Transforming Curriculum: A Process for Implementing Problem-Based Learning in a College-Level Course

Access the online Pressbooks version of this article here. Transforming curriculum by implementing Problem-Based Learning (PBL) in the college-level classroom helps students internalize the concepts of a course, improve their critical and reflective thinking skills, learn to problem-solve using questioning, and ultimately construct a better understanding of course concepts in a personally relevant way. This article introduces a process for implementing PBL in a college-level course. Each of the four main ideas in PBL, motivation, collaboration, reflection, and facilitation, are addressed with a particular focus on the role of the educator in designing and implementing PBL in the classroom. An example of how the process works in a specific college-level course is provided with explanations of the thinking that went into each of the steps in the process and the outcomes of the implementation, including examples of student assignments and the challenges and benefits of the implementation

Connecting Inquiry, Research, and Technology: The Multigenre Digital Inquiry Project

This article describes research on a Multigenre Digital Inquiry Project (MDIP), a technology-infused project designed to provide an opportunity for students to inquire about a topic of interest and share their research using 21st century technologies. Instead of composing a research paper or literature review, students designed a website with pieces written in multiple genres to share their learning, including at least two pieces created using digital tools. In this article, the authors share the design of the MDIP and how it was implemented in three teacher education courses. Data analysis aimed to understand how pre-service teachers engaged in this project and reflected on their learning. Using themes from the analysis of students’ end-of-semester reflections and memos written about the pieces included in the projects, the authors share how students valued support in various areas including technology, how they expanded their views of writing and genre, and how their experiences illustrated academic, personal, and pedagogical growth. Ultimately, students learned from this challenging, yet rewarding experience. Finally, the authors share suggestions for others interested in incorporating a MDIP in their work

An Exploration of Teacher Preparation Practices with Foundational Knowledge of Literacy

The Standards for the Preparation of Literacy Professionals 2017 published by the International Literacy Association provide the basis for high-quality literacy teacher preparation. This study used qualitative survey responses to explore the literacy practices that teacher educators use to promote understandings among preservice teachers for each grade-level band (i.e., Pre-K/Primary, Elementary/Intermediate, Middle/High School). The researchers used conceptualizations of teacher knowledge as a theoretical lens to better understand reported preparation practices. Data analysis revealed three themes: Teacher Educator Pedagogy, Course Content, Student and Program Expectations. Researchers posit that teacher educators do not evenly focus on all components of literacy and contend that preparation programs must examine their respective curricula to ensure that all components of literacy associated with foundational knowledge are addressed sufficiently

Meeting Standards 2017? A National Survey of Classroom Teacher Preparedness for Literacy Instruction

The purpose of this study was to gain a preliminary understanding of how literacy teacher educators in the United States view classroom teacher preparedness for literacy instruction. A cross-sectional survey was developed using the most recent version of professional preparation standards and components for classroom teachers released by the International Literacy Association. Quantitative data were collected among 205 respondents and analyzed using descriptive statistics. Findings for respondents’ views were reported by grade-level band (i.e., preK/primary, elementary/intermediate, middle/high school), which revealed three overarching trends. A discussion of trends was provided, along with implications for literacy teacher education and future research areas

Natural Variation in the Thermotolerance of Neural Function and Behavior due to a cGMP-Dependent Protein Kinase

Although it is acknowledged that genetic variation contributes to individual differences in thermotolerance, the specific genes and pathways involved and how they are modulated by the environment remain poorly understood. We link natural variation in the thermotolerance of neural function and behavior in Drosophila melanogaster to the foraging gene (for, which encodes a cGMP-dependent protein kinase (PKG)) as well as to its downstream target, protein phosphatase 2A (PP2A). Genetic and pharmacological manipulations revealed that reduced PKG (or PP2A) activity caused increased thermotolerance of synaptic transmission at the larval neuromuscular junction. Like synaptic transmission, feeding movements were preserved at higher temperatures in larvae with lower PKG levels. In a comparative assay, pharmacological manipulations altering thermotolerance in a central circuit of Locusta migratoria demonstrated conservation of this neuroprotective pathway. In this circuit, either the inhibition of PKG or PP2A induced robust thermotolerance of neural function. We suggest that PKG and therefore the polymorphism associated with the allelic variation in for may provide populations with natural variation in heat stress tolerance. for's function in behavior is conserved across most organisms, including ants, bees, nematodes, and mammals. PKG's role in thermotolerance may also apply to these and other species. Natural variation in thermotolerance arising from genes involved in the PKG pathway could impact the evolution of thermotolerance in natural populations

Breast cancer management pathways during the COVID-19 pandemic: outcomes from the UK ‘Alert Level 4’ phase of the B-MaP-C study

Abstract: Background: The B-MaP-C study aimed to determine alterations to breast cancer (BC) management during the peak transmission period of the UK COVID-19 pandemic and the potential impact of these treatment decisions. Methods: This was a national cohort study of patients with early BC undergoing multidisciplinary team (MDT)-guided treatment recommendations during the pandemic, designated ‘standard’ or ‘COVID-altered’, in the preoperative, operative and post-operative setting. Findings: Of 3776 patients (from 64 UK units) in the study, 2246 (59%) had ‘COVID-altered’ management. ‘Bridging’ endocrine therapy was used (n = 951) where theatre capacity was reduced. There was increasing access to COVID-19 low-risk theatres during the study period (59%). In line with national guidance, immediate breast reconstruction was avoided (n = 299). Where adjuvant chemotherapy was omitted (n = 81), the median benefit was only 3% (IQR 2–9%) using ‘NHS Predict’. There was the rapid adoption of new evidence-based hypofractionated radiotherapy (n = 781, from 46 units). Only 14 patients (1%) tested positive for SARS-CoV-2 during their treatment journey. Conclusions: The majority of ‘COVID-altered’ management decisions were largely in line with pre-COVID evidence-based guidelines, implying that breast cancer survival outcomes are unlikely to be negatively impacted by the pandemic. However, in this study, the potential impact of delays to BC presentation or diagnosis remains unknown

Can We Do It? Developing Students\u27 Identities as Readers and Writers in Today\u27s High-Stakes Classrooms

In spite of high-stakes testing that challenges teachers to think about classroom decisions, the authors believe teachers can promote classroom practices that provide opportunities to develop the reading and writing identities of their students while also preparing students for required assessments. Using teacher writing as mentor text, showing students how to play with language in a variety of ways, and modeling reading and writing for authentic purposes by using their own reading and writing life as an example, teachers can help students develop literacy skills and flourish as readers and writers

Complexity, Conceptual Models, and Teacher Decision-Making Research

Informed by complexity research and models for analyzing conditions in complex adaptive systems such as schools, I describe findings from a descriptive case study of influences on teacher decision-making about writing instruction in a high-stakes writing assessment grade. I highlight how the use of complexity as a theoretical framework for research provides a unique look at education systems, particularly looking at one teachers decisions across a school semester. I focus specifically on two conceptual models from the field of human systems dynamics (HSD), one used as a conceptual framework for complex adaptive systems, and the other used as a retrospective analysis tool in describing and explaining underlying conditions at work at a particular time for a particular decision

Engagement Across the Miles: Using Videoconferencing With Small Groups in Synchronous Distance Courses

This article presents suggestions for conducting small-group work in synchronous distance courses taught using Interactive Videoconferencing (IVC) systems. One challenge of teaching over an IVC system is getting students involved in class activities. The authors share how they have used a videoconferencing tool to break up IVC classes into small groups for discussion activities and get peer feedback on written work. These activities engage students in applying what they are learning and in constructing knowledge through discussion with their peers

Visuals and Text in Nonfiction: A Process for Nonfiction Author Studies

The article presents a lesson plan for middle grade teachers in incorporating the study of nonfiction authors via picture books and longer-length texts to help students understand the increasingly visual text in their world