U.S. Virtual School Trial Period and Course Completion Policy Study

Variation in policies virtual schools use to calculate course completion and retention rates impacts the comparability of these quality metrics. This study surveyed 159 U.S. virtual schools examining the variability in trial period and course completion policies--two policies that affect course completion rates. Of the 86 respondents, almost 70% had trial periods that varied from 1 day to 185 days. Course completion definitions varied from remaining in the course irrespective of the final grade to receiving an A- in the course. Such wide variation renders the completion and retention rate metrics useless. We recommend virtual schools adopt consistent measures for calculating student retention to allow meaningful comparisons among virtual schools and between virtual and brick-and-mortar schools

Whipping up the “Why Paper”: Inquiry into diverse perspectives

Students are introduced to various databases that provide access to alternative perspectives and to an advanced organizer designed to foster critical evaluation of sources. In a Valuing Cultural Diversity course, required for all undergraduate education majors, students are asked to write a Why paper to investigate and understand alternative perspectives, looking particularly at the perspectives of a cultural group different from their own

Cooking up concept maps

Concept maps allow students to visually work through an idea for potentially useful search terms. A common roadblock students experience in the research process is identifying central concepts in their research questions and devising useful ways to reframe search terms. Concept mapping is one instructional strategy that can be used to help students better identify the central concepts in their research questions and expand on other ways these concepts are articulated in the literature

Strictly Business: Teacher Perceptions of Interaction in Virtual Schooling

This study explored the nature of teacher-student interaction from the perspective of eight virtual school teachers in an asynchronous, self-paced, statewide, supplemental virtual high school. Teacher interviews revealed the majority of interactions were student-initiated and instructional in nature. The main procedural interactions focused on notifications sent to inactive students. Social interactions were minimal and viewed as having little pedagogical value. Institutional barriers such as class size and an absence of effective tracking mechanisms limited the amount and types of interaction teachers engaged in. Study implications and future research are discussed

New avenues for integrating information literacy into the curriculum

A generally understood mission of library instruction programs is to promote information literacy (IL) and critical thinking across the curriculum. The majority of programmatic IL collaborations with higher education core curricula are found in introductory composition or communication courses. Other more unconventional avenues offer potentially more effective ways to teach students the basic IL concepts and skills. At the University of Nevada, Las Vegas (UNLV), conversations with College of Education faculty helped librarians identify a strategic and unique point of entry for IL instruction. Using the ADDIE model as a conceptual framework, librarians and an instructional designer met with the course coordinators for the Valuing Cultural Diversity course to collaboratively develop tools and assignments that deconstruct and scaffold the research process for students. The systematic approach for identifying this course, developing the partnership, creating the assessment tools, and refining instruction and assignments based on our findings will be discussed

Academic Performance, Course Completion Rates, and Student Perception of the Quality and Frequency of Interaction in a Virtual High School

This study examined the relationship between students’ perceptions of teacher–student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student perceptions on the quality and frequency of teacher–student interaction. Quality of interaction was subdivided into three constructs representing feedback, procedural, and social interaction. A confirmatory factor analysis helped to establish the fit of the statistical model for teacher–student interaction. Hierarchical logistical regression indicates that an increase in the quality and frequency of interaction resulted in an increased likelihood of course completion but had minimal influence on grade awarded. The estimated effect for quality and frequency composite items on completion was .83 and .56 respectively. Low practical significance of student–teacher interaction on grade awarded may be the result of mastery-based teaching approaches that skew grades for the completers toward the high end

ICAT: a novel algorithm to robustly identify cell states following perturbations in single cell transcriptomes

IOS-1656752 - National Science FoundationFirst author draf

Managing for RADical ecosystem change: applying the Resist-Accept- Direct (RAD) framework

Ecosystem transformation involves the emergence of persistent ecological or social–ecological systems that diverge, dramatically and irreversibly, from prior ecosystem structure and function. Such transformations are occurring at increasing rates across the planet in response to changes in climate, land use, and other factors. Consequently, a dynamic view of ecosystem processes that accommodates rapid, irreversible change will be critical for effectively conserving fish, wildlife, and other natural resources, and maintaining ecosystem services. However, managing ecosystems toward states with novel structure and function is an inherently unpredictable and difficult task. Managers navigating ecosystem transformation can benefit from considering broader objectives, beyond a traditional focus on resisting ecosystem change, by also considering whether accepting inevitable change or directing it along some desirable pathway is more feasible (that is, practical and appropriate) under some circumstances (the RAD framework). By explicitly acknowledging transformation and implementing an iterative RAD approach, natural resource managers can be deliberate and strategic in addressing profound ecosystem change

Implementing the LifeSkills Training drug prevention program: factors related to implementation fidelity

<p>Abstract</p> <p>Background</p> <p>Widespread replication of effective prevention programs is unlikely to affect the incidence of adolescent delinquency, violent crime, and substance use until the quality of implementation of these programs by community-based organizations can be assured.</p> <p>Methods</p> <p>This paper presents the results of a process evaluation employing qualitative and quantitative methods to assess the extent to which 432 schools in 105 sites implemented the LifeSkills Training (LST) drug prevention program with fidelity. Regression analysis was used to examine factors influencing four dimensions of fidelity: adherence, dosage, quality of delivery, and student responsiveness.</p> <p>Results</p> <p>Although most sites faced common barriers, such as finding room in the school schedule for the program, gaining full support from key participants (i.e., site coordinators, principals, and LST teachers), ensuring teacher participation in training workshops, and classroom management difficulties, most schools involved in the project implemented LST with very high levels of fidelity. Across sites, 86% of program objectives and activities required in the three-year curriculum were delivered to students. Moreover, teachers were observed using all four recommended teaching practices, and 71% of instructors taught all the required LST lessons. Multivariate analyses found that highly rated LST program characteristics and better student behavior were significantly related to a greater proportion of material taught by teachers (adherence). Instructors who rated the LST program characteristics as ideal were more likely to teach all lessons (dosage). Student behavior and use of interactive teaching techniques (quality of delivery) were positively related. No variables were related to student participation (student responsiveness).</p> <p>Conclusion</p> <p>Although difficult, high implementation fidelity by community-based organizations can be achieved. This study suggests some important factors that organizations should consider to ensure fidelity, such as selecting programs with features that minimize complexity while maximizing flexibility. Time constraints in the classroom should be considered when choosing a program. Student behavior also influences program delivery, so schools should train teachers in the use of classroom management skills. This project involved comprehensive program monitoring and technical assistance that likely facilitated the identification and resolution of problems and contributed to the overall high quality of implementation. Schools should recognize the importance of training and technical assistance to ensure quality program delivery.</p

Modelling climate and societal resilience in the Eastern Mediterranean in the last Millennium

This article analyses high-quality hydroclimate proxy records and spatial reconstructions from the Central and Eastern Mediterranean and compares them with two Earth System Model simulations (CCSM4, MPI-ESM-P) for the Crusader period in the Levant (1095–1290 CE), the Mamluk regime in Transjordan (1260–1516 CE) and the Ottoman crisis and Celâlî Rebellion(1580–1610 CE). During the three time intervals, environmental and climatic stress tested the resilience of complex societies.We find that the multidecadal precipitation and drought variations in the Central and Eastern Mediterranean cannot be explained by external forcings (solar variations, tropical volcanism); rather they were driven by internal climate dynamics. Our research emphasises the challenges, opportunities and limitations of linking proxy records, palaeoreconstructions and model simulations to better understand how climate can affect human history