School Instructional Program Coherence: Benefits and Challenges

This report is one of a series of special topic reports developed by the Chicago Annenberg Research Project. It discusses an important reason why schools involved in multiple improvement initiatives do not always improve their students' achievements. It introduces the concept of instructional program coherence and presents new evidence that students in Chicago elementary schools with stronger program coherence show higher gains in student achievement. The report suggests ways in which school leaders, school improvement partners, and policy makers can act to bring about the instructional coherence that will reward their school improvement efforts

A cross‐faculty simulation model for authentic learning

This paper proposes a cross‐faculty simulation model for authentic learning that bridges the gap between short group‐based simulations within the classroom and longer individual placements in professional working contexts. Dissemination of the model is expected to widen the use of authentic learning approaches in higher education (HE). The model is based on a cross‐faculty project in which UK HE students acted as professional developers to produce prototype educational games for academic clients from other subject areas. Perceptions about the project were obtained from interviews with project participants. The stakeholders believed the cross‐faculty simulation to be a motivating learning experience, whilst identifying possible improvements. To evaluate whether the authenticity of the student–client relationship could be improved, the interview data were compared to four themes for authentic learning described by Rule in 2006. The data supported Rule’s themes, whilst highlighting the added value gained from meta‐awareness of the simulation as a learning opportunity

Puzzle-based versus traditional lecture: comparing the effects of pedagogy on academic performance in an undergraduate human anatomy and physiology II lab

BACKGROUND: A traditional lecture-based pedagogy conveys information and content while lacking sufficient development of critical thinking skills and problem solving. A puzzle-based pedagogy creates a broader contextual framework, and fosters critical thinking as well as logical reasoning skills that can then be used to improve a student’s performance on content specific assessments. This paper describes a pedagogical comparison of traditional lecture-based teaching and puzzle-based teaching in a Human Anatomy and Physiology II Lab. METHODS: Using a single subject/cross-over design half of the students from seven sections of the course were taught using one type of pedagogy for the first half of the semester, and then taught with a different pedagogy for the second half of the semester. The other half of the students were taught the same material but with the order of the pedagogies reversed. Students’ performance on quizzes and exams specific to the course, and in-class assignments specific to this study were assessed for: learning outcomes (the ability to form the correct conclusion or recall specific information), and authentic academic performance as described by (Am J Educ 104:280–312, 1996). RESULTS: Our findings suggest a significant improvement in students’ performance on standard course specific assessments using a puzzle-based pedagogy versus a traditional lecture-based teaching style. Quiz and test scores for students improved by 2.1 and 0.4 % respectively in the puzzle-based pedagogy, versus the traditional lecture-based teaching. Additionally, the assessments of authentic academic performance may only effectively measure a broader conceptual understanding in a limited set of contexts, and not in the context of a Human Anatomy and Physiology II Lab. CONCLUSION: In conclusion, a puzzle-based pedagogy, when compared to traditional lecture-based teaching, can effectively enhance the performance of students on standard course specific assessments, even when the assessments only test a limited conceptual understanding of the material

Continuous Percolation Phase Transitions of Two-dimensional Lattice Networks under a Generalized Achlioptas Process

The percolation phase transitions of two-dimensional lattice networks under a generalized Achlioptas process (GAP) are investigated. During the GAP, two edges are chosen randomly from the lattice and the edge with minimum product of the two connecting cluster sizes is taken as the next occupied bond with a probability $p$. At $p=0.5$, the GAP becomes the random growth model and leads to the minority product rule at $p=1$. Using the finite-size scaling analysis, we find that the percolation phase transitions of these systems with $0.5 \le p \le 1$ are always continuous and their critical exponents depend on $p$. Therefore, the universality class of the critical phenomena in two-dimensional lattice networks under the GAP is related to the probability parameter $p$ in addition.Comment: 7 pages, 14 figures, accepted for publication in Eur. Phys. J.

Fatigue-Life Prediction Methodology Using Small-Crack Theory

This paper reviews the capabilities of a plasticity-induced crack-closure model to predict fatigue lives of metallic materials using 'small-crack theory' for various materials and loading conditions. Crack-tip constraint factors, to account for three-dimensional state-of-stress effects, were selected to correlate large-crack growth rate data as a function of the effective-stress-intensity factor range (delta K(eff)) under constant-amplitude loading. Some modifications to the delta k(eff)-rate relations were needed in the near-threshold regime to fit measured small-crack growth rate behavior and fatigue endurance limits. The model was then used to calculate small- and large-crack growth rates, and to predict total fatigue lives, for notched and un-notched specimens made of two aluminum alloys and a steel under constant-amplitude and spectrum loading. Fatigue lives were calculated using the crack-growth relations and microstructural features like those that initiated cracks for the aluminum alloys and steel for edge-notched specimens. An equivalent-initial-flaw-size concept was used to calculate fatigue lives in other cases. Results from the tests and analyses agreed well

Overcoming Barriers to Family Planning through Integration: Perspectives of HIV-Positive Men in Nyanza Province, Kenya

This study explored barriers to and facilitators of using family planning services among HIV-positive men in Nyanza Province, Kenya. From May to June 2010, in-depth interviews were conducted with 30 men receiving care at 15 HIV clinics. The key barriers to the use of family planning included concerns about side effects of contraceptives, lack of knowledge about contraceptive methods, myths and misconceptions including fear of infertility, structural barriers such as staffing shortages at HIV clinics, and a lack of male focus in family planning methods and service delivery. The integration of family planning into HIV clinics including family planning counseling and education was cited as an important strategy to improve family planning receptivity among men. Integrating family planning into HIV services is a promising strategy to facilitate male involvement in family planning. Integration needs to be rigorously evaluated in order to measure its impact on unmet need for contraception among HIV-positive women and their partners and assure that it is implemented in a manner that engages both men and women

Prevalence and Outcomes of Multiple-Listing for Cadaveric Kidney and Liver Transplantation

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/73815/1/j.1600-6135.2003.00282.x.pd

Links Between Acceleration, Melting, and Supraglacial Lake Drainage of the Western Greenland Ice Sheet

The impact of increasing summer melt on the dynamics and stability of the Greenland Ice Sheet is not fully understood. Mounting evidence suggests seasonal evolution of subglacial drainage mitigates or counteracts the ability of surface runoff to increase basal sliding. Here, we compare subdaily ice velocity and uplift derived from nine Global Positioning System stations in the upper ablation zone in west Greenland to surface melt and supraglacial lake drainage during summer 2007. Starting around day 173, we observe speedups of 6-41% above spring velocity lasting approximately 40 days accompanied by sustained surface uplift at most stations, followed by a late summer slowdown. After initial speedup, we see a spatially uniform velocity response across the ablation zone and strong diurnal velocity variations during periods of melting. Most lake drainages were undetectable in the velocity record, and those that were detected only perturbed velocities for approximately 1 day, suggesting preexisting drainage systems could efficiently drain large volumes of water. The dynamic response to melt forcing appears to 1) be driven by changes in subglacial storage of water that is delivered in diurnal and episodic pulses, and 2) decrease over the course of the summer, presumably as the subglacial drainage system evolves to greater efficiency. The relationship between hydrology and ice dynamics observed is similar to that observed on mountain glaciers, suggesting that seasonally large water pressures under the ice sheet largely compensate for the greater ice thickness considered here. Thus, increases in summer melting may not guarantee faster seasonal ice flow

Teachers as leaders in a knowledge society: encouraging signs of a new professionalism

[Abstract]: Challenges confronting schools worldwide are greater than ever,and, likewise, many teachers possess capabilities, talents, and formal credentials more sophisticated than ever. However, the responsibility and authority accorded to teachers have not grown significantly, nor has the image of teaching as a profession advanced significantly. The question becomes, what are the implications for the image and status of the teaching profession as the concept of knowledge society takes a firm hold in the industrialized world? This article addresses the philosophical underpinnings of teacher leadership manifested in case studies where schools sought to achieve the generation of new knowledge as part of a process of whole-school revitalization. Specifically, this article reports on Australian research that has illuminated the work of teacher leaders engaged in the IDEAS project, a joint school revitalization initiative of the University of Southern Queensland and the Queensland Department of Education and the Arts