Utilizing Video-based Pedagogical Action Research to Transform Teacher Practice in Elementary and Secondary Classrooms

This article introduces a video-based pedagogical action research model for primary and secondary teachers. The video-based pedagogical action research model incorporates video as a self-reflective tool to provide opportunities for teachers to utilize concrete artifacts in each phase of the pedagogical action research process. Sixty-seven practicing teachers participated in this qualitative study. Teacher self-reflections completed during the evaluation phase of the process and school administrator surveys were analyzed to evaluate impact of participation in the process. Results provide preliminary evidence that the implementation of the model can lead to shifts in how teachers think about their practice and ultimately lead to changes in those practices

Expanding the Zone of Reflective Capacity: Taking Separate Journeys Together

The Master of Arts in Education program at our college began in 2004 and was designed to help practicing teachers become more effective and insightful teachers through developing both their content and pedagogical knowledge and helping them to incorporate this new knowledge into their daily practices. The program was designed to culminate in a capstone project. Capstone projects have been used in graduate education as a culmination to the learning experience. The capstone course has been found to be instrumental in helping graduate students “connect theory to practice in a meaningful and collaborative way” (Brown & Bensen, 2005, p. 679). The capstone project serves as the conclusion to our master’s degree in the same way as a traditional thesis, and it includes many of the traditional components of a thesis, such as a review of relevant literature, data collection, data analysis, and reflections on the data

Diagenetic Pattern in the Citarate Carbonate Rocks, Cilograng Area, Lebak Regency, Banten Province

AbstrAct The carbonate sequence overlies conformably the tuffaceous sandstone unit, and in turn is conformably underlain by the tuff-sandstone unit, both of which are members of the Citarate Formation. The Citarate carbonate rocks were deposited in an open platform back reef environment, which was temporarily drowned by local sea level rise. Regional Middle Miocene deformation formed NNE-WSW trend faults and E-W trend folds in the researched area. This paper discusses the nature of diagenetic alteration of the Citarate carbonate rocks based on petrographic analyses of twenty surface samples. Carbonate rocks from bottom to top comprise algae packstone, packstone-grainstone, coral-algae packstone, and foraminifer wackestone-packstone. Fragments of coral, coralline red algae, and large foraminifera are the dominant bioclasts in most of the observed samples, whereas echinoids and bivalves are less abundant; they are set in a recrystallized micrite matrix. Planktonic foraminifera are abundant only in few samples. Fragments of plagioclase, igneous volcanic rocks, pyroclastic rocks (tuff), and much less abundant quartz are commonly present in all the studied samples. A generalized diagenesis includes early marine cementation by fibrous aragonite, compaction, aragonite dissolution and/or neomorphism, precipitation of equant-grained calcite cement in a phreatic environment, dissolution to form moldic porosities, dolomitization, the formation of stylolites and fractures, and precipitation of late ferroan calcite during burial. Multiple carbonate cements occur as pore-filling phases, with ferroan calcite cementation taking place during later-stage burial. Secondary porosities were formed during different stages in diagenetic processes, such as dissolution, dolomitization, and stylolite and fracture formations. Although precipitation of nonferroan and ferroan calcite cement occluded porosities, porosity enhancement during early selective dolomitization might still be significant. Current observations also revealed the presence of intraparticle, micro-vuggy, and fracture porosities in different samples. Keyword

Implementation of an End-to-End Standards-based Patient Monitoring Solution

A proof-of-concept design of a patient monitoring solution for intensive care unit environments has been presented. It is end-to-end standard-based, using ISO/IEEE 11073 (X73) in the bedside environment and EN13606 to communicate the information to an electronic healthcare record (EHR) server. At the bedside end, the system is a plug-and-play sensor network communicating with a gateway that collects medical information and sends the data to a monitoring server. The monitoring server transforms this information into an EN13606 extract to be stored on the EHR server. The system has been implemented to comply with the last X73 and EN13606 available versions and tested in a laboratory environment to demonstrate the feasibility of an end-to-end standard-based solution

Connecting outdoor field experiences to classroom learning: A qualitative study of the participation of students and teachers in learning science

This dissertation focuses on improving the teaching and learning of science for teachers and students participating in outdoor field trips. Participants in this research included three classroom teachers, their students, and me as a teacher-researcher. The research was situated in the science classroom of three teachers representing schools with diverse socioeconomic factors and diverse student populations and The Outdoor Classroom, an informal learning center. This study aims to address fundamental questions regarding science learning in an informal setting. Through this dissertation, I examine how the activity structures at an informal learning center support or contradict the classroom activity structure. This study also examines how cogenerative dialogues (Roth & Tobin, 2002) between instructional stakeholders can serve as a catalyst to change structures in order to maximize the potential learning opportunities at informal learning centers. Specifically, the following questions guide this study: (1) How does the activity structure at the informal learning center support or contradict the classroom activity structure? (2) How do teacher-student interactions contribute to student participation and learning? (3) How do differences between a classroom teacher\u27s values and my values as a teacher at the informal learning center create contradictions for participants (teachers and students)? (4) How do cogenerative dialogues among participants afford changes in roles and practices of participants? The frameworks of cultural sociology (Sewell, 1999), sociology of emotions (Collins, 2004), cogenerative dialogue, and informal learning guided this study. Multiple data sources including field notes, transcribed audiotapes, interviews, and cogenerative dialogues were used to elicit and support findings. This research provides evidence of the ways the informal learning field is shaped by participating teachers\u27 and students\u27 cultural, historical, and social factors and how these factors create borders for the participation and learning of science at The Outdoor Classroom. Cogenerative dialogues (Roth & Tobin, 2002) served as a means to raise these issues with all instructional stakeholders and in turn transform structures, recognizing the important role of the coteacher

Investigation of Surface Modifications and Guest Trapping in HKUST–1

Copper-based metal-organic framework (MOF) HKUST–1 was synthesized to further explore the possibilities of surface modifications on MOFs. Our aim is to expand our group’s prior work on MOFs’ ability to perform controlled release of small molecule guests, for the eventual goal of therapeutic drug delivery. We hypothesized that surface modifications could be implemented on HKUST–1, and that these could change the release of certain dyes. Synthesized HKUST–1 was reacted with silanes and carboxylic acids, and crystals were loaded with small molecule dyes. Crystal synthesis was supported by powder X-ray diffraction (PXRD). Surface modifications were evaluated by X-ray photoelectron spectroscopy (XPS) and in vacuo Ar+ sputtering. UV-vis spectroscopy was used to assess dye release. We have demonstrated that HKUST–1 can be capped by both carboxylic acids and silanes, and that surface modification with triphenylacetic acid can alter release of dye