A Study of Incarcerated Youth: The Effect of Student Interest on Reading Comprehension and Engagement

Motivating adolescents to read can be a challenge, but motivating incarcerated adolescents to read may be even more of a challenge. Developing readers in residential facilities are often overlooked by traditional classroom teachers, but much can be learned from incarcerated youth and their motivation and engagement. Unfortunately, there is a shortage of research on effective instructional reading practices that motivate and engage incarcerated youth. The existing research primarily examines the impact of literacy on recidivism instead of strategies for motivating and engaging students who are incarcerated. Numerous studies exist that focus on motivation and engagement of reading in traditional classrooms, but these studies are limited when focused on students from the classrooms in juvenile residential centers. This qualitative study examines the influence of high-interest materials on the comprehension of incarcerated youth and the effect of student dispositions on reading engagement. While there was no obvious correlation between high-interest materials and student comprehension scores, the results of the study suggest that mentor/student rapport, vulnerability, high-interest materials, self-efficacy, and value placed on reading all factor into student motivation and engagement

A Study of Incarcerated Youth: The Effect of Student Interest on Reading Comprehension and Engagement

Motivating adolescents to read can be a challenge, but motivating incarcerated adolescents to read may be even more of a challenge. Developing readers in residential facilities are often overlooked by traditional classroom teachers, but much can be learned from incarcerated youth and their motivation and engagement. Unfortunately, there is a shortage of research on effective instructional reading practices that motivate and engage incarcerated youth. The existing research primarily examines the impact of literacy on recidivism instead of strategies for motivating and engaging students who are incarcerated. Numerous studies exist that focus on motivation and engagement of reading in traditional classrooms, but these studies are limited when focused on students from the classrooms in juvenile residential centers. This qualitative study examines the influence of high-interest materials on the comprehension of incarcerated youth and the effect of student dispositions on reading engagement. While there was no obvious correlation between high-interest materials and student comprehension scores, the results of the study suggest that mentor/student rapport, vulnerability, high-interest materials, self-efficacy, and value placed on reading all factor into student motivation and engagement

Reflection Impacts Preservice Teachers Instruction and Planning

Access the online Pressbooks version of this article here. Creating a habit of reflective practice promotes ongoing and sustainable instructional improvement for preservice teachers. Furthermore, reflection enables teachers to strengthen their instruction through critical analysis of student learning and engagement. While reflection may be intuitive for an in-service teacher, preservice teachers need this experience to develop intentional and automatic reflective practice. Adopted from the field of medicine, Subjective, Observation, Assessment, Planning (SOAP) Notes is a reflective strategy that allows educators to critically reflect on the lessons they have taught. SOAP Notes promote critical reflection on planning and student learning and may impact classroom management and instructional decision-making

Reflection Impacts Preservice Teachers\u27 Instruction and Planning

Creating a habit of reflective practice promotes ongoing and sustainable instructional improvement for preservice teachers. Furthermore, reflection enables teachers to strengthen their instruction through critical analysis of student learning and engagement. While reflection may be intuitive for an in-service teacher, preservice teachers need this experience to develop intentional and automatic reflective practice. Adopted from the field of medicine, Subjective, Observation, Assessment, Planning (SOAP) Notes is a reflective strategy that allows educators to critically reflect on the lessons they have taught. SOAP Notes promote critical reflection on planning and student learning and may impact classroom management and instructional decision-making

Adopt-an-Apprentice Teacher: Re-Inventing Early Field Experiences

The goal of this chapter was to explore the impact of a field-centric, grade-band, and subject-area specific field experience model that is linked to corresponding coursework on novice teacher candidates\u27 conceptions of what it means to be a teacher. Grounded in the work of scholars such as Dewey, Piaget, and Vygotsky, this study explores three questions: What aspects of the Adopt-an-Apprentice program do teacher candidates view as beneficial to their understanding of the profession and their development as teachers? What benefits, if any, do classroom teachers derive from hosting teacher candidates in the Adopt-an-Apprentice program? What is the impact of grade band/subject-area field experiences on teacher candidates\u27 conceptions of being a teacher? Using quantitative and qualitative surveys, the study illustrates how coursework linked to authentic application in clinical settings empowered novice teacher candidates to understand and engage content, pedagogy, and standards

Through the Eyes of the Mentor: Understanding the Adolescent Developing Reader

While some teacher candidates may believe reading instruction is the responsibility of English teachers, providing teacher candidates across all content areas with opportunities to develop skills working with developing readers may impact this misconception. Since some teacher candidates have limited experience, confidence, and/or reading strategies to instruct developing readers, this study examines the individual experiences of reading mentors at a midwestern university and the effect of their experience on developing readers. This mentoring experience revealed an impact both for the teacher candidates and developing readers. This opportunity proved to be rewarding while providing a glimpse of the reality of working with developing readers in teacher candidates’ future classrooms

Through the Eyes of the Mentor: Understanding the Adolescent Developing Reader

While some teacher candidates may believe reading instruction is the responsibility of English teachers, providing teacher candidates across all content areas with opportunities to develop skills working with developing readers may impact this misconception. Since some teacher candidates have limited experience, confidence, and/or reading strategies to instruct developing readers, this study examines the individual experiences of reading mentors at a midwestern university and the effect of their experience on developing readers. This mentoring experience revealed an impact both for the teacher candidates and developing readers. This opportunity proved to be rewarding while providing a glimpse of the reality of working with developing readers in teacher candidates’ future classrooms

Providing Hope after Trauma: Educating in a Juvenile Residential Center

The field of integrated language arts is an ideal forum for sharing stories, discussing perspectives, expressing emotions in a healthy way, and challenging the systems that govern and shape our lives. Accomplishing this goal in a traditional classroom can sometimes be difficult, but for a moment, consider the physical space of a classroom within a juvenile residential center (JRC). This space brings many obstacles that traditional classrooms, teachers, and students do not have to address. To thrive, students need to be in a safe environment of trust. Trust is both critical and challenging to build in a space with so many limitations. By centering student agency, identity, and awareness of structural barriers, teachers may be able to make a positive difference in the lives of incarcerated students, especially those impacted by trauma. This could help students gain a new perspective on their own recidivism and cycles underneath a systemic context, hopefully forging a path toward freedom and healing. This qualitative case study focuses on two novice teachers’ journeys as they navigate their instructional decisions and practice within a JRC

Self-Replenishing Vascularized Fouling-Release Surfaces

Inspired by the long-term effectiveness of living antifouling materials, we have developed a method for the self-replenishment of synthetic biofouling-release surfaces. These surfaces are created by either molding or directly embedding 3D vascular systems into polydimethylsiloxane (PDMS) and filling them with a silicone oil to generate a nontoxic oil-infused material. When replenished with silicone oil from an outside source, these materials are capable of self-lubrication and continuous renewal of the interfacial fouling-release layer. Under accelerated lubricant loss conditions, fully infused vascularized samples retained significantly more lubricant than equivalent nonvascularized controls. Tests of lubricant-infused PDMS in static cultures of the infectious bacteria Staphylococcus aureus and Escherichia coli as well as the green microalgae Botryococcus braunii, Chlamydomonas reinhardtii, Dunaliella salina, and Nannochloropsis oculata showed a significant reduction in biofilm adhesion compared to PDMS and glass controls containing no lubricant. Further experiments on vascularized versus nonvascularized samples that had been subjected to accelerated lubricant evaporation conditions for up to 48 h showed significantly less biofilm adherence on the vascularized surfaces. These results demonstrate the ability of an embedded lubricant-filled vascular network to improve the longevity of fouling-release surfaces.Engineering and Applied Science

Detection of Transgenerational Spermatogenic Inheritance of Adult Male Acquired CNS Gene Expression Characteristics Using a Drosophila Systems Model

Available instances of inheritance of epigenetic transgenerational phenotype are limited to environmental exposures during embryonic and adult gonadal development. Adult exposures can also affect gametogenesis and thereby potentially result in reprogramming of the germline. Although examples of epigenetic effects on gametogenesis exist, it is notable that transgenerational inheritance of environment-induced adult phenotype has not yet been reported. Epigenetic codes are considered to be critical in neural plasticity. A Drosophila systems model of pentylenetetrazole (PTZ) induced long-term brain plasticity has recently been described. In this model, chronic PTZ treatment of adult males causes alterations in CNS transcriptome. Here, we describe our search for transgenerational spermatogenic inheritance of PTZ induced gene expression phenotype acquired by adult Drosophila males. We generated CNS transcriptomic profiles of F1 adults after treating F0 adult males with PTZ and of F2 adults resulting from a cross between F1 males and normal females. Surprisingly, microarray clustering showed F1 male profile as closest to F1 female and F0 male profile closest to F2 male. Differentially expressed genes in F1 males, F1 females and F2 males showed significant overlap with those caused by PTZ. Interestingly, microarray evidence also led to the identification of upregulated rRNA in F2 males. Next, we generated microarray expression profiles of adult testis from F0 and F1 males. Further surprising, clustering of CNS and testis profiles and matching of differentially expressed genes in them provided evidence of a spermatogenic mechanism in the transgenerational effect observed. To our knowledge, we report for the first time detection of transgenerational spermatogenic inheritance of adult acquired somatic gene expression characteristic. The Drosophila systems model offers an excellent opportunity to understand the epigenetic mechanisms underlying the phenomenon. The finding that adult acquired transcriptomic alteration in soma is spermatogenically inherited across generations has potential implications in human health and evolution