The Effects of Feedback on Student Learning in a Kindergarten Classroom

This action research study was conducted in a kindergarten classroom at a public elementary school, and it included 18 students, 10 boys and eight girls. My study examined the effect of feedback on learning by utilizing rubrics and target statements to increase student self-motivation and engagement. Data was collected from a pre- and post- student feedback form, a rubric, a student observation form, a student discussion form and a teacher reflection journal. The student observation forms and student discussion forms indicated that students displayed a higher level of self-motivation, engagement in the learning environment and acquisition of the skills necessary to demonstrate proficiency in reading. By using the feedback from rubrics and target statements students were able to do self-evaluations and peer-assessments that promoted engagement and self-motivation. Implications are that providing feedback helps students to become more engaged and self-motivated in their learning which in turn improves their ability to acquire the necessary skills

Multiple Levels of Social Disadvantage and Links to Obesity in Adolescence and Young Adulthood

BACKGROUND The rise in adolescent obesity has become a public health concern, especially because of its impact on disadvantaged youth. This article examines the role of disadvantage at the family‐, peer‐, school‐, and neighborhood‐level, to determine which contexts are related to obesity in adolescence and young adulthood. METHODS We analyzed longitudinal data from Waves I (1994‐1995), II (1996), and III (2001‐2002) of the National Longitudinal Study of Adolescent Health, a nationally representative population‐based sample of adolescents in grades 7‐12 in 1995 who were followed into young adulthood. We assessed the relationship between obesity in adolescence and young adulthood, and disadvantage (measured by low parent education in adolescence) at the family‐, peer‐, school‐, and neighborhood‐level using multilevel logistic regression. RESULTS When all levels of disadvantage were modeled simultaneously, school‐level disadvantage was significantly associated with obesity in adolescence for males and females and family‐level disadvantage was significantly associated with obesity in young adulthood for females. CONCLUSIONS Schools may serve as a primary setting for obesity prevention efforts. Because obesity in adolescence tracks into adulthood, it is important to consider prevention efforts at this stage in the life course, in addition to early childhood, particularly among disadvantaged populations.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/96235/1/josh12009.pd

Management of Temporal Bone Trauma

The temporal bones are paired structures located on the lateral aspects of the skull and contribute to the skull base. Trauma is usually the result of blunt head injury and can result in damage to the brain and meninges, the middle and internal ear, and the facial nerve. Complications can include intracranial hemorrhage, cerebral contusion, CSF leak and meningitis, hearing loss, vertigo, and facial paralysis. To prevent these complications, diagnosis followed by appropriate medical and surgical management is critical. Diagnosis relies primarily on physical signs and symptoms as well as radiographic imaging. Emergent intervention is required in situations involving herniation of the brain into the middle ear cavity or hemorrhage of the intratemporal carotid artery. Patients with declining facial nerve function are candidates for early surgical intervention. Conductive hearing loss can be corrected surgically as an elective procedure, while sensorineural hearing loss carries a poor prognosis, regardless of management approach. Children generally recover from temporal bone trauma with fewer complications than adults and experience a markedly lower incidence of facial nerve paralysis