Providing Evidence Teacher Candidates Teach Well, How Well They Teach, and How We Know

How do we decide what teacher candidates need to do well in a program, how well they do it, and how do we know, will be seen, heard, and discussed. Participants will receive activities, with examples, explaining how these decision are made so program standards are demonstrated and assessed. Procedures for video evidence gathered during field experiences and related to decided standards and requirements, including edTPA, will be analyzed with presentation participant involvement. This research project is in progress

1. Why Use Norm Referenced Standardized Tests to Answer: Did I Teach? Did They Learn?

: If it is state law that students must attend school or be home schooled until they are a certain age, then must the state protect them while at public schools? The answer seems self-evident. Indeed, the United States Constitution’s 14th Amendment guarantees equal protection under the laws to its citizens. But do school practices unintentionally violate this protection

Effect Sizes to 1.5 Standard Deviations When Integrating Reading and Writing Instruction

The Exemplary Center for Reading Instruction (ECRI) presents evaluation effects to 1.5 sigma (1.5 standard deviations) explaining student achievement when reading and writing integration occurs. Evaluation studies occurred with all student ability and socio-economic levels. One years growth on commercially prepared norm referenced standardized tests equals about .65 sigma. Many teachers experience challenges when scheduling integrated reading and writing instruction while working with different ability students. ECRI\u27s research codified effective teaching practices and used these practices when designing instruction and scheduling practices leading to the stated effect sizes. When teachers integrate reading and writing instruction with effective scheduling for grammar, literal, inferential, critical, creative comprehension, and literature, students within all ability and socio-economic levels achieve well

Integrating Teaching Literature and Writing

Brief Description: Come and learn how we can better understand each other through reading and writing about literature. Participants will see demonstrated and participate in integrated literature and writing lessons for all age students. They will receive references and lessons for integrating literature and writing lessons. Participants will discuss teaching literature and writing in schools

Monsoon circulations and tropical heterogeneous chlorine chemistry in the stratosphere

Model simulations presented in this paper suggest that transport processes associated with the summer monsoons bring increased abundances of hydrochloric acid into contact with liquid sulfate aerosols in the cold tropical lowermost stratosphere, leading to heterogeneous chemical activation of chlorine species. The calculations indicate that the spatial and seasonal distributions of chlorine monoxide and chlorine nitrate near the monsoon regions of the northern hemisphere tropical and subtropical lowermost stratosphere could provide indicators of heterogeneous chlorine processing. In the model, these processes impact the local ozone budget and decrease ozone abundances, implying a chemical contribution to longer-term northern tropical ozone profile changes at 16-19 km

A global model of tropospheric chlorine chemistry : Organic versus inorganic sources and impact on methane oxidation

Chlorine atoms (Cl) are highly reactive toward hydrocarbons in the Earth’s troposphere, including the greenhouse gas methane (CH4). However, the regional and global CH4 sink from Cl is poorly quantified as tropospheric Cl concentrations ([Cl]) are uncertain by ~2 orders of magnitude. Here we describe the addition of a detailed tropospheric chlorine scheme to the TOMCAT chemical transport model. The model includes several sources of tropospheric inorganic chlorine (Cly), including (i) the oxidation of chlorocarbons of natural (CH3Cl, CHBr2Cl, CH2BrCl, and CHBrCl2) and anthropogenic (CH2Cl2, CHCl3, C2Cl4, C2HCl3, and CH2ClCH2Cl) origin and (ii) sea-salt aerosol dechlorination. Simulations were performed to quantify tropospheric [Cl], with a focus on the marine boundary layer, and quantify the global significance of Cl atom CH4 oxidation. In agreement with observations, simulated surface levels of hydrogen chloride (HCl), the most abundant Cly reservoir, reach several parts per billion (ppb) over polluted coastal/continental regions, with sub-ppb levels typical in more remote regions. Modeled annual mean surface [Cl] exhibits large spatial variability with the largest levels, typically in the range of 1-5×104 atoms cm-3, in the polluted northern hemisphere. Chlorocarbon oxidation provides a tropospheric Cly source of up to ~4320 Gg Cl/yr, sustaining a background surface [Cl] of 20% of total boundary layer CH4 oxidation in some locations

Stratospheric aerosol - Observations, processes, and impact on climate

Interest in stratospheric aerosol and its role in climate have increased over the last decade due to the observed increase in stratospheric aerosol since 2000 and the potential for changes in the sulfur cycle induced by climate change. This review provides an overview about the advances in stratospheric aerosol research since the last comprehensive assessment of stratospheric aerosol was published in 2006. A crucial development since 2006 is the substantial improvement in the agreement between in situ and space-based inferences of stratospheric aerosol properties during volcanically quiescent periods. Furthermore, new measurement systems and techniques, both in situ and space based, have been developed for measuring physical aerosol properties with greater accuracy and for characterizing aerosol composition. However, these changes induce challenges to constructing a long-term stratospheric aerosol climatology. Currently, changes in stratospheric aerosol levels less than 20% cannot be confidently quantified. The volcanic signals tend to mask any nonvolcanically driven change, making them difficult to understand. While the role of carbonyl sulfide as a substantial and relatively constant source of stratospheric sulfur has been confirmed by new observations and model simulations, large uncertainties remain with respect to the contribution from anthropogenic sulfur dioxide emissions. New evidence has been provided that stratospheric aerosol can also contain small amounts of nonsulfate matter such as black carbon and organics. Chemistry-climate models have substantially increased in quantity and sophistication. In many models the implementation of stratospheric aerosol processes is coupled to radiation and/or stratospheric chemistry modules to account for relevant feedback processes

Removing Inequities for Children When Differentiating Instruction and Assessment

Inequities occur for children when they are given materials they are unable to read. Children lose confidence and embarrassment begins. Participants will discuss how listening to the children read from increasingly difficult reading materials and using mathematical formulas to determine difficulty for reading materials, can remove the inequities that occur for children. Evaluation studies using these details showed effect sizes equaling or exceeding 1.5 sigma., It can be calculated that a .65 effect size is equal to about one year\u27s growth on commercially prepared norm referenced standardized tests

Differentiating Instruction to Meet Student Needs

Differentiating instruction appears needed for ensuring student success. Put another way, teachers want to make certain students are learning something they do not already know. This presentation provides participants opportunities for receiving and discussing what teachers can do when differentiating student reading and writing instruction. The ideas discussed are used with all reading materials provided in schools. Over five decades, highly controlled studies show differentiating instruction explained with effects to one and one-half sigma, were reviewed by, among others, the United States Department of Education, The Education Commission of the States, The Northwest Regional Educational Research Laboratory & National Clearinghouse for Comprehensive School Reform, The Cambridge Center for Behavioral Studies, and the Texas Center for Educational Research. To appreciate the magnitude of these effects, .65 sigma is equal to about one year\u27s growth on commercially prepared norm-referenced standardized tests