Turning Teachers into Action Researchers in their Classrooms

Action research is often called the teacher’s research and often feels like a common sense approach to solving problems, but not all pre-service teachers begin careers knowing how to use this methodology to improve their own practice. This article offers a rationale for teaching pre-service teachers the skills and action research methodology as a tool for professional improvement based on the experiences of the authors engaging in a reflective process for teaching. While not generalizable, it is hoped that lessons learned may be applied by other faculty in teacher education programs

Co-teaching in Inclusive Classrooms Using Structured Collaborative Planning

A pair of co-teachers in a U.S., mid-western, suburban school district participated in a co-teacher training and subsequent research study, in an effort to encourage role changes that would increase the engagement of students with disabilities in the classroom, This case study presents the experiences of two co-teachers teaching in an inclusive, seventh grade science class. The teacher participants were first trained through voluntary participation in countywide, three-day in-service on co-teaching and brain-based learning and then interviewed. Over the course of the ten-week study, the co-teachers used a structured collaborative planning protocol to prepare for weekly co-teaching. Teachers and students were observed in the classroom and data was collected regarding teacher behavior and student engagement. At the conclusion of the ten weeks, teachers participated in a collaborative interview. A grounded theory approach to analysis of the pre- and post-interviews and the structured planning protocols illustrated that when the teachers met consistently and used a structured planning protocol to prepare for co-teaching in their inclusive classroom, they were able to make changes to their classroom teaching behaviors and traditional roles. These changes modified their professional relationships with one another, their roles in the classrooms, and their perceptions of their own roles as co-teachers. Implications for practice are discussed

Turning Teachers into Action Researchers in their Classrooms

Action research is often called the teacher’s research and often feels like a common sense approach to solving problems, but not all pre-service teachers begin careers knowing how to use this methodology to improve their own practice. This article offers a rationale for teaching pre-service teachers the skills and action research methodology as a tool for professional improvement based on the experiences of the authors engaging in a reflective process for teaching. While not generalizable, it is hoped that lessons learned may be applied by other faculty in teacher education programs

Pre - Service Teachers’ Perceptions of Disability as Represented in Children’s Television Programs--RESEARCH

As colleges and universities prepare pre-service teachers to teach in inclusive classrooms, it is important to understand college students’ schema of diversity. Part of creating an inclusive classroom culture is to understand how children view similarities and differences in others, and how to create a culture of acceptance. One way to create a culture of understanding is to use media representations and popular children’s television shows as a springboard for conversation and acceptance, but before pre-service teachers can use media, they have to first understand the characteristics and qualification criteria for students with disabilities, and also how the community at large perceives children with disabilities. This research investigated pre-service teachers’ understanding of proportionality and equality in children’s television programming. University undergraduate students applying to or already admitted into teacher education programs watched several hours of children’s television programs and answered questions about the number of characters they observed with disabilities, as well as the way these characters and their disabilities were presented in the show. The research showed that pre-service teachers disproportionately identified more television characters as having disabilities. Implications for practice include increasing early knowledge of IDEA categories and focusing on positive inclusive models in children’s programming and media

Complementary use of TEM and APT for the investigation of steels nanostructured by severe plastic deformation

The properties of bulk nanostructured materials are often controlled by atomic scale features like segregation along defects or composition gradients. Here we discuss about the complimentary use of TEM and APT to obtain a full description of nanostructures. The advantages and limitations of both techniques are highlighted on the basis of experimental data collected in severely deformed steels with a special emphasis on carbon spatial distribution

Monocyte dysregulation and systemic inflammation during pediatric falciparum malaria

BACKGROUND: Inflammation and monocytes are thought to be important to human malaria pathogenesis. However, the relationship of inflammation and various monocyte functions to acute malaria, recovery from acute malaria, and asymptomatic parasitemia in endemic populations is poorly understood. METHODS: We evaluated plasma cytokine levels, monocyte subsets, monocyte functional responses, and monocyte inflammatory transcriptional profiles of 1- to 10-year-old Kenyan children at the time of presentation with acute uncomplicated malaria and at recovery 6 weeks later; these results were compared with analogous data from asymptomatic children and adults in the same community. RESULTS: Acute malaria was marked by elevated levels of proinflammatory and regulatory cytokines and expansion of the inflammatory intermediate monocyte subset that returned to levels of healthy asymptomatic children 6 weeks later. Monocytes displayed activated phenotypes during acute malaria, with changes in surface expression of markers important to innate and adaptive immunity. Functionally, acute malaria monocytes and monocytes from asymptomatic infected children had impaired phagocytosis of P. falciparum-infected erythrocytes relative to asymptomatic children with no blood-stage infection. Monocytes from both acute malaria and recovery time points displayed strong and equivalent cytokine responsiveness to innate immune agonists that were independent of infection status. Monocyte transcriptional profiles revealed regulated and balanced proinflammatory and antiinflammatory and altered phagocytosis gene expression patterns distinct from malaria-naive monocytes. CONCLUSION: These observations provide insights into monocyte functions and the innate immune response during uncomplicated malaria and suggest that asymptomatic parasitemia in children is not clinically benign. FUNDING: Support for this work was provided by NIH/National Institute of Allergy and Infectious Diseases (R01AI095192-05), the Burroughs Wellcome Fund/American Society of Tropical Medicine and Hygiene, and the Rainbow Babies & Children\u27s Foundation

A Multilevel Investigation of Resiliency Scales for Children and Adolescents: The Relationships Between Self-Perceived Emotion Regulation, Vagally Mediated Heart Rate Variability, and Personal Factors Associated with Resilience

Personal resiliency refers to individual attributes that are related to the process of successfully adapting to the environment in the face of adverse conditions, also known as resilience. Emotion regulation is increasingly found as a core component in mental health and found to modulate individual differences in the management of emotional responses. The Resiliency Scales for Children and Adolescents (RSCA; Prince-Embury, 2006, 2007) were designed to systematically identify and quantify core personal qualities of resiliency in youth, and includes Sense of Mastery scale (MAS), Sense of Relatedness scale (REL), and Emotional Reactivity (REA) scale. The following study was first conducted to confirm the Three-Factor model of Personal Resiliency in a Norwegian student sample using factor analytic procedures. Secondly and the main purpose of the study, was to investigate if personal resiliency is associated with self-reported measures related to emotion regulation, and with resting vagally mediated heart rate variability (vmHRV) as a psychophysiological index of emotion regulation capacity. A revised scale adapted to the Norwegian sample was developed. Results indicate that protective indices related to personal resiliency are associated with both self-reported adaptive emotion regulation and outcome, and partly related to high capacity for emotion regulation indicated by vmHRV. Risk related to personal vulnerability was associated with maladaptive emotion regulation and outcome, but was not associated with emotion regulation capacity. Together the findings provide supporting evidence of both self-reported and psychophysiological correlates between emotion regulatory processes and personal resiliency indicated by RSCA.publishedVersio

A Multilevel Investigation of Resiliency Scales for Children and Adolescents: The Relationships Between Self-Perceived Emotion Regulation, Vagally Mediated Heart Rate Variability, and Personal Factors Associated With Resilience

Personal resiliency refers to individual attributes that are related to the process of successfully adapting to the environment in the face of adverse conditions, also known as resilience. Emotion regulation is increasingly found as a core component in mental health and found to modulate individual differences in the management of emotional responses. The Resiliency Scales for Children and Adolescents (RSCA; Prince-Embury, 2006, 2007) were designed to systematically identify and quantify core personal qualities of resiliency in youth, and includes Sense of Mastery scale (MAS), Sense of Relatedness scale (REL), and Emotional Reactivity (REA) scale. The following study was first conducted to confirm the Three-Factor model of Personal Resiliency in a Norwegian student sample using factor analytic procedures. Secondly and the main purpose of the study, was to investigate if personal resiliency is associated with self-reported measures related to emotion regulation, and with resting vagally mediated heart rate variability (vmHRV) as a psychophysiological index of emotion regulation capacity. A revised scale adapted to the Norwegian sample was developed. Results indicate that protective indices related to personal resiliency are associated with both self-reported adaptive emotion regulation and outcome, and partly related to high capacity for emotion regulation indicated by vmHRV. Risk related to personal vulnerability was associated with maladaptive emotion regulation and outcome, but was not associated with emotion regulation capacity. Together the findings provide supporting evidence of both self-reported and psychophysiological correlates between emotion regulatory processes and personal resiliency indicated by RSCA

Randomized controlled ferret study to assess the direct impact of 2008-09 trivalent inactivated influenza vaccine on A(H1N1)pdm09 disease risk

During spring-summer 2009, several observational studies from Canada showed increased risk of medically-attended, laboratory-confirmed A(H1N1)pdm09 illness among prior recipients of 2008-09 trivalent inactivated influenza vaccine (TIV). Explanatory hypotheses included direct and indirect vaccine effects. In a randomized placebo-controlled ferret study, we tested whether prior receipt of 2008-09 TIV may have directly influenced A(H1N1)pdm09 illness. Thirty-two ferrets (16/group) received 0.5 mL intra-muscular injections of the Canadian-manufactured, commercially-available, non-adjuvanted, split 2008-09 Fluviral or PBS placebo on days 0 and 28. On day 49 all animals were challenged (Ch0) with A(H1N1)pdm09. Four ferrets per group were randomly selected for sacrifice at day 5 post-challenge (Ch+5) and the rest followed until Ch+14. Sera were tested for antibody to vaccine antigens and A(H1N1)pdm09 by hemagglutination inhibition (HI), microneutralization (MN), nucleoprotein-based ELISA and HA1-based microarray assays. Clinical characteristics and nasal virus titers were recorded pre-challenge then post-challenge until sacrifice when lung virus titers, cytokines and inflammatory scores were determined. Baseline characteristics were similar between the two groups of influenza-naïve animals. Antibody rise to vaccine antigens was evident by ELISA and HA1-based microarray but not by HI or MN assays; virus challenge raised antibody to A(H1N1)pdm09 by all assays in both groups. Beginning at Ch+2, vaccinated animals experienced greater loss of appetite and weight than placebo animals, reaching the greatest between-group difference in weight loss relative to baseline at Ch+5 (7.4% vs. 5.2%; p = 0.01). At Ch+ 5 vaccinated animals had higher lung virus titers (log-mean 4.96 vs. 4.23pfu/mL, respectively; p = 0.01), lung inflammatory scores (5.8 vs. 2.1, respectively; p = 0.051) and cytokine levels (p.0.05). At Ch+14, both groups had recovered. Findings in influenza-naïve, systematically-infected ferrets may not replicate the human experience. While they cannot be considered conclusive to explain human observations, these ferret findings are consistent with direct, adverse effect of prior 2008-09 TIV receipt on A(H1N1)pdm09 illness. As such, they warrant further in-depth investigation and search for possible mechanistic explanations