Oregon Reading Instructional Materials and Practices Statewide Survey Executive Summary

This study was conducted by a group of literacy teacher educators from across Oregon called Teachers of Teachers of Literacy (ToTL). In 2012 teacher educators in Oregon saw the need for statewide networking and a small group reached out to all of the state’s teacher educators to develop a networking group. Currently, there are 35 ToTL members that represent 15 teacher preparation institutions in the state, plus an additional two members from outside the state that contributed statistical analyses. The state has a total of 20 teacher preparation institutions, so the ToTL membership represents 75 percent of the total number of colleges and universities that prepare teachers. ToTL has members from each geographical region of the state

The astrobiology primer: An outline of general knowledge - Version 1, 2006

Peer reviewe

Extremely low gestational age and very low birthweight for gestational age are risk factors for autism spectrum disorder in a large cohort study of 10-year-old children born at 23-27 weeks’ gestation

No prospective cohort study of high-risk children has used rigorous exposure assessment and optimal diagnostic procedures to examine the perinatal antecedents of autism spectrum disorder (ASD), separately among those with and without cognitive impairment

Elevated protein concentrations in newborn blood and the risks of autism spectrum disorder, and of social impairment, at age 10 years among infants born before the 28th week of gestation

Among the 1 of 10 children who are born preterm annually in the United States, 6% are born before the third trimester. Among children who survive birth before the 28th week of gestation, the risks of autism spectrum disorder (ASD) and non-autistic social impairment are severalfold higher than in the general population. We examined the relationship between top quartile inflammation-related protein concentrations among children born extremely preterm and ASD or, separately, a high score on the Social Responsiveness Scale (SRS total score ≥65) among those who did not meet ASD criteria, using information only from the subset of children whose DAS-II verbal or non-verbal IQ was ≥70, who were assessed for ASD, and who had proteins measured in blood collected on ≥2 days (N = 763). ASD (N = 36) assessed at age 10 years is associated with recurrent top quartile concentrations of inflammation-related proteins during the first post-natal month (e.g., SAA odds ratio (OR); 95% confidence interval (CI): 2.5; 1.2–5.3) and IL-6 (OR; 95% CI: 2.6; 1.03–6.4)). Top quartile concentrations of neurotrophic proteins appear to moderate the increased risk of ASD associated with repeated top quartile concentrations of inflammation-related proteins. High (top quartile) concentrations of SAA are associated with elevated risk of ASD (2.8; 1.2–6.7) when Ang-1 concentrations are below the top quartile, but not when Ang-1 concentrations are high (1.3; 0.3–5.8). Similarly, high concentrations of TNF-α are associated with heightened risk of SRS-defined social impairment (N = 130) (2.0; 1.1–3.8) when ANG-1 concentrations are not high, but not when ANG-1 concentrations are elevated (0.5; 0.1–4.2)

Preparing Secondary Social Studies Teacher Candidates To Address Common Core State Standards and the C3 Framework With Diverse Learners

This study investigates the relationship between the literacy strategies used by social studies teacher candidates, the Common Core State Standards for English Language Arts and Literacy in History/Social Studies (CCSS), and the College, Career and Civic Life (C3) Framework. In an initial study the authors discovered that teacher candidates (TCs) in high-poverty schools tended to teach lower-level literacy strategies. We also explored the differences between TCs who were identified as using more high-level literacy strategies and those who used lower-level strategies. This follow- up study examines the work samples of six secondary social studies TCs in high poverty schools to understand the degree to which the literacy strategies they used address the CCSS and the C3 Framework. Using a cross case analysis, findings suggested that TCs who used CCSS literacy strategies and addressed the C3 Framework demonstrated skill in using increasingly complex literacy strategies, organized their instruction around compelling questions, and taught social studies through an inquiry perspective

What Work Samples Reveal about Secondary Pre-Service Social Studies Teachers\u27 Use of Literacy Strategies

The article discusses a study which aims to answer the research questions of whether secondary social studies pre-service teachers incorporate literacy strategies in their work samples during student teaching, and the extent and conditions secondary social studies pre-service teachers use higher levels of literacy strategies in their work samples. The study is framed within 3 areas of research namely activity theory, work sample methodology and disciplinary literacy

Engaging Middle Level Teachers in Literacy Through Lesson Study

This is a presentation on the Lesson Study approach of teaching that was presented at a workshop during the annual meeting of the International Reading Association in Atlanta, Georgia, in May 2008. A 2-page summary of the presentation is located as supplemental file below

Using the Lesson Study Approach to Plan for Student Learning

The Lesson Study approach is a method of professional development that encourages teachers to reflect on their teaching practice through a cyclical process of collaborative lesson planning, lesson observation, and examination of student learning. This results-oriented professional development model is an ideal vehicle for improving instructional practice in middle schools. Characteristically, middle schools are (a) learning communities where teachers and students engage in active learning, (b) places with high expectations for every member of the community, and (c) organizational structures that support meaningful relationships (National Middle School Association, 2003). Middle school teachers have to know their students well—who they are and how they learn best—and use this information when planning instruction and assessing student performance (Jackson & Davis, 2000). Most teacher planning focuses primarily on teacher actions rather than on student results (Ornstein, 1997). The Lesson Study approach, however, can provide an opportunity for middle school teachers to work together to strengthen the link between instructional planning and student learning

Teachers’ Professional Judgment in Contrast with Policy Mandates: Instructional Material Adoption and Students’ Needs

The reading materials used in Oregon schools reflect the influences of the Reading First decade. This study reports the results of a survey of a representative sample of 1,206 K-6 and 7-12 ELA teachers in Oregon to learn what materials are currently being used, what materials teachers would prefer, and what instructional practices teachers use. Qualitative data included 365 comments from the survey and thirty-four follow-up interviews with survey participants. Results indicate that teachers would like more voice and choice in the materials they use in their classrooms. Practical applications for presevice teachers are explored

Creative teaching : mathematics in the early years and primary classroom

"Creative teaching" is not only for the arts: this unique and stimulating book shows how mathematics and mathematics teaching can be creative, exciting and enjoyable. Offering teachers a dynamic and different perspective on mathematics, it enables them to see and teach in creative ways that will develop their pupil's mathematical thinking potential. The book: supports the government's Primary Strategy "Excellence and Enjoyment"; covers both primary and early years range; includes issues for reflection, discussion points and case studies; and, addresses new teacher training modules on creativity and maths. Aimed at primary and early years trainee teachers, NQTs and experienced teachers, this is a timely publication for teachers and schools seeking to broaden their maths curriculum, making it more creative and appealing to young minds