Link2Practice: A Model of Ongoing Teacher and Teacher Candidate Professional Learning

A common complaint about teacher education programs is that it follows a linear model—where theory and teaching skills are learned at the university and then applied in practicum experiences—that is inadequate and does not accurately represent teacher candidates’(TC) experiences (Brouwer & Korthagen, 2005; Korthagen, Loughran & Russell, 2006). Indeed, teacher education programs have long been faced with the challenge of a “theory/practice divide”, creating what has been seen as a mechanistic separation between university programs (where it is implied theory is learned) and the practicum (where it is implied skills and strategies are learned). This divide continues once teacher candidates become teachers in their own classrooms, where the divide further widens by valuing of the practical over the theoretical. We need a new frame of reference to understand teacher education as a whole (throughout a professional career), as emerging from interconnected, non-linear, and at times unpredictable structures. Teacher education programs should form in relation to teacher professional learning, student learning, and the realities of dynamically evolving modern-day schools. In our institutions, the ongoing tension between learning sites of campus and schools is reduced in the teacher education partnership called Link2Practice, where TCs’ courses are integrated in a school district program with teachers who are making inquiries into their practice. This partnership responds to the increasing need for educators to understand and remain current about the interactions between TCs, K-12 public schools’ students and the pedagogy practices, informed by theory, that they advocate. This paper describes the development of the Link2Practice model and discusses its importance for teacher education. Keywords: Teacher education; partnerships; integration; professional learning On reproche souvent aux programmes de formation des enseignants de suivre un modèle linéaire—selon lequel la théorie et les compétences pédagogiques sont acquises à l’université pour ensuite être appliquées pendant les stages—qui est inadéquat et qui ne représente pas avec exactitude les expériences des stagiaires (Brouwer & Korthagen, 2005; Korthagen, Loughran & Russell, 2006). En effet, les programmes de formation des enseignants font face depuis longtemps au défi que représente l’écart entre la théorie et la pratique ayant créé ce qu’on perçoit comme étant une séparation mécaniste entre les programmes universitaires (où il est sous-entendu que les étudiants apprennent la théorie) et les stages (où il est sous-entendu que les étudiants apprennent des habiletés et des stratégies). Cet écart se poursuit quand les stagiaires commencent à enseigner dans leur propre salle de classe et se creuse par la valorisation de la pratique aux dépens de la théorie. Il nous faut un nouveau cadre de référence qui permettra de comprendre la formation des enseignants dans son ensemble (tout au long de la carrière d’enseignant) comme produit de structures interconnectées, non linéaires et parfois imprévisibles. Les programmes de formation des enseignants devraient exister en relation avec le perfectionnement professionnel des enseignants, l’apprentissage des élèves et les réalités des écoles modernes en évolution dynamique. Dans nos institutions, la tension constante entre les deux sites d’apprentissage—le campus et les écoles—est réduit grâce à un partenariat éducatif nommé Link2Practice par lequel les stagiaires sont intégrés dans un programme de district scolaire avec des enseignants qui font enquête sur leur pratique. Ce partenariat répond au besoin croissant qu’ont les enseignants de comprendre les interactions entre les stagiaires, les élèves M-12 des écoles publiques et les pratiques pédagogiques informées par la théorie qu’ils préconisent, et de rester au courant de ces interactions. Cet article décrit le développement du modèle Link2Practice et discute de son importance dans la formation des enseignants. Mots clés : formation des enseignants; partenariats; intégration; perfectionnement professionne

Triazine Herbicide Exposure and Breast Cancer Incidence: An Ecologic Study of Kentucky Counties

The incidence of breast cancer in the United States has steadily increased for the past three decades. Exposure to excess estrogen, in both natural and synthetic forms, has been implicated as a risk factor for the development of this disease. Considerable interest has been focused on organochlorines, such as the triazine herbicides, and their possible role in the initiation or promotion of human breast cancer. To explore this relationship, an ecologic study of Kentucky counties was designed. Exposure to triazines was estimated by use of water contamination data, corn crop production, and pesticide use data. A summary index of triazine herbicide exposure was developed to classify counties into low, medium, or high exposure levels. Data on county breast cancer rates were obtained from the state registry. A Poisson regression analysis was performed, controlling for age, race, age at first live birth, income, and level of education. Results revealed a statistically significant increase in breast cancer risk with medium and high levels of triazine exposure [odds ratio (OR) = 1.14,p\u3c0.0001 and OR = 1.2, p\u3c0.0001, respectively]. The results suggest a relationship between exposure to triazine herbicides and increased breast cancer risk, but conclusions concerning causality cannot be drawn, due to the limitations inherent in ecologic study design

Impact of Nitrogen Rate in Conventional and Organic Production Systems on Yield and Bread Baking Quality of Soft Red Winter Wheat

Soft red winter wheat (SRW) is characterized by high yield and relatively low protein content. In Kentucky, there is growing demand from local artisan bread bakers for regionally produced flour, requiring production of grain with increased protein content and/or strength. The objective of this two-year field experiment was to evaluate the effect of nitrogen (N) management on five cultivars of winter wheat on yield and bread baking quality traits of modern and landrace SRW cultivars (Triticum aestivum L.). All five cultivars were evaluated using two N application rates in conventional and organic production systems. All traits measured were significantly affected by the agricultural production system and N rate, although plant height and other quality traits varied by study year. Significantly higher yields were achieved in the conventional system at a relatively low N rate (67.2 kg ha−1) in both study years (2017–2019) (p \u3c 0.01). Results were variable by cultivar and a locally bred, high-yielding cultivar (Pembroke 2014) had the highest lactic acid solvent retention capacity score and thousand kernel weight of the cultivars evaluated. In addition, a landrace cultivar (Purple Straw) had the highest grain N and plant height. A French soft wheat, Soissons, had the highest sedimentation value and Pembroke 2016 achieved the highest yield. The findings from this study suggest the possibility of attaining a desirable grain with quality traits of SRW wheat that meets the needs of local bread wheat production in Kentucky through improving the optimization of cultivar selection, N management and specific considerations for conventional and organic systems

Effect of Biofertilizer in Organic and Conventional Systems on Growth, Yield and Baking Quality of Hard Red Winter Wheat

A two-year study (harvest years 2019 and 2020) was conducted to investigate the effect of a commercially available biofertilizer, in combination with variable nitrogen (N) rate, on bread baking quality and agronomic traits in hard winter wheat grown in conventional (CONV) and organic (ORG) farming systems in Kentucky, USA. The hard red winter wheat cultivar ‘Vision 45’ was used with three N rates (44, 89.6 and 134.5 kg/ha as Low, Med and High, respectively) and three biofertilizer spray regimes (no spray, one spray and two sprays). All traits measured were significantly affected by the agricultural production system (CONV or ORG) and N rate, although trends in their interactions were inconsistent between years. In Y2, yield was greatest in treatments with high N rates and in the ORG system. Biofertilizer treatments had a negative to neutral effect on grain yield. Baking quality traits such as protein content, lactic acid solvent retention capacity and sedimentation value (SV) were consistently greater in the CONV system and increased with the higher N application rates. Similarly, biofertilizer application had no effect on predictive baking quality traits, except for SV in year 1 of the study, where it increased with two sprays. Loaf volume was consistently greater from wheat grown in CONV treatments. From these results, we conclude that further research is warranted to evaluate the potential for biofertilizers to enhance N uptake and affect bread baking quality or other end-use traits. Additional research may be especially useful in organic production systems where biologically based N fertilizers are utilized, and treatments were not negatively affected by biofertilizer applications. Such strategies may be needed to increase protein quantity and gluten quality to optimize winter wheat production for bread baking qualities in the southeastern USA

What Is a Digital Electronic Portfolio in Teacher Education? A Case Study of Instructors’ and Students’ Enabling Insights on the Electronic Portfolio Process | Qu'est-ce qu'un portfolio numérique dans la formation des enseignants? Étude de cas sur les perspectives d’enseignants et d’étudiants concernant le processus du portfolio numérique.

Professional programs in postsecondary education have long been using electronic portfolios (ePs) for diverse purposes, for example, assessment, certification, showcasing, and learning. However, in our practices of using ePs in teacher education for the past several years, we have found that the question of “what is an eP?” requires substantial unpacking. This paper will offer insights on our evolving understanding on ePs in teacher education based on three interacting areas: (a) rich media reframing how we understand professional learning in a digitally linked world; (b) literature from the last 10 years in the use of ePs; and (c) insights from instructors and students using an eP process in one term of a teacher education program. We conclude with a re-visioning of learning in teacher education in relation to the emerging practices enabled by an eP process. Les programmes professionnels d’éducation supérieure utilisent depuis longtemps des portfolios numériques à des fins diverses, comme l’évaluation, la certification, la mise en valeur et l’apprentissage. Cependant, notre expérience des dernières années relative à l’utilisation des portfolios numériques dans la formation des enseignants révèle que la définition du portfolio numérique nécessite un examen approfondi. Le présent article offre un aperçu de notre conception, toujours en évolution, des portfolios numériques dans la formation des enseignants, basée sur trois domaines en interaction: (a) des contenus médiatiques riches qui restructurent la manière dont nous comprenons l’apprentissage professionnel dans un monde interconnecté par le numérique; (b) la littérature des dix dernières années sur l'utilisation des portfolios numériques; et (c) les perspectives d’instructeurs et d’étudiants ayant utilisé des portfolios numériques durant un trimestre d'un programme de formation des enseignants. En conclusion, nous réimaginons l'apprentissage dans la formation des enseignants en tenant compte des pratiques émergentes rendues possibles par les portfolios numériques

Orthopaedic Surgeon Density in West Virginia

Abstract West Virginia (WV) has many healthcare disparities and access barriers. For bone and joint disorders, WV has some of the highest rates of musculoskeletal problems, including the highest reported rate of adult arthritis in the nation (36.2%). We hypothesized that WV has one of the lowest Orthopaedic surgeon densities in the country, which can negatively impact the delivery of musculoskeletal care. Using the WV Board of Medicine practitioner databank, the Veterans Administration practitioner data, and national Orthopaedic surgeon census data, we demonstrated a considerably low Orthopaedic surgeon density in WV (7.71/100,000 population versus the national average of 8.51/100,000 population) with 54% of our counties (n=30) having no Orthopaedic surgeons. This data is currently being used to further determine the appropriate allocation of resources to help improve access to specialized orthopaedic care for our state

Program Notes: The Newsletter of Literary Managers and Dramaturgs of America, volume 2, number 3

Convention Issue: Report from the President, They Showed Us in Missouri: A Personal View, Membership News,Regional News and Views: Celtic Writers, New Plays Down South, Bay Area New Play Development, LMDA Responds to McNally, Profiles in Dramaturgy: Richard Pettengill, American Developmental Theater, On the Western Front, New Play Venues in New York City, and Poses and Postures in the Southeast. Issue editors: Richard E. Kramer, Jeffery Lawson, and Laurence Maslonhttps://soundideas.pugetsound.edu/lmdareview/1004/thumbnail.jp