMSTI schools. The participating teachers from the non-AMSTI schools had not received training. Quantitative data were collected from the SAT 10 and ARMT for school years 2008-2009 and 2009-2010. The students' scores were analyzed using an independent samples t test. Results of the study demonstrated that there was no statistically significant difference in the SAT 10 and ARMT mean scores of the students in AMSTI schools and the mean score of the students in the non-AMSTI schools. Qualitative data involved individual teacher interviews of AMSTI teachers and non-AMSTI teachers based on their perceptions of AMSTI. The interviews were transcribed and studied to determine emerging themes. The dominate themes were AMSTI's impact on teachers, its impact on students, and time required to implement it. The AMSTI teachers had varied opinions of the impact AMSTI had on them and their students; however, all the teachers agreed that AMSTI was challenging to implement. They liked many of the AMSTI strategies, but found it difficult and time consuming to implement AMSTI and meet the mandated requirements that were already in place in the classroom. Additionally, the teachers commented that AMSTI had positively impacted their students with the activities and games. Students were also impacted by the hands-on work with manipulatives and the group work associated with most AMSTI strategies. The non-AMSTI teachers had perceptions primarily based on what they had heard and interpreted from conversations with other teachers. Like the AMSTI teachers, these teachers also saw pending problems with incorporating AMSTI into the required curriculum. (Published By University of Alabama Libraries

Malaria distribution map for West Africa ã

Summary The objective of this study was to produce a malaria distribution map that would constitute a useful tool for development and health planners in West Africa. The recently created continental database of malaria survey results (MARA/ARMA 1998) provides the opportunity for producing empirical models and maps of malaria distribution at a regional and eventually at a continental level. This paper reports on the mapping of malaria distribution for sub-Saharan West Africa based on these data. The strategy was to undertake a spatial statistical analysis of malaria parasite prevalence in relation to those potential bio-physical environmental factors involved in the distribution of malaria transmission intensity which are readily available at any map location. The resulting model was then used to predict parasite prevalence for the whole of West Africa. We also produced estimates of the proportion of population of each country in the region exposed to various categories of risk to show the impact that malaria is having on individual countries. The data represent a very large sample of children in West Africa. It constitutes a ®rst attempt to produce a malaria risk map of the West African region, based entirely on malariometric data. We anticipate that it will provide useful additional guidance to control programme managers, and that it can be re®ned once suf®cient additional data become available

Motivational climate creation, teaching styles use, and hegemonic masculinity reinforcement in sport education

This study's purpose was to compare Sport Education (SE) to the Multi-Activity (MA) model to determine if SE created a superior motivational climate, encouraged teachers to use more indirect teaching styles, and discover if SE supported or combatted Hegemonic Masculinity (HM). Achievement Goal Theory, Mosston's Spectrum Theory, and Connell's Theory of Hegemonic Masculinity underpinned this investigation. Quantitative and qualitative methods of data collection and analysis were utilized. The video data bank employed by Parker and Curtner-Smith (2005) of one male and one female Preservice Teacher (PT) in the southeastern United States teaching 10 MA and10 SE units in an early field experience (EFE) was recoded with two systematic observation instruments, the Physical Education Climate Assessment Instrument (PECAI) and the Instrument for Identifying Teaching Styles (IFITS). The interpretive techniques of non-participant observation and extensive notetaking, document analysis, stimulated recall, formal and informal interviews were conducted with two additional PTs (also 1 male/1 female in the southeast), each teaching two units of SE during their student teaching. Descriptive statistics and lesson-by-lesson profiles were generated for PECAI and IFITS data. A chi-square test for independence and independent t-tests were employed to compare the motivational climate created and the different teaching styles employed in SE vs MA during the EFE. Analytic induction and constant comparison were applied to develop themes reinforcing or combatting HM during the two PTs' student teaching. No significant differences were found between the motivational climates created or teaching styles used in SE and MA during the EFE. HM was reinforced during the SE units of the PTs' student teaching. Possible reasons for these findings could be the inexperience or prior socialization of the PTs leading to conservative deliveries of the SE model or the curricular scaffolding and pedagogies of SE that limit the motivational climates that can be created, the teaching styles that can be used, or the opportunities to contest HM. Future research should explore an interconnection of these topics and employ multiple methodologies and focus on multiple and more extensive units of SE with veteran teachers who possess a teaching orientation and more experience imparting well taught SE. (Published By University of Alabama Libraries

The effects of heterogeneous small learning academies on secondary student achievement

This study focused on the differences in outcomes for three academic years of 10th grade students grouped into standard and advanced classes compared to three academic years of students grouped into heterogeneous academies. A chi-square analysis indicated that the mixed-ability group outperformed the standard/advanced grouped students on reading, language, and social studies exit exam subtests in the majority of disaggregated subgroups. Results revealed that the mixed-ability grouping intervention was especially effective for females and students from lower socioeconomic levels. Additional descriptive and qualitative data supported the quantitative findings through patterns and themes consistent with instructional and cultural school improvement. The findings are congruent with the research on the benefits of academies and small learning communities on student motivation and achievement. Interviews of academy teachers further supported these findings and the relevant research by revealing that restructuring the school day alone will not necessarily increase student motivation and achievement. The restructuring must be accompanied by motivational strategies, professional development, improved teacher practices, and administrative support. (Published By University of Alabama Libraries

An exploratory study of the presentation of special education law in administrative preparation programs for aspiring administrators

Administrators must have a strong command of education and special education law. Case law rulings, additions to procedural safeguards, and legislation in the area of special education are demonstrative of the need for additional training in the area of law for preservice administrators to increase their competency level. Valesky and Hirth (1992) examined training received by administrators in administrative preparation programs and the number of due processes and complaints received at the State Department of Education level for each state. This study uses the results of the seventeen-year old study as a baseline of information to review the impact of IDEA 1997, NCLB 2001, and the reauthorization of the IDEIA 2004 on licensure requirements, numbers of complaints, appeals, and due process hearings. This study found no significant differences between clock hours of special education law presented in administrator preparation programs and complaints, due process hearings requests, and fully adjudicated hearings. The overall presence of special education law has increased tremendously since Valesky and Hirth (1992) investigated the topic prior to IDEA 1997. Descriptive conclusions were based on the continued abundance of complaints, due process hearing requests, and fully adjudicated hearings. After almost twenty years of reform efforts, a large percentage of university administrator preparation programs are not increasing the time focused on special education law; special education litigation continues to be faced by many school districts across the United States. (Published By University of Alabama Libraries

Effect of students' behavioral characteristics on teachers' referral decisions in gifted education

Research shows that biases exist in regard to teacher nominations for gifted programs in the areas of student gender, ethnicity, and SES. On the other hand, there is a lack of research regarding behavioral characteristics of the student and the impact of those characteristics on teacher nominations to a gifted program. Additionally, there is a paucity of research that has examined the collective impact of behavioral characteristics of the student in conjunction with other student attributes such as gender, ethnicity, SES, and teacher nominations to gifted programs. For purposes of this study, the behavioral characteristics discussed were positive and negative gifted characteristics found in the literature. This was a quantitative research study using survey research where participants were asked to read and respond to a case vignette. Participants were 633 elementary education teachers from two mid-size school districts in the Southeastern United States. Each participant was randomly assigned one of 16 case vignettes. Eight of the vignettes depicted a student displaying positive gifted characteristics, while the other eight depicted a student displaying negative gifted characteristics. The other student characteristics of gender, ethnicity, and SES were interchangeable among the 16 vignettes. The results of this study show that the student's behavior does play a significant role in the teacher's nomination decision for the gifted program. Results indicated students displaying positive gifted characteristics were three times more likely to be nominated to a gifted program than a student exhibiting negative gifted characteristics. When stratified by various student characteristics (i.e. gender, ethnicity, and SES), teacher nominations were significantly associated with student behavior, with students exhibiting positive gifted characteristics more likely to be nominated than those displaying negative gifted characteristics. (Published By University of Alabama Libraries

Content analysis of four core basal reading programs: focusing on comprehension strategies (story structure, summarizing, and the use of graphic organizers)

Core reading programs are typically referred to as basals because they serve as the "base" for reading instruction. A core reading program is the primary instructional tool that teachers use to teach children to learn to read. The purpose of this study was to conduct a content analysis of three comprehension instructional strategies in four first-grade core basal reading teachers' manuals that were the top four highly recommended core basal reading programs of those to be considered for adoption by the Alabama State Department of Education during the 2007-2008 academic year. The content analysis was conducted to answer the overarching question in this study: How are the National Reading Panel recommendations for teaching comprehension instructional strategies in the areas of story structure, summarizing, and the use of graphic organizers represented in four first-grade core basal reading programs? Two sub-questions of the research question were considered: (a) How are the four first grade core basal reading programs teachers' manuals organized and how are the units and lessons within them constructed? (b) What do these strategies look like in the four first-grade core reading programs and how often do the comprehension strategies appear and in what sequence? The results revealed that several themes emerged from the content analysis. These themes revolved around the following core basal reading program components: unit themes, literacy centers, morning message, building background, read-alouds, word work, and guiding comprehension. All four core basal reading programs presented the use of story structure, summarizing, and graphic organizers comprehension instructional strategies. (Published By University of Alabama Libraries

A study of elementary teachers' perceptions of mathematics and science training and implementation on a state mandated initiative

This study investigated 89 K-5 elementary teachers' perceptions of mathematics and science training , implementation, and practices in a state- mandated professional development initiative for classroom teachers, the Alabama Mathematics , Science, and Technology Initiative (AMSTI), and its impact in their classrooms as a result of participating in the Year 2 AMSTI Summer Institute. The AMSTI program was developed by the Alabama State Department of Education to engage teachers in reform in mathematics and science education. Reform occurs through professional development, providing the required materials, and on-site support for participants. Data sources included the AMSTI Mathematics Questionnaire, AMSTI Science Questionnaire, open-ended questions administered to 89 participants, and 6 focus group interviews. Mixed Factorial ANOVA tests were used to determine the effect of grade level and the subject (mathematics and science). Results indicated significant effects for science training in Grades 2, 3, and 5 and significant effects for science implementation in grades 3 and 5. Overall, the teachers in this study had more favorable perceptions of the science training than the mathematics training. The science training and materials provided made it easier to implement the AMSTI training. Time was a determining factor for implementation and teachers were unable to implement as much of their training as was expected of them. Teachers in Grades 4-5 reported testing acted as barrier to teaching science when it was close to testing time. At all grade levels, teachers reported being exposed to more ways of teaching in mathematics and science. They noted the convenience of having all materials. They included more hands-on learning and more communication during mathematics and science classes. As a result of AMSTI training, teachers appeared to exhibit the instructional practices recommended by national professional organizations and standards. (Published By University of Alabama Libraries

Congruence of practice in Alabama schools with national and state policy texts for physical education

Case study work on the occupational socialization of physical education teachers in Alabama suggests a major incongruence between official, policy-described physical education and actual practice. To counter the negative effects of occupational socialization, Curtner-Smith (2009) suggested that sport pedagogists follow the lead of Evans and Penney in the United Kingdom (e.g., Penney, 2008) and Rink and associates in the United States (e.g., Rink & Mitchell, 2002) taking more of an activist approach in their work by engaging in research with a political/policy focus. The purposes of this study were to (a) describe what was occurring in the name of physical education in the state of Alabama and (b) illustrate discrepancies between teachers' practice and national and state policy texts. Two hundred forty-eight physical education teachers (137 elementary, 74 middle school, and 37 high school teachers) completed the Physical Education in Alabama Survey (PEAS), a 20-item instrument designed to obtain demographic and programmatic information about physical education teachers and teaching in Alabama. Frequency counts were made and percentages calculated for forced-choice answer questions on the PEAS. Analytic induction was used to code and categorize data generated by open-ended questions. Frequency counts were then made and percentages calculated for each inductive category. Key findings were that physical education programs in Alabama were often congruent with national and state policy in terms of teachers' role emphasis, stated goals and objectives, and assessment techniques when formal evaluation was carried out. Time allocated for the subject was also equal to or exceeded national and state minimums at the elementary and middle school levels. Conversely, areas of non-compliance or which often contradicted national and state policy texts were formal grading criteria, the allocation of time for pupils to engage in "free play," and content. A concerning number of teachers were not certified to teach physical education or conduct formal evaluations. Class sizes were much larger than suggested or required at many elementary and middle schools. Major implications included the need for improved physical education teacher education, state enforcement of its own existing policy, and state provision of more rigorous guidelines regarding content and curriculum models. (Published By University of Alabama Libraries