Teachers’ Perspectives on Year Two Implementation of a Kindergarten Readiness Assessment

In this study we examined teachers’ perspectives regarding the second year of implementing a Kindergarten Readiness Assessment (KRA). Using a mixed-methods approach, we focused on the administration process, the perceived benefits of the assessment, and how teachers used the assessment to inform instruction. We also investigated whether these differed by teacher and district characteristics and how KRA experiences were different in the second year of implementation. Research Findings: Teachers generally did not view the KRA as beneficial for instruction or for students, reporting administration difficulties, inadequate KRA content, and limited utility of KRA data for supporting instruction as ongoing barriers to KRA use. Although the administration process seemed to be easier in the second year, teachers still reported it as burdensome, cutting into important beginning of kindergarten activities. Notably, teacher training and experience were associated with perceptions. Practice or Policy: Reasons for perceived lack of utility have important implications for future KRA design and implementation. These include better integration of KRAs into existing assessment systems, recognizing the added burden of KRAs to teachers (particularly at the beginning of kindergarten), and the role that additional training may have in supporting use of KRAs at the local level

Bridging the Gap between Data and Instruction to Promote School Readiness

States are increasingly endorsing collecting data in the early childhood classroom to measure instructional quality, as well as to enhance classroom- and school-based improvement efforts (Meisels, 2006; National Association for the Education of Young Children, 2009). While an increase in available data has the potential to inform decisions in the classroom, many educators report a need for clearer guidance in analyzing, interpreting, and using the data they collect (Sandall, Schwartz, & Lacroix, 2004; U.S. Department of Education, 2009). Thus, efforts must be made to improve resources and training to provide early childhood educators the opportunity to build their capacity for data proficiency and decision-making within schools. As professionals build their capacity for data-informed decision-making (DIDM), children will benefit from instruction that is responsive to real-time information, and interventions that are tailored to their individual needs

Recovery of the old nova V840 Ophiuchi: A carbon rich system

We present optical spectroscopy and multi colour photometry of the old nova V840 Oph. We rediscovered the nova based on its position in the colour--colour diagrams. It stands out as a very blue object with an additional red component. We present the first optical spectroscopy of this candidate and confirm its nova character. Furthermore, V840\,Oph has been found as one of very few cataclysmic variables showing C IV emission at lambda = 580/1 nm. From the analysis of the carbon lines it seems probable that V840 Oph contains actually a carbon-rich secondary star. So far, only the nova-like QU Car has been known to have such a companion. We furthermore find spectroscopic evidence that V840 Oph has a hot, dense accretion disc or stream and is probably a magnetic system.Comment: 7 pages, 6 figures, accepted by A&

Reinventing College Physics for Biologists: Explicating an epistemological curriculum

The University of Maryland Physics Education Research Group (UMd-PERG) carried out a five-year research project to rethink, observe, and reform introductory algebra-based (college) physics. This class is one of the Maryland Physics Department's large service courses, serving primarily life-science majors. After consultation with biologists, we re-focused the class on helping the students learn to think scientifically -- to build coherence, think in terms of mechanism, and to follow the implications of assumptions. We designed the course to tap into students' productive conceptual and epistemological resources, based on a theoretical framework from research on learning. The reformed class retains its traditional structure in terms of time and instructional personnel, but we modified existing best-practices curricular materials, including Peer Instruction, Interactive Lecture Demonstrations, and Tutorials. We provided class-controlled spaces for student collaboration, which allowed us to observe and record students learning directly. We also scanned all written homework and examinations, and we administered pre-post conceptual and epistemological surveys. The reformed class enhanced the strong gains on pre-post conceptual tests produced by the best-practices materials while obtaining unprecedented pre-post gains on epistemological surveys instead of the traditional losses.Comment: 35 pages including a 15 page appendix of supplementary material

Going beyond defining: Preschool educators\u27 use of knowledge in their pedagogical reasoning about vocabulary instruction

Previous research investigating both the knowledge of early childhood educators and the support for vocabulary development present in early childhood settings has indicated that both educator knowledge and enacted practice are less than optimal, which has grave implications for children\u27s early vocabulary learning and later reading achievement. Further, the nature of the relationship between educators\u27 knowledge and practice is unclear, making it difficult to discern the best path towards improved knowledge, practice, and children\u27s vocabulary outcomes. The purpose of the present study was to add to the existing literature by using stimulated recall interviews and a grounded approach to examine how 10 preschool educators used their knowledge to made decisions about their moment-to-moment instruction in support of children\u27s vocabulary development. Results indicate that educators were thinking in highly context-specific ways about their goals and strategies for supporting vocabulary learning, taking into account important knowledge of their instructional history with children and of the children themselves to inform their decision making in the moment. In addition, they reported thinking about research-based goals and strategies for supporting vocabulary learning that went beyond simply defining words for children. Implications for research and professional development are discussed

Unravelling the nature of HD 81032 - a new RS CVn Binary

BVR photometric and quasi-simultaneous optical spectroscopic observations of the star HD 81032 have been carried out during the years 2000 - 2004. A photometric period of $18.802 \pm 0.07$ d has been detected for this star. A large group of spots with a migration period of $7.43 \pm 0.07$ years is inferred from the first three years of the data. H$\alpha$ and Ca II H and K emissions from the star indicate high chromospheric activity. The available photometry in the BVRIJHK bands is consistent with spectral type of K0 IV previously found for this star. We have also examined the spectral energy distribution of HD 81032 for the presence of an infrared colour excess using the 2MASS JHK and IRAS photometry, but found no significant excess in any band abovethe normal values expected for a star with this spectral type. We have also analyzed the X-ray emission properties of this star using data obtained by the ROSAT X-ray observatory during its All-Sky Survey phase. An X-ray flare of about 12 hours duration was detected during the two days of X-ray coverage obtained for this star. Its X-ray spectrum, while only containing 345 counts, is inconsistent with a single-temperature component solar-abundance coronal plasma model, but implies either the presence of two or more plasma components, non-solar abundances, or a combination of both of these properties. All of the above properties of HD 81032 suggest that it is a newly identified, evolved RS CVn binary.Comment: 18 pages, 10 figures, 3 tables, Accepted for the publication in JAp

Multi-transmission-line-beam interactive system

We construct here a Lagrangian field formulation for a system consisting of an electron beam interacting with a slow-wave structure modeled by a possibly non-uniform multiple transmission line (MTL). In the case of a single line we recover the linear model of a traveling wave tube (TWT) due to J.R. Pierce. Since a properly chosen MTL can approximate a real waveguide structure with any desired accuracy, the proposed model can be used in particular for design optimization. Furthermore, the Lagrangian formulation provides for: (i) a clear identification of the mathematical source of amplification, (ii) exact expressions for the conserved energy and its flux distributions obtained from the Noether theorem. In the case of uniform MTLs we carry out an exhaustive analysis of eigenmodes and find sharp conditions on the parameters of the system to provide for amplifying regimes

Wide band X-ray and optical observations of the BL Lac object 1ES 1959+650 in high state

The blazar 1ES 1959+650 was observed twice by BeppoSAX in September 2001 simultaneously with optical observations. We report here the X-ray data together with the optical, R_C magnitude, light curve since August 1995. The BeppoSAX observations were triggered by an active X-ray status of the source. The X-ray spectra are brighter than the previously published X-ray observations, although the source was in an even higher state a few months later, as monitored by the ASM onboard RossiXTE, when it was also detected to flare in the TeV band. Our X-ray spectra are well represented by a continuosly curved model up to 45 keV and are interpreted as synchrotron emission, with the peak moving to higher energies. This is also confirmed by the slope of the X-ray spectrum which is harder than in previous observations. Based on our optical and X-ray data, the synchrotron peak turns out to be in the range 0.1-0.7 keV. We compare our data with non simultaneous radio to TeV data and model the spectral energy distribution with a homogeneous, one-zone synchrotron inverse Compton model. We derive physical parameters that are typical of low power High Energy peaked Blazar, characterised by a relatively large beaming factor, low luminosity and absence of external seed photons.Comment: 12 pages, 6 figures, accepted by A&