Taking Children Seriously     

Mary Renck Jalongo  Laura Stevenson  Abigail C. Davis  Marjorie L. Stanek 《Early Childhood Education Journal》2010,38(1):1-3

One of the timeless messages of early childhood education is to treat children with respect and value their unique perspectives on the world. This editorial tells the stories of three young children who wanted to be helpful and accept responsibility. It also tells the story of three professionals who identified with the child and responded supportively.  相似文献   

Examining behavioral, relational, and cognitive engagement in smaller learning communities: A case study of reform in one suburban district     

Heather A. Davis  Mei-Lin Chang  Carey E. Andrzejewski  Ryan R. Poirier 《Journal of Educational Change》2010,11(4):345-401

The purpose of this project was to examine the impact of Smaller Learning Community reform on students’ behavioral, relational, and cognitive engagement in a suburban school district experiencing urbanization. We describe a project in which we evaluated the engagement of a cohort of 8th grade students as they transitioned to high school (n = 605). Specifically, we disaggregated the data to identify how students’ engagement differed as a function of their participation in Smaller Learning Community structures, prior achievement, and race.  相似文献   

ApoStream?, a new dielectrophoretic device for antibody independent isolation and recovery of viable cancer cells from blood     

Vishal Gupta  Insiya Jafferji  Miguel Garza  Vladislava O. Melnikova  David K. Hasegawa  Ronald Pethig  Darren W. Davis 《Biomicrofluidics》2012,6(2)

Isolation and enumeration of circulating tumor cells (CTCs) are used to monitor metastatic disease progression and guide cancer therapy. However, currently available technologies are limited to cells expressing specific cell surface markers, such as epithelial cell adhesion molecule (EpCAM) or have limited specificity because they are based on cell size alone. We developed a device, ApoStream^™ that overcomes these limitations by exploiting differences in the biophysical characteristics between cancer cells and normal, healthy blood cells to capture CTCs using dielectrophoretic technology in a microfluidic flow chamber. Further, the system overcomes throughput limitations by operating in continuous mode for efficient isolation and enrichment of CTCs from blood. The performance of the device was optimized using a design of experiment approach for key operating parameters such as frequency, voltage and flow rates, and buffer formulations. Cell spiking studies were conducted using SKOV3 or MDA-MB-231 cell lines that have a high and low expression level of EpCAM, respectively, to demonstrate linearity and precision of recovery independent of EpCAM receptor levels. The average recovery of SKOV3 and MDA-MB-231 cancer cells spiked into approximately 12 × 10⁶ peripheral blood mononuclear cells obtained from 7.5 ml normal human donor blood was 75.4% ± 3.1% (n = 12) and 71.2% ± 1.6% (n = 6), respectively. The intra-day and inter-day precision coefficients of variation of the device were both less than 3%. Linear regression analysis yielded a correlation coefficient (R²) of more than 0.99 for a spiking range of 4–2600 cells. The viability of MDA-MB-231 cancer cells captured with ApoStream was greater than 97.1% and there was no difference in cell growth up to 7 days in culture compared to controls. The ApoStream device demonstrated high precision and linearity of recovery of viable cancer cells independent of their EpCAM expression level. Isolation and enrichment of viable cancer cells from ApoStream enables molecular characterization of CTCs from a wide range of cancer types.  相似文献   

ICT teacher training: Evidence for multilevel evaluation from a national initiative   总被引：1，自引：0，他引：1  

Niki Davis  Christina Preston  Ismail Sahin 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):135-148

This paper is one of a pair that re-examines the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. Reanalysis of data gathered for the 2004 evaluation uncovers the complexity of such professional development. The effectiveness of contrasting approaches to ICT-related teacher training was analysed using the national survey of 496 trainees and experts' reports on 11 of the 47 training providers. multilevel evaluation of professional development was shown to be robust for ICT teacher training, including a significant correlation between the views of experts and those of teachers. The presence of the middle level of 'organisational support and change' emerged as a particularly discriminating factor, indicating that higher-quality teacher training supports change in the classroom and in the school. Therefore, we recommend that all five of Guskey's levels be consistently adopted for the evaluation of ICT teacher training, and that research should also adopt a multilevel model. A second paper delves deeper to describe and contrast the highest and lowest-rated approaches to ICT teacher training.  相似文献   

Supporting Preservice Elementary Teachers’ Critique and Adaptation of Science Lesson Plans Using Educative Curriculum Materials     

Carrie Beyer  Elizabeth A. Davis 《Journal of Science Teacher Education》2009,20(6):517-536

Critiquing and adapting curriculum materials are essential teaching practices but challenging for many preservice teachers. This study explores the use of educative curriculum materials—materials intended to support both teacher and student learning—to help preservice elementary teachers develop their pedagogical design capacity for critiquing and adapting lessons. Preservice teachers received educative supports highlighting pedagogical principles and rationales for those principles. When provided with educative supports, most individuals attended to the principles targeted in the supports, engaged in an in-depth analysis with regard to the principles, and used the rationales from the supports to justify their analyses. However, few continued to do so in subsequent analyses when they no longer received support. Implications for science teacher education and curriculum design are discussed.  相似文献   

情人树     

鲍勃·珀克斯  刘克 《海外英语》2009,(2)

一首老歌可以流传百年,而一次真爱却能回忆永远。密林中的一次奇遇使我重新认识了爱的真谛——心若在,爱就在。  相似文献   

Preparing Instructional Designers for Game-Based Learning: Part III. Game Design as a Collaborative Process     

Atsusi Hirumi  Bob Appelman  Lloyd Rieber  Richard Van Eck 《TechTrends》2010,54(5):38-45

In this three part series, four professors who teach graduate level courses on the design of instructional video games discuss their perspectives on preparing instructional designers to optimize game-based learning. Part I set the context for the series and one of four panelists discussed what he believes instructional designers should know about instructional game design. In Part II, two faculty members who teach courses on instructional game design presented their perspectives on preparing instructional designers for game-based learning. Part III presents a fourth perspective along with conclusion that contrasts the four views posited in Parts I-III.  相似文献   

Broken and Disordered: Selected Critical Readings on Broken Windows Policing     

Helane E. Davis 《Legal Reference Services Quarterly》2017,36(3-4):166-189

Broken windows policing came of age when one of the nation's largest and most high-profile police departments began to systematize the philosophy as part of order maintenance policing. This bibliography, comprised primarily of selected readings critical of the phenomenon, not only illustrates the depth and breadth of the criticism of specific order maintenance methods but questions much of the “proof” of their effectiveness. Book-ending the critiques are readings that articulate the founding “broken windows” theory, and cases that provide the legal framework for this particular intersection between social norms theory and law.  相似文献   

What Do Student Teachers Want in Mentor Teachers?: Desired,Expected, Possible,and Emerging Roles     

Janine S. Davis  Victoria B. Fantozzi 《Mentoring & Tutoring: Partnership in Learning》2016,24(3):250-266

Research has shown that mentor teachers play varied roles. Using a conceptual framework grounded in these roles, the researchers explored what seven student teachers said during multiple interviews about the roles they wanted for their mentor teachers. Findings showed that while some participants preferred emotional support and others wanted instructional support, none wanted socialization. The researchers identified a new category–mentor as gatekeeper–to capture the preferences of one participant and concerns of others. This category reflected a focus on the credentialing aspect of student teaching as something that students must complete before licensure. Implications for teacher education included additional support for mentor teacher–preservice teacher pairs such as conversations about desired, expected, possible, and emerging roles during the mentoring process.  相似文献   

Editorial          下载免费PDF全文

Bob Davis 《Journal of Philosophy of Education》2015,49(3):iii-v

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