Environmental Stimulation: Developing a Creative Nursery

Abstract not availabl

Talking To Learn: A Formative Experiment On Constructing Meaning Though Collaborative Classroom Interactions

As a result of reform efforts, national standards and assessments set the stage for teaching and learning in many classrooms. This establishes a particular classroom environment and often leads to behaviorist instructional methods, such as recitation. Utilizing a formative experiment design, this research integrated constructivist modes of learning and explored how these modes could be adjusted to help six struggling readers construct meaning. This study took place in a third grade classroom during the teacher’s daily scheduled comprehension instruction time. The classroom environment, as perceived by the teacher, as well as the effects of national standards and assessments on comprehension instruction were also examined. Finally, this study investigated the self-identity of the struggling readers in this class and how their identity related to their participation. Qualitative data were collected over the course of twelve weeks and six mixed-ability discussion groups. Analyses revealed that three factors impacted teaching and learning: student variables, such as reading and language ability; the teacher’s perceptions and pedagogical stance; and, school and district mandates derived from national standards and testing. The data gleaned from this study provides insight about how teachers can use discussion to help students negotiate meaning about text. For students who struggle, these social modes of thinking can assist in moving from surface-level understanding to deeper thinking

Self-Perceptions on Efficacy in Reading Teacher Education: A Case Study in an Online Literacy Clinic

As our educational landscape continues to shift, so must our practices in higher education, including those of the literacy clinic. As we transition to various digital modalities, it is essential to research the self-perceptions and feelings of preparedness that result from the completion of the practicum experience. This case study was designed to examine participants\u27 perceptions of their ability to plan, design, and implement literacy interventions with school-age students. Participants were in-service teachers who were seeking a graduate degree and/or reading endorsement in an online program. As part of their reading endorsement practicum requirement, they served as tutors in an online literacy clinic. Data were obtained from three sources: a post-practicum survey, a written reflection at the end of the practicum, and competency ratings on a key assessment. The results of this study revealed positive self-perceptions in relation to teaching and learning as a result of the online practicum experience. Data from the study revealed that participants gained self-efficacy and positive self-perceptions in planning, designing, and implementing literacy lessons that met the needs of their students during the online clinical experience. This study also provided insights into online reading teacher program development

ESTABLISHING SOCIAL PRESENCE THROUGH ONLINE INTERACTIONS: A CASE STUDY IN A LITERACY CLINIC

During the global pandemic, teachers and students were forced to quickly adjust teaching and learning to fit in the new socially-distanced world. Along with the challenge of establishing effective online teaching tools, came the need to create social spaces for connecting with students through teacher-student interactions. This study followed the practices of K-12 teachers who were also graduate students seeking an advanced endorsement in literacy as they grappled with problems and solutions of online learning during an intensive K-12 literacy tutoring program. The researchers honed in on the work of one focal teacher as she carved out a new social space for connecting with her students. This work resulted in the identification of specific criteria for three dimensions of social presence: relationship building, engagement, and social interactions

Athletic Training Student Core Competency Implementation During Patient Encounters

Context: Health care research evidence suggests that early patient encounters (PEs), as well as the purposeful implementation of professional core competencies (CCs), for athletic training students (ATSs) may be beneficial to their ability to provide care. However, no investigators have related facets of the clinical education experience with CC implementation as a form of summative assessment of the clinical experience. Objective: To determine the relationship between the frequency and length of PEs, as well as the student\u27s role and clinical site during PEs, and the students\u27 perceived CC implementation during these encounters. Design: Cross-sectional study. Setting: Professional athletic training program, National Collegiate Athletic Association Division I institution. Patients or Other Participants: We purposefully recruited 1 athletic training program that used E*Value software; 40 participants (31 females, 9 males) enrolled in the professional phase (12 first year, 14 second year, 14 third year) participated. Intervention(s): Participants viewed a 20-minute recorded CC educational module followed by educational handouts, which were also posted online for reference throughout the semester. The E*Value software was used to track PEs, including the type of encounter (ie, actual patient, practice encounter, didactic practice scenario), the type of site where the encounter occurred (university, high school), and the participant\u27s role (observed, assisted, performed), as well as responses to an added block of questions indicating which, if any, of the CCs were implemented during the PE. Main Outcome Measure(s): Variables per patient were PE length (minutes), participant role, site at which the encounter occurred, and whether any of the 6 CCs were implemented (yes/no). Variables per participant were average encounter length (minutes), encounter frequency, modal role, clinical site assignment, and the number of times each CC was implemented. Separate 1-way analyses of variance were used to examine the relationships between role or clinical site and implementation of total number of CCs. Multiple linear regressions were used to determine how the average length and frequency of PEs were related to the average and total number of implemented CCs. Binary logistic regression models indicated how the length of each encounter, role of the participant, and type of clinical site related to the implementation of each CC. Results:  The roles of participants during PEs were related to their ability to implement the total number of CCs (F = 103.48, P \u3c .001). Those who observed were likely to implement fewer total CCs than those who assisted (M diff = −0.29, P \u3c .001); those who assisted were likely to implement more total CCs than those who performed (M diff = 0.32, P \u3c .001). Frequency of encounters was the only significant variable in the model examining all independent variables with CC implementation (b4,32= 3.34, t = 9.46, P \u3c .001). Conclusions:  The role of the student, namely assisting during PEs, and the volume of PEs should be considered priorities for students to promote greater CC implementation

Hip Strengthening Compared With Quadriceps Strengthening in Conservative Treatment of Patients With Patellofemoral Pain: A Critically Appraised Topic

Clinical Scenario: Patellofemoral pain is a common injury that affects both athletic and sedentary populations. Clinicians may treat patellofemoral pain more effectively through a comprehensive understanding of the most effective exercise protocols. Clinical Question: In patients with patellofemoral pain, are hip abductor and external rotator muscle strengthening exercises more effective in reducing pain and improving patient-reported function compared with isolated quadriceps strengthening? Summary of Key Findings: A comprehensive and systematic database search was conducted for studies of level 2 evidence or higher. The search yielded 253 studies; of these studies, four randomized control trials and one comparative control trial fit the inclusion and exclusion criteria. A combination of quadriceps and hip strengthening exercises or hip strengthening exercises alone reduced pain and improved patient-reported function compared with quadriceps strengthening alone. Clinical Bottom Line: There is strong evidence to support the use of hip strengthening or hip strengthening combined with quadriceps strengthening in the treatment of patellofemoral pain to decrease pain and improve patient reported function. Strength of Recommendation: The Strength of Recommendation Taxonomy recommends a grade of A for level 1 evidence with consistent patient-oriented findings

Thyroid Control over Biomembranes

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/65831/1/j.1432-1033.1980.tb04795.x.pd

The Effectiveness of Cervical Traction and Exercise in Decreasing Neck and Arm Pain for Patients With Cervical Radiculopathy: A Critically Appraised Topic

Clinical Question: Is there evidence to suggest intermittent cervical traction with cervical and scapular strengthening exercises is more effective in decreasing neck and arm pain when compared with cervical and scapular strengthening exercises alone in nonoperative patients with cervical radiculopathy? Clinical Bottom Line: There is currently inconsistent, high-quality evidence that suggests that the use of intermittent cervical traction in addition to strengthening exercises is more effective at decreasing pain in nonoperative patients with cervical radiculopathy when compared with strengthening alone. Future research should continue to examine long-term outcomes associated with cervical radiculopathy patients who use intermittent cervical traction as an intervention

Why Private Labels Show Long-Term Market Share Evolution

Previous research has shown that most consumer packaged goods markets are in long-run competitive equilibrium. In most categories, a given brand’s market share is stationary, showing remarkable stability over long time horizons (10 years). This empirical generalization has been attributed to consumer inertia and to competitive reaction elasticities that lead to offsetting marketing spending which nullify attempts by one brand to take unilateral action to increase share. We find a clear exception to this rule — during the period 1987-94 the retailer’s private label consistently showed positive market share evolution. In 225 consumer packaged goods categories, private labels trended upward 86% of the time. The trend persisted even after controlling for marketing spending by both national and store brands. We consider the viability of alternative explanations including changes in consumer and national brand behavior and find that none of them can adequately account for the trend in private label share. We offer an analytical explanation and empirical support for why private labels can grow even though national brands shares are relatively stable. We argue that the retailer is in the best position to opportunistically appropriate different sources of category growth because not only does it control it own marketing spending, it also exerts some influence over the ultimate marketplace spending of their national brand competitors