Using Student Perception Data for Teacher Reflection and Classroom Improvement

This paper reports the development, validation and use of two instruments designed to provide teachers with feedback information about studentsʼ perceptions of their learning environment and their attitudes. Data collected using these instruments are analysed to provide teachers with student feedback data as a basis for reflecting on their teaching practices which, in turn, can be used to guide the development and implementation of strategies to improve the learning environment and target attitudinal issues. Data collected over a three year period from a sample of 10 345 secondary students (2042 students in 2008, 4467 in 2009 and 3836 in 2010) in 684 classes (147 classes in 2008, 298 in 2009 and 239 in 2010) across 29 Western Australian schools were analysed to determine the validity and reliability of the two instruments. The results suggest that both of the instruments have strong construct validity when used with high school students. To investigate the processes undertaken by teachers as they used the data as part of an action research process, qualitative data (including entries in reflective journals, written reports, discussions and interviews) were collected from 43 teachers. This qualitative data was used to evaluate the usefulness of the two instruments as tools for teacher reflection and professional development. The practical application of the two instruments indicate that the student feedback data was a useful way for teachers to reflect on their practices and implement changes which resulted in improvements in the classroom learning environment

Positive Psychology Interventions in the Classroom for Students with Special Needs: First Book

This paper sets forth the empirical and theoretical underpinnings and evidence-based activities that teachers of students with special needs in low-income schools can utilize to manage behavioral challenges. The authors identify applicable positive psychology resources, as requested by First Book, a non-profit providing member educators with resources that help children learn and seeks to accelerate implementation of innovative research in low-income schools. The authors, at the request of First Book, focus on emotional intelligence, growth mindset, self-regulation and character strengths, operationalizing these topics with a two-pronged approach: 1) specific actions teachers can take to build positive classrooms and 2) practical in-the-moment strategies teachers can apply when facing common classroom challenges. The authors include a detailed “Super Circle” intervention as an example of embedding positive psychology interventions into existing teaching practices. While the authors recognize the need for further research on the application of positive psychology tools to special needs populations, they remain hopeful that these recommendations will benefit teachers and students with special needs in low-income schools. Finally, the authors provide a measurement plan First Book could use to determine the effectiveness of the resources they create and provide to their members based on the research and recommendations contained herein

A pragmatic patient-reported outcome strategy for rare disease clinical trials: application of the EORTC item library to myelodysplastic syndromes, chronic myelomonocytic leukemia, and acute myeloid leukemia.

BackgroundNovel, pragmatic, patient-centered strategies are needed to ensure fit-for-purpose patient-reported outcomes (PRO) instruments in clinical trial research for rare diseases such as myelodysplastic syndromes (MDS), acute myeloid leukemia (AML), and chronic myelomonocytic leukemia (CMML). The objective of the current study was to select supplemental items to add to the European Organization for Research and Treatment of Cancer (EORTC) Quality of Life-Core 30 (QLQ-C30) to ensure content coverage of all important clinical concepts in patients with higher-risk (HR) MDS, low-blast count (LB) AML, and CMML, thus, improving the instrument's ability to detect clinically meaningful treatment benefit for this context of use.MethodsOur mixed methods approach comprised literature review, clinician consultation (n = 3), and qualitative and quantitative analysis of two stages of patient interview data (n = 14, n = 18) to select library bank items to supplement a generic cancer PRO, the EORTC QLQ-C30.ResultsUnique symptom (n = 54) and impact (n = 72) concepts were organized into conceptual frameworks of treatment benefit, compared with EORTC QLQ-C30 items and conceptual gaps identified. Supplemental items (n = 13) addressing those gaps were selected from the EORTC Item Library and tested with patients. Supplemental item endorsement frequencies met World Health Organization Quality of Life criteria, suggesting good targeting and relevance for this sample. However, three supplemental items were confirmed as problematic based upon cognitive debriefing results, and expert clinical consultations. Ultimately, 10 supplemental items (n = 7 symptom; n = 3 impact) were selected for the MDS/AML/CMML context.ConclusionSupplemental items were selected to enhance the conceptual coverage of the EORTC QLQ-C30 in the areas of fatigue, shortness of breath, and functioning

Introducing the Academic Discipline of Agricultural Communications to the United Kingdom

Though the academic discipline of agricultural communications is well established in the United States, it does not have a significant presence in the United Kingdom. This is the case in spite of the fact that the profession of agricultural communications is well-established across the country. As administrators at U.K. institutions consider adding curriculum in this discipline, it is important for them to have an understanding of the competencies employers would expect of agricultural communications graduates, as well as an understanding of what students would expect to learn. Empirical data describing such perceptions could further the conceptualization and development of the discipline in the U.K. A total of 22 agricultural communications professionals and 67 agricultural students from land-based institutions in England and Scotland completed the survey. Data demonstrated that agricultural students’ and agricultural communications professionals’ perceptions were generally not statistically different. While many of the competencies that guide agricultural communications curriculum in the U.S. were perceived as important to U.K. professionals and students alike, both groups perceived competencies such as writing skills and general communication skills to be especially important for prospective agricultural communications graduates in the U.K. Future studies should continue to investigate the need for an agricultural communications academic discipline in the communications profession in the United Kingdom and preferences of students, faculty, and potential employers of agricultural communications graduates

The Courage to SoTL

Using Parker Palmer’s The Courage to Teach, and in particular the notion of the undivided life, to guide reflections through the process of collaborative autoethnography, we reflect on our lived experiences with the Scholarship of Teaching and Learning (SoTL). The central question being: How does Palmer’s idea of the undivided life enable SoTL scholars to explore notions of identity and integrity that are intertwined with our academic practice? Ultimately, we found that Palmer’s insights provoked us to think deeply about our identities, and while perhaps we did not always see ourselves on the paths he illuminates, his work, and our collaborative ethnographic process, helped us to illuminate our own paths. More specifically, we share five themes arising from our collaborative autoethnography related to the importance of context and positionality, defining a SoTL scholar, the power to diminish, the importance of relationships and community, and collaborative autoethnography as method and process. Our stories highlight the need for us to see our community as complex, messy, and deeply human, and we remind readers of the need to think about the ethics of all methods and the power in our everyday practice to include or exclude

Predatory Publishing

The ‘predatory publishing’ label is often linked to open access in order to discredit it, evoking as this concept does both vanity and self-publishing. Today, however, more and more critical attention is being paid to how this label has been and is still being constructed. On the one hand, the rise of unscrupulous OA publishers who charge author-facing fees and provide little to no editorial oversight is indicative of the increasing pressure placed on scholars to produce more and more research “outputs” and to increase the citability and indexing of such. Fuelled by various national incentive systems, it is a pressure that can lead to serious violations of traditional publishing ethics: by authors who self-publish or self-plagiarise in order to meet their targets, and by a certain breed of journals that seem more concerned with making a pro t than with disseminating academic knowledge, as shown in the essays in this pamphlet by Vaclav Stetka and by Luděk Brož, Tereza Stöckelová, and Filip Vostal, especially relative to the notorious case of Czech scholar Wadim Stielkowski, who at one point boasted of having published 17 monographs and 60 articles in just 3 years and who, even after departing Charles University, Prague under a hail of scandal, continues to teach and publish. Stielkowski’s “case,” as it were, for which one of the contributors to this volume, Vaclav Stetka, served as chief whistleblower, serves as a somewhat spectacular exemplum of what can happen when two malevolent forces converge: a dishonest scholar hellbent on maximizing their publications and citations and fraudulent, for-profit “fake journals.” On the other hand, do we need to be careful when it comes to accusing all those labelled as predatory publishers as being driven exclusively by profit? After all, much the same can be said about commercial publishers such as Elsevier who are perceived to be legitimate if not, indeed, prestigious

Suicidal students' use of and attitudes to primary care prevention services

Aim The aims of this study were to improve responses to students in distress and who are feeling suicidal, to help practitioners to increase their responsiveness to those at high risk of suicide and to develop effective responses to those affected by their deaths. The study sought to build a detailed picture of students’ patterns of service use. Background National suicide prevention strategies emphasise that suicide prevention requires the collaboration of a wide range of organisations. Among these, primary care services play a key role in relation to suicide prevention for young people in crisis. Methods This study, undertaken between 2004 and 2007, focused on 20 case studies of student suicide that took place in the United Kingdom between May 2000 and June 2005. It adopted a psychological autopsy approach to learn from a wide range of informants, including parents, friends, university staff and the records of coroners or procurator fiscals. Twenty families gave permission for their son’s or daughter’s death to be included in the study and agreed to participate in the study. Informants were interviewed in person and the data were analysed thematically. Analysis of the case study data suggested that in a number of cases students had failed to engage with services sufficiently early or in sufficient depth. Primary care practitioners need to be proactive in communicating concerns about vulnerable students to student support services. At local levels, collaboration between student support and National Health Service practitioners varied considerably and channels of communication need to be developed

Activation of Nrf2-Regulated Glutathione Pathway Genes by Ischemic Preconditioning

Prophylactic pharmacological activation of astrocytic gene expression driven by the transcription factor Nrf2 boosts antioxidant defences and protects against neuronal loss in ischemia and other disease models. However, the role of Nrf2 in mediating endogenous neuroprotective responses is less clear. We recently showed that Nrf2 is activated by mild oxidative stress in both rodent and human astrocytes. Moreover, brief exposure to ischemic conditions was found to activate Nrf2 both in vivo and in vitro, and this was found to contribute to neuroprotective ischemic preconditioning. Here we show that transient ischemic conditions in vitro and in vivo cause an increase in the expression of Nrf2 target genes associated with the glutathione pathway, including those involved in glutathione biosynthesis and cystine uptake. Taken together, these studies indicate that astrocytic Nrf2 may represent an important mediator of endogenous neuroprotective preconditioning pathways

A community based systems diagram of obesity causes

INTRODUCTION: Application of system thinking to the development, implementation and evaluation of childhood obesity prevention efforts represents the cutting edge of community-based prevention. We report on an approach to developing a system oriented community perspective on the causes of obesity. METHODS: Group model building sessions were conducted in a rural Australian community to address increasing childhood obesity. Stakeholders (n = 12) built a community model that progressed from connection circles to causal loop diagrams using scripts from the system dynamics literature. Participants began this work in identifying change over time in causes and effects of childhood obesity within their community. The initial causal loop diagram was then reviewed and elaborated by 50 community leaders over a full day session. RESULTS: The process created a causal loop diagram representing community perceptions of determinants and causes of obesity. The causal loop diagram can be broken down into four separate domains; social influences; fast food and junk food; participation in sport; and general physical activity. DISCUSSION: This causal loop diagram can provide the basis for community led planning of a prevention response that engages with multiple levels of existing settings and systems