Challenging deficit default and educators’ biases in urban schools

This paper explores kindergarten and 1st grade teachers’ beliefs about students in an urban elementary school. Teachers situated concerns about a new literacy program and benchmark goals within an ideology that pathologized poor students of color as being academically unprepared. Teachers’ claims were corroborated by their grade-level administrator. However, an analysis of student performance data revealed educators’ pathological beliefs to be unwarranted. Deficit beliefs about the capabilities of the poor students of color were associated with fear of failure, uncritical acceptance of poverty as brain trauma, and their ascription to negative views about poor and minority students

Elementary teachers\u27 perspectives on teaching reading comprehension

PURPOSE: We report findings from a survey of elementary teachers regarding reading instruction. The purpose was to examine teachers\u27 beliefs about how children in the first 7 years of schooling develop reading comprehension skills and to characterize the self-reported practices and strategies they use to support children to comprehend connected text. METHOD: A web-based survey was used to collect data from 284 Australian elementary teachers about their beliefs and practices regarding reading comprehension instruction. Selected Likert-scale items were aggregated to determine the degree to which participants held child-centered or content-centered views of reading instruction. RESULTS: Australian elementary school teachers hold a wide range of beliefs about reading instruction, some of which are in direct opposition to each other. Our findings indicate low consensus about what elements of instructional practice are useful in classrooms or how time should be apportioned to different tasks. Commercial programs had significant penetration in schools, and many participants reported using multiple commercial programs, with varying degrees of pedagogical harmony. Participants indicated that their most common source of knowledge about reading instruction was their own personal research, with few nominating university teacher education as a primary source of knowledge or expertise. CONCLUSIONS: Little agreement exists within the Australian elementary teacher community regarding the ways that reading skills can and should be taught. There is significant room for teacher practice to have improved theoretical underpinnings and to develop a consistent repertoire of classroom practices aligned with these

The role of background knowledge in reading comprehension: A critical review

© 2021 Taylor & Francis Group, LLC. A critical review was conducted to determine the influence background knowledge has on the reading comprehension of primary school-aged children. We identified twenty-three studies that met our criteria and focused on the links between background knowledge and reading comprehension of children in the mid to late primary years. Review findings highlight that higher levels of background knowledge have a range of effects that are influenced by the nature of the text, the quality of the situation model required, and the presence of reader misconceptions about the text. Our findings also indicate that background knowledge impacts differentially on stronger and weaker readers. Readers with lower background knowledge appear to benefit more from text with high cohesion, while weaker readers were able to compensate somewhat for their relatively weak reading skills in the context of a high degree of background knowledge. Implications of the findings for early years classroom practice are outlined, together with suggested future research directions

Transocular Entry of Seasonal Influenza-Attenuated Virus Aerosols and the Efficacy of N95 Respirators, Surgical Masks, and Eye Protection in Humans

Background. The efficacy of barrier precautions to prevent influenza transmission is unknown. Methods. Twenty-eight participants were exposed to monodispersed live attenuated influenza vaccine (LAIV) particles (4.9 lm) in 6 groups: group 1, no precautions; group 2, ocular exposure only; group 3, surgical mask without eye protection; group 4, surgical mask with eye protection; group 5, fit-tested N95 respirator without eye protection; and group 6, fit-tested N95 respirator with eye protection. Influenza was detected by reversetranscription polymerase chain reaction (RT-PCR) and culture in nasal washes. Exact 95% confidence intervals (CIs) were calculated. Results. Influenza was detected in 4 of 4 participants in group 1 (95% CI, 0-.60), 3 of 4 in group 2 (95% CI, .006-.806]), 5 of 5 in group 3 (95% CI, 0-.522), 5 of 5 in group 4, (95% CI, 0-.522), 3 of 5 in group 5 (95% CI, .053-.853), and 1 of 5 in group 6 (95% CI, .05-.72). RT-PCR revealed significant differences between group 1 and all other groups except group 3. Conclusions. Transocular transmission of LAIV occured in most participants suggesting the necessity of eye protection. An N95 respirator provided the best guard further enhanced by eye protection

Pulmonary aerosol delivery and the importance of growth dynamics

Aerosols are dynamic systems, responding to variations in the surrounding environmental conditions by changing in size, composition and phase. Although, widely used in inhalation therapies, details of the processes occurring on aerosol generation and during inhalation have received little attention. Instead, research has focused on improvements to the formulation of the drug prior to aerosolization and the resulting clinical efficacy of the treatment. Here, we highlight the processes that occur during aerosol generation and inhalation, affecting aerosol disposition when deposited and, potentially, impacting total and regional doses. In particular, we examine the response of aerosol particles to the humid environment of the respiratory tract, considering both the capacity of particles to grow by absorbing moisture and the timescale for condensation to occur. [Formula: see text] </jats:p

Kozier and Erb's Fundamentals of Nursing [3rd Australian edition]

Kozier and Erb's Fundamentals of Nursing prepares students for practice in a range of diverse clinical settings and help them understand what it means to be a competent professional nurse in the twenty-first century. This third Australian edition has once again undergone a rigorous review and writing process. Contemporary changes in the regulation of nursing are reflected in the chapters and the third edition continues to focus on the three core philosophies: Person-centred care, critical thinking and clinical reasoning and cultural safety. Students will develop the knowledge, critical thinking and clinical reasoning skills to deliver care for their patients in ways that signify respect, acceptance, empathy, connectedness, cultural sensitivity and genuine concern

Dental evidence for ontogenetic differences between modern humans and Neanderthals

Humans have an unusual life history, with an early weaning age, long childhood, late first reproduction, short interbirth intervals, and long lifespan. In contrast, great apes wean later, reproduce earlier, and have longer intervals between births. Despite 80 y of speculation, the origins of these developmental patterns in Homo sapiens remain unknown. Because they record daily growth during formation, teeth provide important insights, revealing that australopithecines and early Homo had more rapid ontogenies than recent humans. Dental development in later Homo species has been intensely debated, most notably the issue of whether Neanderthals and H. sapiens differ. Here we apply synchrotron virtual histology to a geographically and temporally diverse sample of Middle Paleolithic juveniles, including Neanderthals, to assess tooth formation and calculate age at death from dental microstructure. We find that most Neanderthal tooth crowns grew more rapidly than modern human teeth, resulting in significantly faster dental maturation. In contrast, Middle Paleolithic H. sapiens juveniles show greater similarity to recent humans. These findings are consistent with recent cranial and molecular evidence for subtle developmental differences between Neanderthals and H. sapiens. When compared with earlier hominin taxa, both Neanderthals and H. sapiens have extended the duration of dental development. This period of dental immaturity is particularly prolonged in modern humans.Human Evolutionary Biolog