A Look at Summer Reading Programs Across Iowa

The purpose of this document is to report on the state of summer reading programs in Iowa. This report was commissioned by the Iowa Reading Research Center to better understand the types of current summer reading programming and how summer programs are conducted and supported

Information for Freshmen Regarding Brooklyn College Country Summer Session

Bulletin #3 from J. Ellswerth Missall, the coordinator of the Steering Committee at Brooklyn College, for the 1944 Farm Labor Project. Bulletin is directed towards students and highlights the benefits to the student and to the wartime effort

Minutes of the Faculty-Student Committee on the Work Study Project for 1944

Minutes from meeting of Faculty-Student Committee on the Work Study Project for 1944; April 23, 1944

Brooklyn College Morrisville Faculty Committee Minutes

Minutes from meeting called by chairman of Morrisville Faculty Committee; April 21, 1944

Minutes of the Committee on the 1944 Work Study Project for Morrisville Jan. 17, 1944

Minutes from the first meeting of the Committee on the 1944 Work Study Project for Morrisville; January 17, 194

Minutes of the Committee on the Brooklyn College Work Study Project for 1944

Minutes from meeting between members of faculty committee on the Morrisville Project and students; April 2, 1944; page 1 of 2

Minutes of the Committee on the 1944 Work Study Project for Morrisville Jan. 31, 1944

Minutes from the second meeting of the Committee on the 1944 Work Study Project for Morrisville; January 31, 1944

Preliminary Examination of the Reliability and Validity of the Teacher Rating Scale of Social Competence and School Adjustment for Preschool and Kindergarten Children

Prosocial behaviors in preschool and kindergarten are associated with student well-being and positive school outcomes. A teacher rating scale focused on young children’s social strengths can provide educators with important information for supporting children in their classroom with social instruction and intervention. The purpose of this study was to examine the technical adequacy of a teacher rating scale developed expressly to measure prosocial development in young children, the Scale of Social Competence and School Adjustment (SSCSA). Using data from a sample of preschool- and kindergarten-aged children in inclusive classrooms, analyses examined the reliability and validity of the SSCSA. Results provided evidence of internal consistency and strong test-retest reliability over two weeks. Analyses of concurrent validity with criterion measures showed strong positive correlations with subscales of social skills and moderate to strong negative correlations with subscales of problem behaviors. Overall, findings provided initial evidence that supports ongoing evaluation of the technical adequacy of the SSCSA

Comparing Two CBM Maze Selection Tools: Considering Scoring and Interpretive Metrics for Universal Screening

Advances in maze selection curriculum-based measurement (CBM) have led to several published tools with technical information for interpretation (e.g., norms, benchmarks, cut-scores, classification accuracy) that have increased their usefulness for universal screening. A range of scoring practices have emerged for evaluating student performance on maze selection (e.g., correct restoration, incorrect restoration, correct restoration minus incorrect restoration, and correct restoration minus one-half incorrect restoration). However, lack of clear understanding about the intersection between scoring and interpretation has resulted in limited evidence about using maze selection for making universal screening decisions. In this study, 925 students in Grades 3-6 completed two CBMs for maze selection. Student performance on the two was compared across different scoring metrics. Limitations and practical implications are discussed

Brain activity and connectivity during poetry composition: Toward a multidimensional model of the creative process

Creativity, a multifaceted construct, can be studied in various ways, for example, investigating phases of the creative process, quality of the creative product, or the impact of expertise. Previous neuroimaging studies have assessed these individually. Believing that each of these interacting features must be examined simultaneously to develop a comprehensive understanding of creative behavior, we examined poetry composition, assessing process, product, and expertise in a single experiment. Distinct activation patterns were associated with generation and revision, two major phases of the creative process. Medial prefrontal cortex (MPFC) was active during both phases, yet responses in dorsolateral prefrontal and parietal executive systems (DLPFC/IPS) were phase‐dependent, indicating that while motivation remains unchanged, cognitive control is attenuated during generation and re‐engaged during revision. Experts showed significantly stronger deactivation of DLPFC/IPS during generation, suggesting that they may more effectively suspend cognitive control. Importantly however, similar overall patterns were observed in both groups, indicating the same cognitive resources are available to experts and novices alike. Quality of poetry, assessed by an independent panel, was associated with divergent connectivity patterns in experts and novices, centered upon MPFC (for technical facility) and DLPFC/IPS (for innovation), suggesting a mechanism by which experts produce higher quality poetry. Crucially, each of these three key features can be understood in the context of a single neurocognitive model characterized by dynamic interactions between medial prefrontal areas regulating motivation, dorsolateral prefrontal, and parietal areas regulating cognitive control and the association of these regions with language, sensorimotor, limbic, and subcortical areas distributed throughout the brain. Hum Brain Mapp 36:3351–3372, 2015. © 2015 Wiley Periodicals, Inc.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/113109/1/hbm22849.pd