Developing a complex portrait of content teaching for multilingual learners via nonlinear theoretical understandings

Utilizing a complex theory of teacher learning and practice, this chapter analyzes ~120 empirical studies of content teacher development (both pre- and inservice) for working with multilingual learners as well as research on content teaching for multilingual students. Our analysis identified three dimensions of quality content teaching for multilingual learners that are complex and intricately connected: context, orientations and pedagogy. This chapter explores the results of our literature analysis and argues for improving content teaching for multilingual students through improved theoretically grounded research that embraces, explores and accounts for the expansive complexities inherent in teacher learning and practice

Critical Peer Mentor Groups: Amplifying Support During Student Teaching

This hermeneutic phenomenological study explores the lived experiences of student teachers who use Critical Peer Mentor (CPM) groups as an additional layer of support during their student teaching experience. In traditional models for teacher induction, student teachers apprentice in the classroom of an experienced, cooperating teacher. In this mentor/mentee relationship, there is an inherent power hierarchy. By utilizing CPM groups in addition to this traditional model, the student teachers had a peer relationship through which to also learn. The findings indicate that by utilizing a CPM group, the student teachers received and provided holistic support for each other during this transitional time. In addition to supporting each other, the student teachers amplified their access to veteran cooperating teachers, by learning and sharing personal teaching strategies, content instruction, and behavior management concerns from each other’s cooperating teachers. Finally, the student teachers exercised the tools necessary to embed collaboration into their teaching lives. Implications from the findings of this study include the following: utilizing CPM groups can be a powerful tool in developing early career teachers; there is potential for embedding CPM groups earlier in teacher education programs; or utilizing CPM groups during the first few professional years to possibly help with the retention of teachers. Advisor: Jenelle Reeve

Critical Peer Mentor Groups: Amplifying Support During Student Teaching

This hermeneutic phenomenological study explores the lived experiences of student teachers who use Critical Peer Mentor (CPM) groups as an additional layer of support during their student teaching experience. In traditional models for teacher induction, student teachers apprentice in the classroom of an experienced, cooperating teacher. In this mentor/mentee relationship, there is an inherent power hierarchy. By utilizing CPM groups in addition to this traditional model, the student teachers had a peer relationship through which to also learn. The findings indicate that by utilizing a CPM group, the student teachers received and provided holistic support for each other during this transitional time. In addition to supporting each other, the student teachers amplified their access to veteran cooperating teachers, by learning and sharing personal teaching strategies, content instruction, and behavior management concerns from each other’s cooperating teachers. Finally, the student teachers exercised the tools necessary to embed collaboration into their teaching lives. Implications from the findings of this study include the following: utilizing CPM groups can be a powerful tool in developing early career teachers; there is potential for embedding CPM groups earlier in teacher education programs; or utilizing CPM groups during the first few professional years to possibly help with the retention of teachers. Advisor: Jenelle Reeve

Critical Peer Mentor Groups: Amplifying Support During Student Teaching

This hermeneutic phenomenological study explores the lived experiences of student teachers who use Critical Peer Mentor (CPM) groups as an additional layer of support during their student teaching experience. In traditional models for teacher induction, student teachers apprentice in the classroom of an experienced, cooperating teacher. In this mentor/mentee relationship, there is an inherent power hierarchy. By utilizing CPM groups in addition to this traditional model, the student teachers had a peer relationship through which to also learn. The findings indicate that by utilizing a CPM group, the student teachers received and provided holistic support for each other during this transitional time. In addition to supporting each other, the student teachers amplified their access to veteran cooperating teachers, by learning and sharing personal teaching strategies, content instruction, and behavior management concerns from each other’s cooperating teachers. Finally, the student teachers exercised the tools necessary to embed collaboration into their teaching lives. Implications from the findings of this study include the following: utilizing CPM groups can be a powerful tool in developing early career teachers; there is potential for embedding CPM groups earlier in teacher education programs; or utilizing CPM groups during the first few professional years to possibly help with the retention of teachers. Advisor: Jenelle Reeve

Critical Peer Mentor Groups: Amplifying Support During Student Teaching

This hermeneutic phenomenological study explores the lived experiences of student teachers who use Critical Peer Mentor (CPM) groups as an additional layer of support during their student teaching experience. In traditional models for teacher induction, student teachers apprentice in the classroom of an experienced, cooperating teacher. In this mentor/mentee relationship, there is an inherent power hierarchy. By utilizing CPM groups in addition to this traditional model, the student teachers had a peer relationship through which to also learn. The findings indicate that by utilizing a CPM group, the student teachers received and provided holistic support for each other during this transitional time. In addition to supporting each other, the student teachers amplified their access to veteran cooperating teachers, by learning and sharing personal teaching strategies, content instruction, and behavior management concerns from each other’s cooperating teachers. Finally, the student teachers exercised the tools necessary to embed collaboration into their teaching lives. Implications from the findings of this study include the following: utilizing CPM groups can be a powerful tool in developing early career teachers; there is potential for embedding CPM groups earlier in teacher education programs; or utilizing CPM groups during the first few professional years to possibly help with the retention of teachers. Advisor: Jenelle Reeve

Anatomical and physiological studies of the vascular, nervous and muscular tissues of the mammary glands

It is not necessary to reiterate in detail the gross blood and nerve supply to the mammary glands given in Section I, Part II. The glands extend along the ventral thorax and abdomen and receive a multiple blood and nerve supply in common with the other subcutaneous tissues.The fact that many cutaneous nerves of thoracic and lumbar !origin innervate the glands, stresses the difficulty of thorough ly denervating them for experimental purposes, without actual transplantation.The multiple blood supply is understandable in the case of such a widely dispersed tissue, but it may have additional significance for maintaining the blood flow under all conditions. ,For example, it has been shown that the anastomoses within the tissue are such that it is possible for blood to reach all parts from any one main source of supply. It is conceivable that in ,certain positions of the body some of the mammary vessels,which are very superficial, might be sufficiently compressed to reduce the blood flow through them. However the vascular anastomoses mean that it is very unlikely that this would affect the total flow through the tissue as a whole.The microscopical examination of the small sblood vessels shows that, whilst the lobes have a multiple blood supply, the individual lobules do not generally receive more than one arteriole and venule. The capillaries around the alveoli form part of a complete network confined to the individual lobules but also embracing the smallest milk ducts draining them. The larger ducts also have an encircling capillary net, which is supplied at intervals by arterioles and venules, and continues right up to the mouths of the ducts, when it joins that of the skin. The largest ducts and cisterns have in addition a second layer of vessels, formed by the supplying arterioles and venules.The arteriole-venular bridges of zweifach (1939), seen in some lobules and the arterio-venous anastomoses doubtfully recorded on some of the ducts, probably serve to maintain the overall blood flow through the tissues, whilst allowing greater control of the flow through small parts of it.The significance of the venous network in the teat is not clear. It was first thought by Furstenberg (1868), Riederer (1903) and _ubeli (1916) to form a cavernous erectile tissue in the cow and that it was concerned in the flow of milk. Purstenr berg for example, thought that a cow held up her milk by holding her breath and actually obliterating the teat lumen by venous turgescence, whilst Rubeli believed that the latter was produced by vasomotor nerves. As has been shown in Section VIII, Part I and in Section IV, Part II of this thesis, it is no longer thought that the holding up of milk is an active process, but that the "letting down" is. The teat vessels have received no mention in modern theories, neither have they in the recent studies of the erection of the teat and its behaviour during milking by Peeters, Massart, Oyeart and Coussens (1948). They have shown that the smooth muscle in the nipple undergoes rhythmical contractions when it is distended, and suggested that the compression of the veins at this time aids the return of the blood to the heart

Assessment of Bridge Pier Response to Fire, Vehicle Impact, and Air Blast

Highway bridges exposed to intentional or unintentional fire followed by combined vehicle impact and air blast are at risk of significant damage and, possibly, collapse. Limited studies examining the complex effects of these extreme demands on bridge support elements and parametrizing their response and damage are found in the open literature. Research that is presented is part of an ongoing numerical investigation examining round, multi-column, reinforced concrete (RC), bridge pier behavior subject to multi-hazard scenarios involving fire, vehicle impact, and air blast. Detailed nonlinear finite element analysis models of single columns and multi-column piers supported by a pile foundation system were created using LS-DYNA. A unique multi-step modeling approach was developed to simulate their post fire vehicular impact and blast response and performance was assessed based on defined damage levels. Parametric studies were conducted to evaluate the effects of various multi-hazard scenarios and on different multi-column pier configurations. The studies first examined pier behaviors under vehicle impact and blast and then looked at the combined effects of fire followed by vehicle impact and blast on pier performance and robustness. The effectiveness with which select in-situ retrofit schemes mitigated damage was also investigated using the models by examining final failure modes. Model development steps will be summarized along with results from analyses from ongoing parametric and retrofit studies

Assessment of Load Sharing Members in an Anti-ram Bollard System

Due to the increased frequency, scale, and danger of malicious attacks carried out by Vehicle Borne Improvised Explosive Devices (VBIEDs), anti-ram bollards have become a key element in the protection of critical structures. This study focused on the evaluation of above grade load sharing members in a steel anti-ram bollard system in an attempt to develop efficient load sharing mechanisms that improve the structure’s ability to resist vehicle impacts, while concurrently remaining aesthetically pleasing to the general public. A computational assessment was completed using calibrated LS-DYNA finite element models to determine if effective load sharing member configurations and designs could be established so that further optimization of the entire anti-ram system was possible. It was determined that efficient above-grade load sharing could improve the crashworthiness of the anti-ram bollard systems that were studied. Of the configurations that were investigated, the most effective load sharing member design was a single HSS member connecting the vertical bollards near their exposed free ends