Comprehensive Induction or Add-on Induction: Impact on Teacher Practice and Student Engagement

In recent years, we have seen a rapid expansion of policies and resources devoted to new teacher induction. Most of these policies are based on an assumption that induction programs have a positive influence on teacher quality and student learning. Yet there is little evidence to support claims for such policies regarding the distinct components of induction programs or their effectiveness (Wang, Odell & Schwille, 2008). Scholars have argued for targeted mentoring that addresses the learning needs of beginning teachers with regard to instructional practice (Feiman-Nemser, 2001). Some suggest that induction efforts may increase teacher knowledge, student achievement, teacher satisfaction, and retention (Darling-Hammond, 1999; Fletcher, Strong & Villar, 2008; Smith & Ingersoll, 2004).There is, however, insufficient data to assist educators and policy makers in determining the most effective or critical components of induction programs. There is scant consensus around a number of induction issues, for example: the most effective mentoring condition (full-time or add-on mentoring); the amount of time required to enhance the development of beginning teachers; the amount of professional development mentors need to be effective; and the level of match (subject or grade level) required between mentor and beginning teacher. Furthermore, few studies explore the different components of induction and their effects on teacher and student outcomes.Given such a dearth of evidence and the current state of induction policy, this study was developed to examine differences in student engagement and teacher instructional practice in two types of induction conditions: comprehensive full-time induction and add-on induction. These two conditions differed in- the amount of mentor participation in professional development on induction;- the amount of time mentors could spend on structured observations, reflection, and feedback focused on pedagogy;- mentors' abilities to prioritize induction efforts;- mentors' abilities to serve as liaisons between beginning teachers and administrators; and- the amount of professional development mentors could offer beginning teachers.The goal of this study was to examine the instructional practice of beginning teachers who were mentored in these two conditions and to explore differences in instructional practice and student engagement

Starting Out Right: A Cluster Evaluation of the Early Childhood Grants of the John S. and James L. Knight Foundation: Year 3 Final Report

Evaluates Knight's early childhood grantmaking in twelve communities, with a focus on grants that transform systems and build networks at a scale sufficient to create meaningful change. Presents grantee results and lessons learned

Relaxing to Three Dimensions

We propose a new selection principle for distinguishing among possible vacua that we call the "relaxation principle". The idea is that the universe will naturally select among possible vacua through its cosmological evolution, and the configuration with the biggest filling fraction is the likeliest. We apply this idea to the question of the number of dimensions of space. We show that under conventional (but higher-dimensional) FRW evolution, a universe filled with equal numbers of branes and antibranes will naturally come to be dominated by 3-branes and 7-branes. We show why this might help explain the number of dimensions that are experienced in our visible universe.Comment: 4 pages; minor improvements, references adde

Medical Students\u27 Knowledge of Midwifery Practice After Didactic and Clinical Exposure

Information concerning the student outcomes of interdisciplinary education is limited. The purpose of this study was to identify the knowledge of third‐year medical students regarding the practice of certified nurse‐midwives (CNMs). A 1‐page survey instrument was developed and pretested. The instrument was administered as a pre‐ and posttest at the beginning and end of 7 Obstetrics and Gynecology rotations at 2 medical school clinical campuses of a large Midwestern medical school. Direct interaction with CNMs improved knowledge of collaborative practice arrangements and roles. This was particularly evident in knowledge areas related to CNM prescriptive authority. The medical students who had direct experience with CNMs expressed more interest in working with them in the future than those who lacked the exposure. Collaborative, interdisciplinary education of medical students appeared to promote improved understanding of roles and capabilities

High resolution radiometric measurements of convective storms during the GATE experiment

Using passive microwave data from the NASA CV-990 aircraft and radar data collected during the Global Atmospheric Research Program Atlantic Tropical Experiment (GATE), an empirical model was developed relating brightness temperatures sensed at 19.35 GHz to surface rainfall rates. This model agreed well with theoretical computations of the relationship between microwave radiation and precipitation in the tropics. The GATE aircraft microwave data was then used to determine the detailed structure of convective systems. The high spatial resolution of the data permitted identification of individual cells which retained unique identities throughout their lifetimes in larger cloud masses and allowed analysis of the effects of cloud merger

The Importance of Acknowledgement as a High Class Society for Teenager in Alyson Noël's Faking 19

This paper discusses the Alex's desire to be acknowledged as a high class person. Alex comes from a middle class background. When she enters high school, she started to change. In this paper I analyze the changes that happened to Alex. In the analysis, I use Georg Simmel's theory about fashion and metropolitan lifestyle. I divided this analysis into three parts. The first part, it discusses what Alex does to get the acknowledgement. Second, it discusses the reasons and result behind her desire to be acknowledged as a high class. Finally, it discusses what Alex learns from her encounter with the high class. Through the analysis I find that Faking 19 shows an important moral lesson. Being acknowledged as a high class is not the most important thing in life. The most important thing in life is when someone can be themselves

Comparing SSN Index to X-ray Flare and Coronal Mass Ejection Rates from Solar Cycles 22-24

The newly revised sunspot number series allows for placing historical geoeffective storms in the context of several hundred years of solar activity. Using statistical analyses of the Geostationary Operational Environmental Satellites (GOES) X-ray observations from the past ~30 years and the Solar and Heliospheric Observatory (SOHO) Large Angle and Spectrometric Coronagraph (LASCO) Coronal Mass Ejection (CME) catalog (1996-present), we present sunspot-number-dependent flare and CME rates. In particular, we present X-ray flare rates as a function of sunspot number for the past three cycles. We also show that the 1-8 AA X-ray background flux is strongly correlated with sunspot number across solar cycles. Similarly, we show that the CME properties (e.g., proxies related to the CME linear speed and width) are also correlated with sunspot number for SC 23 and 24. These updated rates will enable future predictions for geoeffective events and place historical storms in the context of present solar activity.Comment: 17 pages, accepted to Solar Physic

Hope as a Source of Resilience in Later Adulthood

This research provided a preliminary investigation of how variations in trait and state hope are associated with positive adaptation to stress in later adulthood. Trait hope and neuroticism were measured by questionnaires and state hope, stress, and negative emotions were assessed daily for 45 days. Results from multilevel random coefficient modeling analyses suggested that daily hope provides protective benefits by keeping negative emotions low, while also contributing to adaptive recovery from stress. The dynamic linkages between daily hope, stress, and emotion were further moderated by individual differences in trait hope. Compared with those low in trait hope, high-hope individuals showed diminished stress reactivity and more effective emotional recovery