Effects of an Elementary Language Arts Unit on Critical Thinking, Reading, and Writing

Teaching young students to think critically has always been important, however, as the United States transitions to a national set of learning standards which emphasizes higher-order thinking, it becomes essential. In this quasi-experimental study we evaluate the effects of exposure to the Journeys and Destinations (J&D) unit from the William and Mary language arts curriculum on students’ critical thinking, reading, and writing in general education classrooms. The unit uses advanced-reading-level literature to teach the concept of change, critical reasoning, and advanced language arts skills. Students from nine fourth and fifth grade classrooms participated in the study; three used the William and Mary language arts model, while six were asked to use their normal language arts approach. At the beginning and end of the semester students were assessed with the Bracken Test of Critical Thinking, a test of syntactic reading fluency, and a curriculum-based measure of writing. Classroom observations were used to monitor the approaches being used and assess fidelity of implementation. Results indicated that students exposed to the J&D unit grew significantly in the area of critical thinking, while the comparison group did not. Both groups grew significantly in reading, and neither group experienced gains in writing.  Results are discussed in the context of professional development needs, and the move to a national curriculum focused on developing critical thinking skills in all students. Keywords: Curriculum, Elementary, Journeys and Destinations, Project Athena, Critical Thinking, Language Arts, Reading, Writing, Gifte

Self-Determination in Social Context: A Social Cognitive Approach

There is growing support for situating understandings of self-determination for students with disabilities in social and cultural contexts. However, exploration and expansion of theory is needed to illuminate the complexities of self-determination in the process of academic and career development, particularly for students from culturally diverse backgrounds. In an attempt to create this understanding we propose the use of social cognitive career theory because this theory of career and academic development accounts for both personal background and identity variables (e.g., disability, gender, and culture) and intrapersonal cognitive variables (e.g., coping-efficacy, self-efficacy) (Lent, Brown, & Hackett, 1994). Whereas self-determination theory in special education is primarily concerned with cognitive variables

Force-matched embedded-atom method potential for niobium

Large-scale simulations of plastic deformation and phase transformations in alloys require reliable classical interatomic potentials. We construct an embedded-atom method potential for niobium as the first step in alloy potential development. Optimization of the potential parameters to a well-converged set of density-functional theory (DFT) forces, energies, and stresses produces a reliable and transferable potential for molecular dynamics simulations. The potential accurately describes properties related to the fitting data, and also produces excellent results for quantities outside the fitting range. Structural and elastic properties, defect energetics, and thermal behavior compare well with DFT results and experimental data, e.g., DFT surface energies are reproduced with less than 4% error, generalized stacking-fault energies differ from DFT values by less than 15%, and the melting temperature is within 2% of the experimental value.Comment: 17 pages, 13 figures, 7 table

Thinking Critically About Data Displays

The quality of a data display can have an impact on the interpretation of those data. A survey of the literature indicates that data displays can vary in quality of accuracy, clarity, and efficacy. In this study we develop and apply an evaluative rubric to graphs in a sample of six education journals: three research and three practitioner. Results indicate that graph quality is typically high in educational journals, however, in practitioner oriented journals issues around graph clarity and efficacy should be addressed. Common error patterns are pinpointed, and four recommendations are made to authors and editors: focus on meaningful labels, increase amount of data displayed, portray multiple relationships, and elaborate with supporting text

Practical Issues in Field Based Testing of Oral Reading Fluency at Upper Elementary Grades

In this series of studies, we explore the ideal frequency, duration, and relative effectiveness of measuring oral reading fluency. In study one, a sample of 389 fifth graders read out loud for 1 min and then took a traditional state-level standardized reading test. Results suggest administering three passages and using the median yields the highest predictive validity. Study two compared oral reading fluency rates at 30 and 60 s for 815 elementary and middle school students on the same passage. Results indicate that the 30 s measures yield a comparable score. Study three found relatively similar predictive validity of oral reading fluency for 67 fourth- and 125 sixth-grade students on Aimsweb, EasyCBM, and DIBELS. Implications for practice are discussed

LRP5 and LRP6 Are Not Required for Protective Antigen–Mediated Internalization or Lethality of Anthrax Lethal Toxin

Anthrax toxin (AnTx) plays a key role in the pathogenesis of anthrax. AnTx is composed of three proteins: protective antigen (PA), edema factor, and lethal factor (LF). PA is not toxic but serves to bind cells and translocate the toxic edema factor or LF moieties to the cytosol. Recently, the low-density lipoprotein receptor–related protein LRP6 has been reported to mediate internalization and lethality of AnTx. Based on its similarity to LRP6, we hypothesized that LRP5 may also play a role in cellular uptake of AnTx. We assayed PA-dependent uptake of anthrax LF or a cytotoxic LF fusion protein (FP59) in cells and mice harboring targeted deletions of Lrp5 or Lrp6. Unexpectedly, we observed that uptake was unaltered in the presence or absence of either Lrp5 or Lrp6 expression. Moreover, we observed efficient PA-mediated uptake into anthrax toxin receptor (ANTXR)–deficient Chinese hamster ovary cells (PR230) that had been stably engineered to express either human ANTXR1 or human ANTXR2 in the presence or absence of siRNA specific for LRP5 or LRP6. Our results demonstrate that neither LRP5 nor LRP6 is necessary for PA-mediated internalization or lethality of anthrax lethal toxin

Two Studies of TierII Literacy Development: Throwing Sixth Graders a Lifeline

Two experimental studies at one urban middle school investigated the effects of the combination of Tier I and Tier II evidence-based reading instruction compared to Tier I alone on struggling sixth-grade readers (N = 109). All participants received free or reduced-price lunch, and 95% were considered English learners at some point in their school history. In both studies, Tier II intervention consisted of intensive instruction in word analysis, fluency building, comprehension, and vocabulary for 30 hours across 10 weeks. Results of both studies taken individually and combined indicated significant differences in favor of the intervention groups on oral reading fluency. The second study indicated significantly stronger performances for the intervention group on the Woodcock Reading Mastery Test—Revised (WRMT-R/NU) passage comprehension subtest. Tier II interventions and Response to Intervention (RTI) for older struggling readers are discussed related to educational implications and future research

Differential roles of p39Mos–Xp42Mpk1 cascade proteins on Raf1 phosphorylation and spindle morphogenesis in Xenopus oocytes

AbstractFully-grown G2-arrested Xenopus oocytes resume meiosis upon hormonal stimulation. Resumption of meiosis is characterized by germinal vesicle breakdown, chromosome condensation, and organization of a bipolar spindle. These cytological events are accompanied by activation of MPF and the p39Mos–MEK1–Xp42Mpk1–p90Rsk pathways. The latter cascade is activated upon p39Mos accumulation. Using U0126, a MEK1 inhibitor, and p39Mos antisense morpholino and phosphorothioate oligonucleotides, we have investigated the role of the members of the p39Mos–MEK1–Xp42Mpk1–p90Rsk in spindle morphogenesis. First, we have observed at a molecular level that prevention of p39Mos accumulation always led to MEK1 phosphorylation defects, even when meiosis was stimulated through the insulin Ras-dependent pathway. Moreover, we have observed that Raf1 phosphorylation that occurs during meiosis resumption was dependent upon the activity of MEK1 or Xp42Mpk1 but not p90Rsk. Second, inhibition of either p39Mos accumulation or MEK1 inhibition led to the formation of a cytoplasmic aster-like structure that was associated with condensed chromosomes. Spindle morphogenesis rescue experiments using constitutively active Rsk and purified murine Mos protein suggested that p39Mos or p90Rsk alone failed to promote meiotic spindle organization. Our results indicate that activation of the p39Mos–MEK1–Xp42Mpk1–p90Rsk pathway is required for bipolar organization of the meiotic spindle at the cortex