Early childhood portfolios as a tool for enhancing learning during the transition to school

From 2005-2008 Mangere Bridge Kindergarten in New Zealand carried out a Centre of Innovation research project exploring the transition between early childhood education and school. A flexible action research approach was used, with the three teacher researchers, supported by two university research associates, developing and researching a range of strategies for supporting children’s learning as the children and their families ‘crossed the border’ from early childhood education to school. Many of these initiatives involved working closely with teachers in the local school setting. This paper focuses on one aspect of the findings, the ways in which the early childhood portfolios could be used to enhance children’s learning during the transition to school. Portfolios were identified as a belonging and empowerment tool; a means for school teachers to access to children’s funds of knowledge; playing a role in constructing a positive self-image about learning; and as valuable literacy artefacts

Producing “Society-Ready” Foresters: A Research-Based Process to Revise the Bachelor of Science in Forestry Curriculum at Stephen F. Austin State University

“Society-ready” foresters are capable of dealing effectively with the complex economic, ecological, and social issues involving forestry in the 21st century. To assess the knowledge areas, skill sets, abilities, and behaviors needed by society-ready, entry-level foresters today, we surveyed 800 forestry employers and forestry alumni from Stephen F. Austin State University (SFASU), and we also conducted focus group sessions with a total of 58 forestry employers. Important areas of knowledge on emerging issues for society-ready Bachelor of Science in Forestry (BSF) graduates included climate change, water availability and quality, and dealing with invasive plants, pathogens, and insects. However, the skill sets and abilities that involve dealing effectively with people were ranked highest in terms of areas in which the BSF curriculum at SFASU should be strengthened. This basic message—the need to improve people skills while maintaining strength and relevance in technical skills—is consistent with reports, studies, and conferences on forestry education in the United States since the early 1900s. At SFASU, we are revising the BSF curriculum to address the results of our research-based process, and we are also targeting research and outreach to address the century-old, chronic issue of how to measurably improve the knowledge, skills, abilities, and behaviors needed for foresters to work most effectively with people. In our research and application of results, we learned that the process of curriculum revision is just as important as the product: learning from our process will help guide other program leaders in forestry and natural resources to evaluate and revise undergraduate curricula. When done well, we believe work of this type will strengthen both the rigor and relevance in a curriculum, and the process will also strengthen relationships with alumni, employers, and other key constituents

ATCOFA Monograph 1-2014

Producing ‘Society-ready’ Foresters: A Research-based Process to Revise the Bachelor of Science in Forestry Curriculum at Stephen F. Austin State Universityhttps://scholarworks.sfasu.edu/atcofa_monograph_series/1000/thumbnail.jp

Group interventions to improve health outcomes : a framework for their design and delivery

Peer reviewedPublisher PD

Three Novel Pigmentation Mutants Generated by Genome-Wide Random ENU Mutagenesis in the Mouse

Three mutant mice with pigmentation phenotypes were recovered from a genomewide random mouse chemical mutagenesis study. White toes (Whto; MGI:1861986), Belly spot and white toes (Bswt; MGI:2152776) and Dark footpads 2 (Dfp2; MGI:1861991) were identified following visual inspection of progeny from a male exposed to the point mutagen ethylnitrosourea (ENU). In order to rapidly localize the causative mutations, genome-wide linkage scans were performed on pooled DNA samples from backcross animals for each mutant line. Whto was mapped to proximal mouse chromosome (Mmu) 7 between Cen (the centromere) and D7Mit112 (8.0 cM from the centromere), Bswt was mapped to centric Mmul between D1Mit214 (32.1 cM) and D1Mit480 (32.8 cM) and Dfp2 was mapped to proximalMmu4 between Cen and D4Mit18 (5.2 cM). Whto, Bswt and Dfp2 may provide novel starting points in furthering the elucidation of genetic and biochemical pathways relevant to pigmentation and associated biological processes