45 CFR 1308.21 - Parent participation and transition of children into Head Start and from Head Start to public...

Science.gov (United States)

2010-10-01

... into Head Start and from Head Start to public school. 1308.21 Section 1308.21 Public Welfare... AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND FAMILIES, HEAD START PROGRAM HEAD START... Standards § 1308.21 Parent participation and transition of children into Head Start and from Head Start to...

Examination of Head Start students' and teachers' attitudes and behaviors toward trying new foods as part of a social marketing campaign

OpenAIRE

Stratton, Jessica Nicole

2008-01-01

Objective: To determine the impact of preschool teacher food-related attitudes and behaviors on child food behaviors. Design: A twelve-week intervention and observational study with teachers completing questionnaires before and after the intervention. Setting: Head Start classrooms throughout Virginia. Participants: 177 preschool Head Start teachers and 1534 children. Intervention(s): Food Friends, a twelve-week social marketing campaign, was conducted by Head Start teac...

Preschool Facilities - MDC_HeadStart

Data.gov (United States)

NSGIC Local Govt | GIS Inventory — A label (point) feature class of Head Start / Early Head Start/ Delegate Agencies/ Child Care Partnership & Family Day Care Homes Programs location in Miami-Dade...

Associations among Head Start Fathers' Involvement with Their Preschoolers and Child Language Skills

Science.gov (United States)

Fagan, Jay; Iglesias, Aquiles; Kaufman, Rebecca

2016-01-01

This study examined the associations among child language competence during father-child play interactions, fathers' time spent volunteering in their preschool-age child's Head Start classroom over the course of one school year, amount of father play and reading to the child at home, and fathers' positive control during play. The sample of 68…

From Head Start to Sure Start: Reflections on Policy Transfer

Science.gov (United States)

Welshman, John

2010-01-01

This article uses the history of debates over the US Head Start programme (1965), Early Head Start (1994) and the UK Sure Start initiative (1998), as a window on to policy transfer. In all the three, the aim was that early intervention could offer a means of boosting children's educational attainment and of countering the wider effects of poverty…

Health Coordination Manual. Head Start Health Services.

Science.gov (United States)

Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau.

Part 1 of this manual on coordinating health care services for Head Start children provides an overview of what Head Start health staff should do to meet the medical, mental health, nutritional, and/or dental needs of Head Start children, staff, and family members. Offering examples, lists, action steps, and charts for clarification, part 2…

Teachers' dispositional mindfulness and the quality of their relationships with children in Head Start classrooms.

Science.gov (United States)

Becker, Brandon D; Gallagher, Kathleen C; Whitaker, Robert C

2017-12-01

The quality of teachers' relationships with children is a key predictor of children's later social emotional competence and academic achievement. Interventions to increase mindfulness among teachers have focused primarily on the impacts on teachers' subjective well-being, but not on the quality of their relationships with children. Furthermore, none of these interventions have involved preschool teachers. To consider the potential of mindfulness-based interventions to improve the quality of teachers' relationships with preschool-aged children, we examined data from an online survey of 1001 classroom teachers in 37 Pennsylvania Head Start Programs. Using path analysis we investigated the association between teachers' dispositional mindfulness and the quality of their relationships with children (conflict and closeness). We further examined whether this association was mediated by teacher depressive symptoms and moderated by perceived workplace stress. Higher levels of dispositional mindfulness among teachers were associated with higher quality relationships with children (less conflict and greater closeness). The association between greater dispositional mindfulness and less conflict was partially mediated by lower depressive symptoms, and the conditional direct effect of mindfulness on conflict was stronger when perceived workplace stress was lower. These findings suggest that preschool teachers who have higher levels of dispositional mindfulness may experience higher quality relationships with children in their classrooms. Interventions to increase levels of dispositional mindfulness among early childhood educators may improve their well-being along with the quality of their relationships with children, potentially impacting children's educational outcomes. The potential impacts of such interventions may be even stronger if structural and systemic changes are also made to reduce workplace stress. Copyright © 2017 Society for the Study of School Psychology

A Resource Guide for Head Start Programs: Moving beyond a Culture of Compliance to a Culture of Continuous Improvement. OPRE Report 2015-02

Science.gov (United States)

Derrick-Mills, Teresa; Winkler, Mary K.; Healy, Olivia; Greenberg, Erica

2015-01-01

Head Start has long focused on assessing and improving program quality to ensure that the children served receive the best possible preparation for school and life. Most research has been focused inside the classroom--the classroom environment, teacher qualifications, and teacher interactions. Of course, the classroom is important because that is…

Head Start Impact Study. Technical Report

Science.gov (United States)

Puma, Michael; Bell, Stephen; Cook, Ronna; Heid, Camilla; Shapiro, Gary; Broene, Pam; Jenkins, Frank; Fletcher, Philip; Quinn, Liz; Friedman, Janet; Ciarico, Janet; Rohacek, Monica; Adams, Gina; Spier, Elizabeth

2010-01-01

This Technical Report is designed to provide technical detail to support the analysis and findings presented in the "Head Start Impact Study Final Report" (U.S. Department of Health and Human Services, January 2010). Chapter 1 provides an overview of the Head Start Impact Study and its findings. Chapter 2 provides technical information on the…

Do Head Start Impacts Vary by Neighborhood Context?

Science.gov (United States)

Morris, Pamela A.; Connors, Maia C.; McCoy, Dana Charles; Gomez, Celia J.; Yoshikawa, Hiro; Aber, J. Lawrence

2014-01-01

This paper capitalizes on the addition of geocodes for Head Start centers in which children were randomly assigned to address questions about the role of neighborhood characteristics in moderating impacts of assignment to the Head Start program. Researchers explore the extent to which impacts of assignment to Head Start on outcomes for children…

Head Start at ages 3 and 4 versus Head Start followed by state pre-k: Which is more effective?

Science.gov (United States)

Jenkins, Jade Marcus; Farkas, George; Duncan, Greg J.; Burchinal, Margaret; Vandell, Deborah Lowe

2016-01-01

As policy-makers contemplate expanding preschool opportunities for low-income children, one possibility is to fund two, rather than one year of Head Start for children at ages 3 and 4. Another option is to offer one year of Head Start followed by one year of pre-k. We ask which of these options is more effective. We use data from the Oklahoma pre-k study to examine these two ‘pathways’ into kindergarten using regression discontinuity to estimate the effects of each age-4 program, and propensity score weighting to address selection. We find that children attending Head Start at age 3 develop stronger pre-reading skills in a high quality pre-kindergarten at age 4 compared with attending Head Start at age 4. Pre-k and Head Start were not differentially linked to improvements in children’s pre-writing skills or pre-math skills. This suggests that some impacts of early learning programs may be related to the sequencing of learning experiences to more academic programming. PMID:27076692

The Impact of Head Start on Children, Families and Communities. Final Report of the Head Start Evaluation, Synthesis and Utilization Project.

Science.gov (United States)

McKey, Ruth Hubbell; And Others

Including all Head Start research (both published and unpublished) and using, when possible, the statistical technique of meta-analysis, this final report of the Head Start Evaluation, Synthesis, and Utilization Project presents findings on the impact of Head Start on children's cognitive and socioemotional development, on child health and health…

Multigenerational Head Start Participation: An Unexpected Marker of Progress

Science.gov (United States)

Chor, Elise

2018-01-01

One-quarter of the Head Start population has a mother who participated in the program as a child. This study uses experimental Head Start Impact Study (HSIS) data on 3- and 4-year-olds (N = 2,849) to describe multigenerational Head Start families and their program experiences. In sharp contrast to full-sample HSIS findings, Head Start has large,…

Head Start Impact Study

Data.gov (United States)

U.S. Department of Health & Human Services — Nationally representative, longitudinal information from an evaluation where children were randomly assigned to Head Start or community services as usual;direct...

Early Head Start Evaluation

Data.gov (United States)

U.S. Department of Health & Human Services — Longitudinal information from an evaluation where children were randomly assigned to Early Head Start or community services as usual;direct assessments and...

Understanding the State of Nutrition Education in the Head Start Classroom: A Qualitative Approach

Science.gov (United States)

Carraway-Stage, Virginia; Henson, Sydney R.; Dipper, Allison; Spangler, Hillary; Ash, Sarah L.; Goodell, L. Suzanne

2014-01-01

Background: Early education is important for establishing healthy eating behaviors among young children; however, the literature describing nutrition education in the preschool environment is limited. Purpose: The purpose of this study was to explore teacher experiences related to the incorporation of nutrition education in Head Start preschool…

Head Start Participants, Programs, Families and Staff in 2013

Science.gov (United States)

Walker, Christina

2014-01-01

Head Start programs provide poor children and their families with comprehensive early education and support services. Each year, programs are required to submit a Program Information Report (PIR) to the Office of Head Start on participating children, pregnant women, and families, as well as the staff serving the Head Start population. In 2013, the…

Three Approaches to Preschoolers' Social and Emotional Competence: A Summary of Impact and Implementation Findings from Head Start CARES

Science.gov (United States)

MDRC, 2015

2015-01-01

This summary describes the Head Start CARES research project, which evaluated three classroom-based approaches to enhancing children's social-emotional development: (1) The Incredible Years Teacher Training Program; (2) Preschool PATHS (Promoting Alternative Thinking Strategies); and (3) Tools of the Mind--Play. The three social-emotional…

Supporting Optimal Child Development through Early Head Start and Head Start Programs: Reflections on Secondary Data Analyses of FACES and EHSREP

Science.gov (United States)

Chazan-Cohen, Rachel; Halle, Tamara G.; Barton, Lauren R.; Winsler, Adam

2012-01-01

We are delighted to reflect on the 10 papers highlighted in this important special issue of "Early Childhood Research Quarterly" devoted to recent secondary data analyses of the FACES and EHSREP datasets. First, we provide some background on Head Start research and give an overview of the large-scale Head Start and Early Head Start…

Head Start at Ages 3 and 4 versus Head Start Followed by State Pre-K: Which Is More Effective?

Science.gov (United States)

Jenkins, Jade Marcus; Farkas, George; Duncan, Greg J.; Burchinal, Margaret; Vandell, Deborah Lowe

2016-01-01

As policy-makers contemplate expanding preschool opportunities for low-income children, one possibility is to fund two, rather than one year of Head Start for children at ages 3 and 4. Another option is to offer one year of Head Start followed by one year of pre-k. We ask which of these options is more effective. We use data from the Oklahoma…

Spanish Instruction in Head Start and Dual Language Learners' Academic Achievement.

Science.gov (United States)

Miller, Elizabeth B

2017-09-01

Data from the Head Start Impact Study ( N = 1,141) and the Head Start Family and Child Experiences Survey, 2009 Cohort ( N = 825) were used to investigate whether Spanish instruction in Head Start differentially increased Spanish-speaking Dual Language Learners' (DLLs) academic achievement. Although hypothesized that Spanish instruction would be beneficial for DLLs' early literacy and math skills, results from residualized growth models showed there were no such positive associations. Somewhat surprisingly, DLL children instructed in Spanish had higher English receptive vocabulary skills at the end of the Head Start year than those not instructed, with children randomly assigned to Head Start and instructed in Spanish having the highest scores. Policy implications for Head Start-eligible Spanish-speaking DLLs are discussed.

Enhancing Early Childhood Outcomes: Connecting Child Welfare and Head Start

Science.gov (United States)

McCrae, Julie S.; Brown, Samantha M.; Yang, Jessica; Groneman, Sheila

2016-01-01

Head Start is a preschool program for families with low incomes and nearly 85% of child welfare-involved families are low-income, yet little is known about Head Start and child welfare collaboration. This study uses data from 28 Head Start directors to describe collaboration facilitators and barriers, and collaborative mechanisms in place. The…

76 FR 70009 - Head Start Program

Science.gov (United States)

2011-11-09

... importance of the early years of a child's growth and development. On December 12, 2007, the Improving Head... education, serving nearly one million of our nation's most vulnerable young children and their families. It... Administration for Children and Families 45 CFR Part 1307 Head Start Program; Final Rule #0;#0;Federal Register...

Head Start, 4 years After Completing the Program

Science.gov (United States)

Kim, Young-Joo

2013-01-01

This paper studies the effect of the Head Start program on children's achievements in reading and math tests during their first 4 years of schooling after completing the program. Using nationally representative data from the Early Childhood Longitudinal Study, I found large measurement error in the parental reports of Head Start attendance, which…

Head Start Impact Study. Final Report. Executive Summary

Science.gov (United States)

Puma, Michael; Bell, Stephen; Cook, Ronna; Heid, Camilla; Shapiro, Gary; Broene, Pam; Jenkins, Frank; Fletcher, Philip; Quinn, Liz; Friedman, Janet; Ciarico, Janet; Rohacek, Monica; Adams, Gina; Spier, Elizabeth

2010-01-01

This report summarizes the findings from a study on the impacts of Head Start on children and families during the children's preschool, kindergarten, and 1st grade years. Its study goals were to: (1) Determine the impact of Head Start on children's school readiness, and on parental practices that support children's development; and to (2)…

Head Start Center Design Guide.

Science.gov (United States)

Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau.

This guide contains suggested criteria for planning, designing, and renovating Head Start centers so that they are safe, child-oriented, developmentally appropriate, beautiful, environmentally sensitive, and functional. The content is based on the U.S. General Services Administration's Child Care Center Design Guide, PBS-P140, which was intended…

Quantifying Variation in Head Start Effects on Young Children's Cognitive and Socio-Emotional Skills Using Data from the National Head Start Impact Study

Science.gov (United States)

Bloom, Howard S.; Weiland, Christina

2015-01-01

This paper uses data from the Head Start Impact Study (HSIS), a nationally representative multisite randomized trial, to quantify variation in effects of Head Start during 2002-2003 on children's cognitive and socio-emotional outcomes relative to the effects of other local alternatives, including parent care. We find that (1) treatment and control…

The Impact of Head Start on Children, Families and Communities. Final Report of the Head Start Evaluation, Synthesis and Utilization Project. Executive Summary.

Science.gov (United States)

McKey, Ruth Hubbell; And Others

This report summarizes the results of a study on the impact of Head Start on children's cognitive and socioemotional development, on child health and health institutions in the community, on enrollees' families, and on communities where Head Start programs operate. After discussing the background and methodology of the study, the report concludes…

Planning and Reviewing for Success. Training Guides for the Head Start Learning Community.

Science.gov (United States)

Aspen Systems Corp., Rockville, MD.

This guide offers Head Start staff a blueprint for developing the skills and methods necessary for a Head Start program's planning and review process. The guide stresses the need for Head Start administrative and managerial leadership to maintain a holistic, integrated approach; use the strength and resources of Head Start team members; identify…

Head Start Family and Child Experiences Survey (FACES) 1997 Cohort

Data.gov (United States)

U.S. Department of Health & Human Services — Descriptive, longitudinal study including direct assessments, classroom observation, parent and teacher interviews, for a nationally represenative sample of Head...

Head Start Family and Child Experiences Survey (FACES) 2000 Cohort

Data.gov (United States)

U.S. Department of Health & Human Services — Descriptive, longitudinal study including direct assessments, classroom observation, parent and teacher interviews, for a nationally represenative sample of Head...

Head Start Family and Child Experiences Survey (FACES) 2003 Cohort

Data.gov (United States)

U.S. Department of Health & Human Services — Descriptive, longitudinal study including direct assessments, classroom observation, parent and teacher interviews, for a nationally represenative sample of Head...

Head Start Family and Child Experiences Survey (FACES) 2006 Cohort

Data.gov (United States)

U.S. Department of Health & Human Services — Descriptive, longitudinal study including direct assessments, classroom observation, parent and teacher interviews, for a nationally represenative sample of Head...

Caregivers' attitudes regarding portion sizes served to children at Head Start

Science.gov (United States)

Head Start caregivers are responsible for educating and feeding preschoolers enrolled in the Head Start program. Amongst pre-school aged children, portion size served is positively associated with intake of those foods. Researchers conducted eight focus groups with Hispanic and African American Head...

School Readiness in Children Living in Non-Parental Care: Impacts of Head Start

Science.gov (United States)

Lipscomb, Shannon T.; Pratt, Megan E.; Schmitt, Sara A.; Pears, Katherine C.; Kim, Hyoun K.

2013-01-01

The current study examines the effects of Head Start on the development of school readiness outcomes for children living in non-parental care. Data were obtained from the Head Start Impact Study, a randomized controlled trial of Head Start conducted with a nationally representative sample of Head Start programs and families. The sample included…

Head Start's Impact Is Contingent on Alternative Type of Care in Comparison Group

Science.gov (United States)

Zhai, Fuhua; Brooks-Gunn, Jeanne; Waldfogel, Jane

2014-01-01

Using data ("n" = 3,790 with 2,119 in the 3-year-old cohort and 1,671 in the 4-year-old cohort) from 353 Head Start centers in the Head Start Impact Study, the only large-scale randomized experiment in Head Start history, this article examined the impact of Head Start on children's cognitive and parent-reported social-behavioral outcomes…

Caregivers' attitudes regarding portion size served to Head Start children

Science.gov (United States)

The purpose of this study was to identify caregivers' attitudes regarding amounts and types of foods served to Head Start preschoolers using qualitative methods. Researchers conducted 8 focus groups (4 African American; 4 Hispanic) with 33 African American and 29 Hispanic Head Start caregivers. Mode...

Does Head Start differentially benefit children with risks targeted by the program's service model?

Science.gov (United States)

Miller, Elizabeth B; Farkas, George; Duncan, Greg J

Data from the Head Start Impact Study ( N = 3540) were used to test for differential benefits of Head Start after one program year and after kindergarten on pre-academic and behavior outcomes for children at risk in the domains targeted by the program's comprehensive services. Although random assignment to Head Start produced positive treatment main effects on children's pre-academic skills and behavior problems, residualized growth models showed that random assignment to Head Start did not differentially benefit the pre-academic skills of children with risk factors targeted by the Head Start service model. The models showed detrimental impacts of Head Start for maternal-reported behavior problems of high-risk children, but slightly more positive impacts for teacher-reported behavior. Policy implications for Head Start are discussed.

Parental Book Reading and Social-Emotional Outcomes for Head Start Children in Foster Care.

Science.gov (United States)

Lee, Kyunghee; Lee, Jung-Sook

2016-01-01

This study examines the associations between parental book reading and social-emotional outcomes for Head Start children in foster care. Despite no main Head Start impact on parental book reading, subgroup effects were found. Foster parents in Head Start provided more book reading for children with disabilities but less for children with low preacademic scores. Head Start enhanced social-emotional outcomes for children in foster care. The positive impacts of Head Start on children's social-emotional outcomes were greater when parents read books frequently. Head Start should include more foster families and provided parenting skills to enhance social-emotional outcomes for children in foster care.

An Examination of the Contributions of Interactive Peer Play to Salient Classroom Competencies for Urban Head Start Children

Science.gov (United States)

Fantuzzo, John; Sekino, Yumiko; Cohen, Heather L.

2004-01-01

Relations between children's peer play competence and other relevant competencies were investigated using two samples of urban Head Start children. Dimensions of peer play were examined concurrently with emotion regulation, autonomy, and language. Children exhibiting high levels of peer play interaction were found to demonstrate more competent…

Classroom quality and academic skills: Approaches to learning as a moderator.

Science.gov (United States)

Meng, Christine

2015-12-01

The purpose of this study was to examine whether approaches to learning moderated the association between child care classroom environment and Head Start children's academic skills. The data came from the Head Start Family and Child Experiences Survey (FACES-2003 Cohort). The dataset is a nationally representative longitudinal study of Head Start children. The sample was selected using the stratified 4-stage sampling procedure. Data was collected in fall 2003, spring 2004, spring 2005, and spring 2006 in the first year of kindergarten. Participants included 3- and 4-year-old Head Start children (n = 786; 387 boys, 399 girls; 119 Hispanic children, 280 African American children, 312 Caucasian children). Head Start children's academic skills in letter-word identification, dictation/spelling, and mathematics at the 4 time points were measured by the Woodcock-Johnson Achievement Battery tests. Approaches to learning in fall 2003 was measured by the teacher report of the Preschool Learning Behaviors Scale. Child care classroom quality in fall 2003 was measured by the revised Early Childhood Environment Rating Scale. Results of the linear mixed effects models demonstrated that approaches to learning significantly moderated the effect of child care classroom quality on Head Start children's writing and spelling. Specifically, positive approaches to learning mitigated the negative effect of lower levels of classroom quality on dictation/spelling. Results underscore the important role of approaches to learning as a protective factor. Implications for early childhood educators with an emphasis on learning goals for disengaged children are discussed. (c) 2015 APA, all rights reserved).

Head Start Program Performance Standards on Services for Children with Disabilities (45-CFR 1308) [and] Normas de Ejecucion del Programa Head Start Sobre Servicios para Ninos con Discapacidades (45-CFR 1308).

Science.gov (United States)

Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau.

This document consolidates, clarifies, and updates federal regulations on Head Start services for children with disabilities. The regulations are designed to complement the Head Start Program Performance Standards governing services to all enrolled children. Specifically, these regulations require Head Start programs to: (1) design comprehensive…

Early Head Start Participants, Programs, Families, and Staff in 2014

Science.gov (United States)

Mohan, Anitha; Walker, Christina

2016-01-01

In 1994, the federal Early Head Start (EHS) program was created to address the comprehensive needs of low-income pregnant women and children under age 3. EHS was launched almost 30 years after Head Start was established in 1965 to serve low-income 3- and 4-year-old children and their families with comprehensive early education and support…

Head Start Teacher Well-Being: Implications for Policy and Practice

Science.gov (United States)

Bullough, Robert V., Jr.; Hall-Kenyon, Kendra M.; MacKay, Kathryn Lake

2012-01-01

Surprisingly little is known about Head Start teachers; who teaches, why they teach, and how they think and feel about their work. To begin to address these issues, a survey was developed and distributed to Head Start teachers, assistant teachers, and aides in one three-county program to examine their motivation and well-being. Follow-up…

Renewing Head Start's Promise: Invest in What Works for Disadvantaged Preschoolers

Science.gov (United States)

Mead, Sara

2014-01-01

Since Head Start's last reauthorization in 2007, the Department of Health and Human Services, which oversees Head Start, has implemented significant reforms that are improving the program. In "Renewing Head Start's Promise: Invest in What Works for Disadvantaged Preschoolers," Sara Mead offers several recommendations to enable…

Lessons in a Box Make a Difference for Head Start Youth

Science.gov (United States)

Kunkel, Kelly K.; Hurtado, Ghaffar A.; Conrad, Stephanie; Routh, Brianna; Joeng, Ju Ri; Harrison, Megan

2014-01-01

This article examines the health education implications of targeted nutrition lesson plans at Head Start programs in south central Minnesota. The Head Start program in Mankato and the University of Minnesota Extension collaborated to deliver and evaluate a nutrition education program directed at preschool children and their families. Nine lesson…

Head Start Impact on Social-Emotional Outcomes for Children with Disabilities

Science.gov (United States)

Lee, Kyunghee; Calkins, Andrea; Shin, Tae Seob

2016-01-01

Objective: Using the Head Start Impact Study data, this study examines Head Start's impacts on social-emotional outcomes for children with disabilities. Method: Among 4,442 children, 570 children were reported to have disabilities. Ordinary least squares regression was used to determine whether the number of disabilities, having an individualized…

Identifying Anxiety Through Tracked Head Movements in a Virtual Classroom.

Science.gov (United States)

Won, Andrea Stevenson; Perone, Brian; Friend, Michelle; Bailenson, Jeremy N

2016-06-01

Virtual reality allows the controlled simulation of complex social settings, such as classrooms, and thus provides an opportunity to test a range of theories in the social sciences in a way that is both naturalistic and controlled. Importantly, virtual environments also allow the body movements of participants in the virtual world to be tracked and recorded. In the following article, we discuss how tracked head movements were correlated with participants' reports of anxiety in a simulation of a classroom. Participants who reported a high sense of awareness of and concern about the other virtual people in the room showed different patterns of head movement (more lateral head movement, indicating scanning behavior) from those who reported a low level of concern. We discuss the implications of this research for understanding nonverbal behavior associated with anxiety and for the design of online educational systems.

Two Heads Are Better than One: Influencing Preservice Classroom Teachers' Understanding and Practice of Classroom-Library Collaboration

Science.gov (United States)

Moreillon, Judi

2008-01-01

Two Heads Are Better than One: The Factors Influencing the Understanding and Practice of Classroom-Library Collaboration proposed to identify the factors involved in educating future K-8 classroom teachers about collaboration for instruction with school library media specialists (SLMSs). This longitudinal study monitored the growth of teacher…

Does Head Start differentially benefit children with risks targeted by the program’s service model?☆

Science.gov (United States)

Miller, Elizabeth B.; Farkas, George; Duncan, Greg J.

2015-01-01

Data from the Head Start Impact Study (N = 3540) were used to test for differential benefits of Head Start after one program year and after kindergarten on pre-academic and behavior outcomes for children at risk in the domains targeted by the program’s comprehensive services. Although random assignment to Head Start produced positive treatment main effects on children’s pre-academic skills and behavior problems, residualized growth models showed that random assignment to Head Start did not differentially benefit the pre-academic skills of children with risk factors targeted by the Head Start service model. The models showed detrimental impacts of Head Start for maternal-reported behavior problems of high-risk children, but slightly more positive impacts for teacher-reported behavior. Policy implications for Head Start are discussed. PMID:26379369

Competition or Collaboration? Head Start Enrollment during the Rapid Expansion of State Pre-Kindergarten

Science.gov (United States)

Bassok, Daphna

2012-01-01

Over the past decade states have surpassed the federal Head Start program as the primary public funder of preschool slots. This paper investigates trends in Head Start enrollment in the context of increased state investment in early childhood. Using national, longitudinal data I find no evidence Head Start programs in states with expanding state…

Head Start FACES 2000: A Whole-Child Perspective on Program Performance. Fourth Progress Report.

Science.gov (United States)

Zill, Nicholas; Resnick, Gary; Kim, Kwang; O'Donnell, Kevin; Sorongon, Alberto; McKey, Ruth Hubbell; Pai-Samant, Shefali; Clark, Cheryl; O'Brien, Robert; D'Elio, Mary Ann

In 1997, Head Start launched the Family and Child Experiences Survey (FACES), a study of a national random sample of Head Start programs, designed to describe characteristics, experiences, and outcomes for children and families served by Head Start. In 2000, FACES began data collection on a new national cohort of 2,800 children and their families…

Changes in parents' spanking and reading as mechanisms for Head Start impacts on children.

Science.gov (United States)

Gershoff, Elizabeth T; Ansari, Arya; Purtell, Kelly M; Sexton, Holly R

2016-06-01

This study examined whether Head Start, the nation's main two-generation program for low-income families, benefits children in part through positive changes in parents' use of spanking and reading to children. Data were drawn from the 3-year-old cohort of the national evaluation of the Head Start program known as the Head Start Impact Study (N = 2,063). Results indicated that Head Start had small, indirect effects on children's spelling ability at Age 4 and their aggression at Age 4 through an increase in parents' reading to their children. Taken together, the results suggest that parents play a role in sustaining positive benefits of the Head Start program for children's behavior and literacy skills, one that could be enhanced with a greater emphasis on parent involvement and education. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

An Overview of Head Start Program Studies

Science.gov (United States)

Hines, Jeanne Morris

2017-01-01

Johnson's "War on Poverty" administrative team campaigned for committee members to join the War on Poverty efforts to create and develop programs for children born into poverty (Zigler, 2003). Poverty based programs, such as the Head Start program, continue to put into place proactive measures to increase preschooler's cognitive…

Addressing Tooth Decay in Head Start Children

Science.gov (United States)

Knowlden, Adam P.; Hill, Lawrence F.; Alles-White, Monica L.; Cottrell, Randall R.

2012-01-01

Tooth decay is the most prevalent chronic disease of childhood. Oral health education and dental services are crucial to reducing the number of children afflicted with dental cavities. Due to limited access to preventative care, Head Start children are particularly vulnerable to tooth decay. This article outlines practical implications of a…

The Prevalence of Anemia in Head Start Children. Nutrition Evaluation, 1968-69.

Science.gov (United States)

Mickelsen, Olaf; And Others

Concern over the nutritional status of the disadvantaged in America led to this study describing the prevalence of anemia among Head Start children in Pontiac, Michigan. Hemoglobin and hematocrit determinations, along with measurements of height and weight, were performed on 77 children, 4 to 6 years old, enrolled in Head Start classes. These…

Western Pond Turtle Head-starting and Reintroduction; 2004-2005 Annual Report.

Energy Technology Data Exchange (ETDEWEB)

Van Leuven, Susan; Allen, Harriet; Slavin, Kate (Washington Department of Fish and Wildlife, Wildlife Management Program, Olympia, WA)

2005-09-01

This report covers the results of the western pond turtle head-starting and reintroduction project for the period of October 2004-September 2005. Wild hatchling western pond turtles from the Columbia River Gorge were reared at the Woodland Park and Oregon Zoos in 2004 and 2005 as part of the recovery effort for this Washington State endangered species. The objective of the program is to reduce losses to introduced predators like bullfrogs and largemouth bass by raising the hatchlings to a size where they are too large to be eaten by most of these predators. Thirty-five turtles were placed at the Woodland Park Zoo and 53 at the Oregon Zoo. Of these, 77 head-started juvenile turtles were released at three sites in the Columbia Gorge in 2005. Four were held back to attain more growth in captivity. Eleven were released at the Klickitat ponds, 22 at the Klickitat lake, 39 at the Skamania site, and 5 at Pierce National Wildlife Refuge (NWR). This brought the total number of head-start turtles released since 1991 to 257 for the Klickitat ponds, 136 for the Klickitat lake, 206 for the Skamania pond complex, and 255 at Pierce NWR. In 2005, 34 females from the two Columbia Gorge populations were equipped with transmitters and monitored for nesting activity. Twenty-four nests were located and protected; these produced 90 hatchlings. The hatchlings were collected in September and transported to the Oregon and Woodland Park zoos for rearing in the head-start program. During the 2005 field season trapping effort, 486 western pond turtles were captured in the Columbia Gorge, including 430 previously head-started turtles. These recaptures, together with confirmed nesting by head-start females and visual resightings, indicate the program is succeeding in boosting juvenile recruitment to increase the populations. Records were also collected on 216 individual painted turtles captured in 2005 during trapping efforts at Pierce NWR, to gather baseline information on this native

Western Pond Turtle Head-starting and Reintroduction, 2005-2006 Annual Report.

Energy Technology Data Exchange (ETDEWEB)

Van Leuven, Susan; Allen, Harriet; Slavens, Kate (Washington Department of Fish and Wildlife, Wildlife Management Program, Olympia, WA)

2006-11-01

This report covers the results of the western pond turtle head-starting and reintroduction project for the period of October 2005-September 2006. Wild hatchling western pond turtles from the Columbia River Gorge were reared at the Woodland Park and Oregon zoos in 2005 and 2006 as part of the recovery effort for this Washington State endangered species. The objective of the program is to reduce losses to introduced predators like bullfrogs and largemouth bass by raising the hatchlings to a size where they are too large to be eaten by most of these predators. Twenty-six turtles were placed at the Woodland Park Zoo and 62 at the Oregon Zoo in fall 2005. These turtles joined two that were held back from release in summer 2005 due to their small size. All 90 juvenile turtles were released at three sites in the Columbia Gorge in 2006. Twenty-eight juvenile turtles were released at the Klickitat ponds, 22 at the Klickitat lake, 21 at the Skamania site, and 19 at Pierce National Wildlife Refuge (NWR). This brought the total number of head-start turtles released since 1991 to 944; 285 for the Klickitat ponds, 158 for the Klickitat lake, 227 for the Skamania pond complex, and 274 at Pierce NWR. In 2006, 20 females from the Klickitat population were equipped with transmitters and monitored for nesting activity. Fifteen nests were located and protected; these produced 55 hatchlings. The hatchlings were collected in September and transported to the Oregon and Woodland Park zoos for rearing in the head-start program. One wild hatchling captured in spring 2006 was placed in the head-start program to attain more growth in captivity. During the 2006 field season trapping effort, 414 western pond turtles were captured in the Columbia Gorge, including 374 previously head-started turtles. These recaptures, together with confirmed nesting by head-start females and visual resightings, indicate the program is succeeding in boosting juvenile recruitment to increase the populations

Parent Involvement in Head Start and Children's Development: Indirect Effects Through Parenting.

Science.gov (United States)

Ansari, Arya; Gershoff, Elizabeth

2016-04-01

The authors examined the extent to which parent involvement in Head Start programs predicted changes in both parent and child outcomes over time, using a nationally representative sample of 1,020 three-year-old children over 3 waves of the Family and Child Experiences Survey. Center policies that promote involvement predicted greater parent involvement, and parents who were more involved in Head Start centers demonstrated increased cognitive stimulation and decreased spanking and controlling behaviors. In turn, these changes in parenting behaviors were associated with gains in children's academic and behavioral skills. These findings suggest that Head Start programs should do even more to facilitate parent involvement because it can serve as an important means for promoting both parent and child outcomes.

Peer Effects on Head Start Children’s Preschool Competency

Science.gov (United States)

DeLay, Dawn; Hanish, Laura D.; Martin, Carol Lynn; Fabes, Richard A.

2015-01-01

The goals of the present study were to investigate whether young children attending Head Start (N=292; Mage=4.3 years) selected peers based on their preschool competency and whether children’s levels of preschool competency were influenced by their peers’ levels of preschool competency. Children’s peer interaction partners were intensively observed several times a week over one academic year. Social network analyses revealed that children selected peer interaction partners with similar levels of preschool competency and were influenced over time by their partners’ levels of preschool competency. These effects held even after controlling for several child (e.g., sex and language) and family factors (e.g., financial strain and parent education). Implications for promoting preschool competency among Head Start children are discussed. PMID:26479545

Coaching and Demonstration of Evidence-Based Book-Reading Practices: Effects on Head Start Teachers' Literacy-Related Behaviors and Classroom Environment

Science.gov (United States)

Gettinger, Maribeth; Stoiber, Karen C.

2016-01-01

This study examined the effects of coaching with versus without demonstrations of evidence-based book-reading practices on teachers' use of strategies during independent book-reading periods. A total of 22 Head Start teachers were randomly assigned to one of two cohorts. One cohort (n = 12) participated in biweekly coaching sessions that included…

The Performance of Fundamental Gross Motor Skills by Children Enrolled in Head Start.

Science.gov (United States)

Woodard, Rebecca J.; Yun, Joonkoo

2001-01-01

This study sought to descriptively evaluate the performance of fundamental gross motor skills among Head Start children. Levels of performance were compared and contrasted with performance profiles of the Test of Gross Motor Development. Findings suggest that Head Start curriculum should focus on the importance of developing fundamental gross…

LEARNING-RELATED SOCIAL SKILLS AS A MEDIATOR BETWEEN TEACHER INSTRUCTION AND CHILD ACHIEVEMENT IN HEAD START

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Gershoff, Elizabeth

2015-01-01

Using a subsample of the Family and Child Experiences Survey (FACES) 2006, this study examined the associations between the amount of teacher instruction in 292 Head Start classrooms with changes in young children’s (n = 936) early academic achievement and learning-related social skills from ages 3 to 5. In general, during the early years, children exhibited relatively stable academic and learning-related social skills. Although the amount of teacher instruction did not predict children’s short-term academic growth directly, it did predict it indirectly through improvements in learning-related social skills, with benefits lasting through the end of kindergarten. These findings demonstrate that gains in children’s learning-related social skills may be necessary before academic gains can be realized. PMID:26692657

Arizona Head Start for Homeless Children and Families Project. 1994-95 Evaluation Report.

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Mulholland, Lori; Greene, Andrea

Homeless families with children comprise the fastest growing segment of the United States homeless population. This study evaluated Year 1 of the Arizona Head Start for Homeless Children and Families Project, designed to meet educational and social needs of homeless children and families, and to assist Head Start agencies in developing effective…

Arizona Head Start for Homeless Children and Families Project. 1995-96 Evaluation Report.

Science.gov (United States)

Mulholland, Lori

Homeless families with children constitute the fastest growing segment of the United States homeless population. This study evaluated Year 2 of the Arizona Head Start for Homeless Children and Families Project, designed to meet educational and social needs of homeless children and families, and to assist Head Start agencies in developing effective…

Moneyball for Head Start: Using Data, Evidence, and Evaluation to Improve Outcomes for Children and Families

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Mead, Sara; Mitchel, Ashley LiBetti

2016-01-01

Head Start is a valuable federal program that improves the lives of our nation's most vulnerable children and their families. Research shows that Head Start programs improve children's learning at school entry and have a positive impact on long-term life outcomes. Research also suggests that Head Start could have a stronger impact on children's…

Steps to Successful Professional Development in Head Start

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Trivette, Carol M.; Raab, Melinda; Dunst, Carl J.

2012-01-01

This article discusses the implications of utilizing coaching-mentoring strategies with Head Start teachers identified from the results of a study which used an evidence-based approach to professional development. Early childhood and coaching practices that formed the basis of the study are explained. Implications from the study results regarding…

Head Start, Pre-Kindergarten, and Academic School Readiness: A Comparison Among Regions in the U.S

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Zhai, Fuhua; Waldfogel, Jane; Brooks-Gunn, Jeanne

2013-01-01

Child care programs (including Head Start, pre-Kindergarten [pre-K], and other center-based care) can differ, with patterns of use based on their location. Yet little research has examined how Head Start and pre-K programs affect children’s academic school readiness, including vocabulary and reading skills at school entry, in the South as compared to other regions. To examine this further, secondary data (n = 2,803) collected in the Fragile Families and Child Wellbeing Study were examined. Overall findings suggest, regardless of region, that Head Start and pre-K participants had higher academic skills at school entry than their counterparts. In addition, when Head Start was compared to other center-based care and pre-K was compared to other care arrangements, both had larger effects on improving academic skills in the South than in other regions. These findings imply that Head Start and pre-K programs should target children who otherwise would receive non-parental non-center-based care. Future research should focus on why the effects of Head Start and pre-K vary between the South and other regions. PMID:23729917

Language to Language: Nurturing Writing Development in Multilingual Classrooms

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Shagoury, Ruth

2009-01-01

The author spent four years embedded in a multilingual kindergarten classroom in which children spoke six different languages and several more years observing multilingual Head Start classrooms. She shares numerous examples of young dual language learners actively figuring out the way written language works in their first and second languages.…

Head Start and Urban Children’s School Readiness: A Birth Cohort Study in 18 Cities

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Zhai, Fuhua; Brooks-Gunn, Jeanne; Waldfogel, Jane

2011-01-01

We used longitudinal data from a birth cohort study, the Fragile Families and Child Wellbeing Study, to investigate the links between Head Start and school readiness in a large and diverse sample of urban children at age 5 (N = 2,803; 18 cities). We found that Head Start attendance was associated with enhanced cognitive ability and social competence and reduced attention problems but not reduced internalizing or externalizing behavior problems. These findings were robust to model specifications (including models with city-fixed effects and propensity-scoring matching). Furthermore, the effects of Head Start varied by the reference group. Head Start was associated with improved cognitive development when compared with parental care or other nonparental care, as well as improved social competence (compared with parental care) and reduced attention problems (compared with other nonparental care). In contrast, compared with attendance at pre-kindergarten or other center-based care, Head Start attendance was not associated with cognitive gains but with improved social competence and reduced attention and externalizing behavior problems (compared with attendance at other center-based care). These associations were not moderated by child gender or race/ethnicity. PMID:21244155

Oral Health Knowledge, Past Oral Health Behaviors, and Barriers to Preventive Oral Care of Head Start Parents

Science.gov (United States)

Knowlden, Adam P.; Hill, Lawrence F.; Alles-White, Monica L.; Cottrell, Randall R.

2012-01-01

Tooth decay remains the most common chronic disease of childhood. The CincySmiles Foundation (CSF) developed an instrument to evaluate Head Start parents' knowledge of oral health care practices and to identify barriers Head Start parents face when seeking dental treatment for their children. Data from Head Start parents (n = 675) across 3…

Effectiveness of an oral health program in improving the knowledge and competencies of head start staff.

Science.gov (United States)

Chinn, Courtney Hugh

2011-01-01

Head Start and Early Head Start (HS/EHS) programs have partnered with the American Academy of Pediatric Dentistry to promote oral health and increase access to dental homes. Preparing HS/EHS staff for issues related to pediatric oral health promises to improve effectiveness of this collaboration. This paper's purpose was to describe the Columbia Head Start Oral Health Program (C-HSOHP) and changes in HS/EHS staff pediatric oral health knowledge and competencies after participating in C-HSOHP. Four HS/EHS grantees in New York City engaged in the 2008-09 C-HSOHP. A convenience sample of 61 staff completed pre- and postself assessments of knowledge and competencies. Significant paired mean improvements were found for staff-reported level of preparation to explain dental issues during pregnancy, the tooth decay process, and preparing parents for their child's first dental visit. Significant improvements were found in staff confidence in teaching parents about children's oral health issues, referring for pediatric dental services, and talking to a dentist about a concern. The Columbia Head Start Oral Health Program was effective in improving Head Start/Early Head Start staff self-confidence and self-perceived preparedness in teaching parents about oral health, applying oral health knowledge to HS/EHS programs, communicating with dental professionals, and improving access to pediatric dental services.

We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers' Inquiry-Based and Culturally-Relevant Science Teaching Practices

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Roehrig, Gillian H.; Dubosarsky, Mia; Mason, Annie; Carlson, Stephan; Murphy, Barbara

2011-10-01

Despite many scholars' recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the `culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers' classroom practices, surveys and interviews, we explore changes in teachers' attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers' attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores.

Behavioral and Psychosocial Characteristics Among Head Start Childcare Providers.

Science.gov (United States)

Ling, Jiying

2017-01-01

The aim of the study was twofold: (a) describe behavioral and psychosocial characteristics of Head Start childcare providers including technology use, physical activity, nutrition, depression, and quality of life and (b) examine associations among these characteristics. Using a cross-sectional design, a nonrandom sample of 80 Head Start childcare providers completed an online survey via SurveyMonkey. About 80.1% were overweight or obese. Nearly all had a computer or smartphone. About 55% met the national physical activity recommendation of 150 min/week. Approximately 56.2% did not know the recommended daily servings of fruits and vegetables, and 26.3% had ≥3 servings of vegetables per day. About 38.8% had major depression or dysthymia, and 31.3% had depressive symptoms. The top two perceived health needs were weight loss and stress management. Providing a health promotion and stress management program to childcare providers may benefit both providers and children, considering the strong influence of teachers on children.

Head Start Participants, Programs, Families and Staff in 2012

Science.gov (United States)

Schmit, Stephanie

2013-01-01

Since 1965, the Head Start program has served low-income 3- and 4-year-old children and their families with comprehensive early education and support services. Programs provide services focused on the "whole child," including early education addressing cognitive, developmental, and socio-emotional needs; medical and dental screenings and…

Head Start Participants, Programs, Families, and Staff in 2014

Science.gov (United States)

Mohan, Anitha; Walker, Christina

2016-01-01

Since 1965, the Head Start program has served low-income 3- and 4-year-old children and their families with comprehensive early education and support services. Programs provide services focused on the "whole child," including early education addressing cognitive, developmental, and socio-emotional needs; medical and dental screenings and…

The use of child-centered play therapy and filial therapy with Head Start families: a brief report.

Science.gov (United States)

Johnson, L; Bruhn, R; Winek, J; Krepps, J; Wiley, K

1999-04-01

Play therapy and filial therapy show promise as effective ways to provide direct services to Head Start, addressing the needs of the children, the families, and the Head Start teachers and staff. This paper examines the utility of play and filial therapies for the Head Start population, presents a systemic explanation for the benefit of filial therapy, and provides a case example for illustration.

Delayed Instructional Control of Head Start Children's Free Play.

Science.gov (United States)

Pierce, Charles H.; Risley, Todd R.

The free play of 5 black preschool Head Start children was observed. The variables manipulated in the study were delayed instructions and reinforcement for play with selected toys, and specific versus general instructions; the correspondence between the adult's instructions and reinforcement to the children's play was assessed. The data indicated…

Optimization of the virtual mouse HeadMouse to foster its classroom use by children with physical disabilities

Directory of Open Access Journals (Sweden)

Merce TEIXIDO

2014-03-01

Full Text Available This paper presents the optimization of a virtual mouse called HeadMouse in order to foster its classroom use by children with physical disabilities. HeadMouse is an absolute virtual mouse that converts head movements in cursor displacement and facial gestures in click actions. The virtual mouse combines different image processing algorithms: face detection, pattern matching and optical flow in order to emulate the behaviour of a conventional computer mouse. The original implementation of HeadMouse requires large computational power and this paper proposes specific optimizations in order to enable its use by children with disabilities in standard low cost classroom computers.

Influence of Teachers' Personal Health Behaviors on Operationalizing Obesity Prevention Policy in Head Start Preschools: A Project of the Children's Healthy Living Program (CHL).

Science.gov (United States)

Esquivel, Monica Kazlausky; Nigg, Claudio R; Fialkowski, Marie K; Braun, Kathryn L; Li, Fenfang; Novotny, Rachel

2016-05-01

To quantify the Head Start (HS) teacher mediating and moderating influence on the effect of a wellness policy intervention. Intervention trial within a larger randomized community trial. HS preschools in Hawaii. Twenty-three HS classrooms located within 2 previously randomized communities. Seven-month multi-component intervention with policy changes to food served and service style, initiatives for employee wellness, classroom activities for preschoolers promoting physical activity (PA) and healthy eating, and training and technical assistance. The Environment and Policy Assessment and Observation (EPAO) classroom scores and teacher questionnaires assessing on knowledge, beliefs, priorities, and misconceptions around child nutrition and changes in personal health behaviors and status were the main outcome measures. Paired t tests and linear regression analysis tested the intervention effects on the classroom and mediating and moderating effects of the teacher variables on the classroom environment. General linear model test showed greater intervention effect on the EPAO score where teachers reported higher than average improvements in their own health status and behaviors (estimate [SE] = -2.47 (0.78), P teacher health status and behaviors included in a multi-component policy intervention aimed at child obesity prevention may produce a greater effect on classroom environments. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

A Mental Health Consultation Program for Project Head Start.

Science.gov (United States)

Kawin, Marjorie R.

The Psychological Center provided a family oriented mental health consultation service to 17 delegate agencies who had contracts with Head Start programs in 1966-67. This paper presents an overview of the services which an interdisciplinary staff of 52 professionals provided to 6,780 families and 1,500 agency staff members. Gerald Caplan's (1964)…

The Impact of Parent Involvement in Head Start on Parents and Children. Final Report [and] Executive Summary.

Science.gov (United States)

Parker, Faith Lamb; Piotrkowski, Chaya S.; Kessler-Sklar, Susan; Baker, Amy J. L.; Peay, Lenore; Clark, Beryl

From its inception, Head Start's legislative mandate called for "maximum feasible participation" of parents in all programmatic efforts and policy decisions. Nevertheless, there has been little research done on the benefits of Head Start to parents and on the role of parents as mediators of child and family outcomes. The Head Start…

Testing maternal depression and attachment style as moderators of Early Head Start's effects on parenting.

Science.gov (United States)

Berlin, Lisa J; Whiteside-Mansell, Leanne; Roggman, Lori A; Green, Beth L; Robinson, JoAnn; Spieker, Susan

2011-01-01

This study examined maternal depression, attachment avoidance, and attachment anxiety as moderators of Early Head Start's effects on four parenting outcomes assessed at age three. Participants (N = 947) were drawn from six sites of the Early Head Start National Research and Evaluation Project, a multi-site randomized trial. Findings suggest more positive program effects for mothers with less initial attachment avoidance or attachment anxiety. First, baseline attachment avoidance moderated Early Head Start program effects on observed maternal supportiveness, such that program mothers with lower baseline attachment avoidance were rated as more supportive of their three-year-olds than program mothers with higher baseline attachment avoidance. Second, program effects on spanking varied depending on mothers' baseline attachment anxiety.

Reflecting, Coaching and Mentoring to Enhance Teacher-Child Interactions in Head Start Classrooms

Science.gov (United States)

Zan, Betty; Donegan-Ritter, Mary

2014-01-01

In this study we examined the impact of a year long model of professional development comprised of a monthly cycle of video-based self-reflection, peer coaching, and mentoring and bimonthly workshops focused on selected Classroom Assessment Scoring System (CLASS) dimensions. Education supervisors were trained and supported by project staff to lead…

Goodness of Fit between Children and Classrooms: Effects of Child Temperament and Preschool Classroom Quality on Achievement Trajectories

Science.gov (United States)

Vitiello, Virginia E.; Moas, Olga; Henderson, Heather A.; Greenfield, Daryl B.; Munis, Pelin M.

2012-01-01

Research Findings: The purpose of this study was to examine whether child temperament differentially predicted academic school readiness depending on the quality of classroom interactions for 179 Head Start preschoolers. Teachers rated children's temperament as overcontrolled, resilient, or undercontrolled in the fall and reported on children's…

Understanding Head Start Children's Problem Behaviors in the Context of Arrest or Incarceration of Household Members

Science.gov (United States)

Ziv, Yair; Alva, Soumya; Zill, Nicholas

2010-01-01

Using data from the nationally representative Head Start Family and Child Experiences Survey (FACES), the relationships between living in a household where a household member had been arrested or incarcerated and conduct problems of preschool children enrolled in Head Start were examined. Children who lived in such households showed more…

75 FR 57704 - Head Start Program

Science.gov (United States)

2010-09-22

... environment. The Committee recommended incorporating a practical classroom observation tool and effective..., reliable, and practical classroom observation tool, we should incorporate it into the designation renewal... a valid, reliable, and practical classroom observation tool. ACF believes that a low score on CLASS...

Head Start.

Science.gov (United States)

Greenman, Geri

2000-01-01

Discusses an art project in which students created drawings of mop heads. Explains that the approach of drawing was more important than the subject. States that the students used the chiaroscuro technique, used by Rembrandt and Caravaggio, in which light appears out of the darkness. (CMK)

Parents' Role in the Early Head Start Children's Language Development

Science.gov (United States)

Griswold, Cecelia Smalls

2014-01-01

The development of language during a child's early years has been linked to parental involvement. While Early Head Start (EHS) researchers have theorized that parental involvement is an important factor in language development, there has been little research on how parents view their roles in the language development process. The purpose of this…

A Head Start on Concussion Recovery | NIH MedlinePlus the Magazine

Science.gov (United States)

... and Concussions Follow us A Head Start on Concussion Recovery Life lessons after three pediatric concussions "It would have been easier if he had ... Michelle Marchionni says about her son Sam's first concussion. In the fall of 2012, 8-year-old ...

Absenteeism in Head Start and Children's Academic Learning

Science.gov (United States)

Ansari, Arya; Purtell, Kelly

2016-01-01

Using nationally representative data from the Family and Child Experiences Survey 2009 Cohort (n = 2,842), this study examined the implications of 3- and 4-year-old's absences from Head Start for their early academic learning. The findings from this study revealed that children who missed more days of school, and especially those who were…

One Third More: Maine Head Start Expansion with State Funds.

Science.gov (United States)

Weil, Jane

The expansion of Project Head Start in Maine to the point of serving nearly 25 percent of eligible children is detailed in this report. Section I describes the expansion and some of its benefits, such as equalization of services across county boundaries and the establishment of a uniform unit cost-per-child for use in appropriating state funds.…

Parenting Interventions in Early Head Start: The Buffering Toxic Stress Consortium

Science.gov (United States)

Berlin, Lisa; Blair, Clancy; Boyd, Misty L.; Constantino, John N.; Hallam, Rena A.; Han, Myae; Hustedt, Jason; Harden, Brenda Jones; Raver, C. Cybele; Sarche, Michelle; Vu, Jennifer A.; Watamura, Sarah Enos; Meyer, Aleta; Fortunato, Christine

2013-01-01

The Buffering Toxic Stress Consortium was created by the Office of Planning, Research and Evaluation within the Administration for Children and Families to test preventive interventions for Early Head Start families facing toxic stress, as conceptualized by Shonkoff, Boyce, and McEwen in their influential 2009 article. Because relationships…

Increasing Culturally Diverse Meals in Head Start Using a Collaborative Approach: Lessons Learned for School Food Service Modifications

Science.gov (United States)

Hoffman, Jessica A.; Agrawal, Tara; Thompson, Douglas; Ferguson, Tyler; Grinder, AnnMarie; Carter, Sonia; Healey, Christine; Bhaumik, Urmi; Castaneda-Sceppa, Carmen

2012-01-01

Head Start's performance standards require that the nutrition programs "serve a variety of foods which consider cultural and ethnic preferences and which broaden the child's food experience" (Head Start Program Performance Standards and Other Regulations, 2006). In this study, food service modifications were made via a participatory…

Head Start Evaluation and Research Center, University of Kansas. Report No. VIII, Physical Development of Children in the Head Start Program in the Central United States.

Science.gov (United States)

Bass, William; And Others

Information on the nutritional habits of 154 Head Start children from rural, small city, and metropol tan areas in the central United States was obtained from questionnaires answered by the children's mothers. The information was restricted to what foods the children liked and disliked, except that a determination of the quantity of milk consumed…

Teachers' Language in Interactions: An Exploratory Examination of Mental State Talk in Early Childhood Education Classrooms

Science.gov (United States)

King, Elizabeth; La Paro, Karen

2015-01-01

Research Findings: This study examined 34 Head Start teachers' use of four categories of mental state talk (verbalizations of mental processes using emotion terms, cognition terms, desire terms, and perception terms) during naturally occurring classroom interactions. Transcriptions from classroom videos were coded for mental state talk…

Resistance to Classroom Observation in the Context of Teacher Evaluation: Teachers' and Department Heads' Experiences and Perspectives

Science.gov (United States)

de Lima, Jorge Ávila; Silva, Maria João Tavares

2018-01-01

This paper reports the main findings of a study that sought to understand how teachers and department heads perceived and experienced the implementation of a classroom observation system in a teacher evaluation context. The data was collected through a teacher and department head survey and interviews with department heads who were responsible for…

Occupational Therapy in the Context of Head Start: A Preliminary Survey Study

Science.gov (United States)

Bowyer, Patricia; Moore, Cary C.; Thom, Carly

2016-01-01

This preliminary, descriptive study yields information on the utilization of occupational therapy services within Head Start programs. Participants completed an Internet-based survey of 25 questions pertaining to the understanding, scope, and utilization of occupational therapy services. Surveys were completed by 35 respondents nationwide. A total…

Methods That Examine the Extent to Which the Quality of Children's Experiences in Elementary School Moderate the Long-Term Impacts of Head Start

Science.gov (United States)

Mashburn, Andrew J.; Downer, Jason T.

2013-01-01

The goals of the Head Start Impact Study (HSIS) are to: (1) determine the impacts of Head Start on children's school readiness and parental practices that support children's development; and (2) to determine under what circumstances Head Start achieves its greatest impacts and for which children (US Department of Health and Human Services, 2010).…

Nutriendo la Promesa: Materiales Para la Aplicacion de las Normas de Ejecucion del Programa Head Start. Guia Para la Utilizacion de los Materiales [y] Transparencias (Nurturing the Promise: Set of Training Materials on the Head Start Program Performance Standards. User's Guide [and] Set of Transparencies).

Science.gov (United States)

Educational Services, Inc., Washington, DC.

Since 1975, the Head Start Program Performance Standards have defined the services that local programs are required to provide to enrolled children and families. With revisions effective in 1998, the Program Performance Standards translate the Head Start vision into quality practices implemented at the local level. This document is comprised of a…

Early Head Start and African American Families: Impacts and Mechanisms of Child Outcomes

Science.gov (United States)

Harden, Brenda Jones; Sandstrom, Heather; Chazan-Cohen, Rachel

2012-01-01

Persistent disparities exist between African American children and their European American counterparts across developmental domains. Early childhood intervention may serve to promote more positive outcomes among African American children. The current study examined whether and how the Early Head Start (EHS) program benefited African American…

NAP SACC: Implementation of an Obesity Prevention Intervention in an American Indian Head Start Program.

Science.gov (United States)

Mattingly, Julie A; Andresen, Pamela A

2016-01-01

Low-income American Indian preschoolers are at greatest risk for overweight and obesity among children aged 2-5 years. The Nutrition and Physical Activity Self-Assessment for Child Care (NAP SACC) program is an evidence-based intervention that promotes healthy weight development for children enrolled in child care centers. The goal of this continuous quality improvement program is for the child care staff to establish environmental policies and practices that positively influence nutrition and physical activity-related behaviors. A community needs assessment of a Head Start program on an American Indian reservation identified obesity as a priority issue. This project implemented NAP SACC at 15 Head Start sites on the reservation.

A Comparison of Developmental Sentence Scores from Head Start Children Collected in Four Conditions

Science.gov (United States)

Longhurst, Thomas M.; File, Judy J.

1977-01-01

In a comparison of expressive language in different settings, 20 economically disadvantaged students in a Head Start program were divided into four groups: single-object picture, toy, multi-object picture, and adult-child conversation. (CL)

Implementing a Nutrition and Physical Activity Curriculum in Head Start Through an Academic-Community Partnership.

Science.gov (United States)

Zahnd, Whitney E; Smith, Tracey; Ryherd, Susan J; Cleer, Melissa; Rogers, Valerie; Steward, David E

2017-06-01

Schools may be an effective avenue for interventions that prevent childhood obesity. I am Moving I am Learning/Choosy Kids © (IMIL/CK) is a curriculum recommended by Head Start (HS) for education in nutrition, physical activity, and healthy lifestyle habits. We formed an academic-community partnership (ACP), the Springfield Collaborative for Active Child Health, to promote prevention of childhood obesity, in part, to implement the IMIL/CK curriculum in local HS sites. The ACP included a medical school, HS program, public school district, and state health department. Community-based participatory research principles helped identify and organize important implementation activities: community engagement, curriculum support, professional teacher training, and evaluation. IMIL/CK was piloted in 1 school then implemented in all local HS sites. All sites were engaged in IMIL/CK professional teacher training, classroom curriculum delivery, and child physical activity assessments. Local HS policy changed to include IMIL/CK in lesson plans and additional avenues of collaboration were initiated. Furthermore, improvements in physical activity and/or maintenance or improvement of healthy weight prevalence was seen in 4 of the 5 years evaluated. An ACP is an effective vehicle to implement and evaluate childhood obesity prevention programming in HS sites. © 2017, American School Health Association.

Oral health of early head start children: a qualitative study of staff, parents, and pregnant women.

Science.gov (United States)

Mofidi, Mahyar; Zeldin, Leslie P; Rozier, R Gary

2009-02-01

We explored the oral health knowledge, attitudes, and activities of Early Head Start (EHS) staff members, parents, and pregnant women, along with their suggestions related to future oral health educational interventions targeting EHS children. Nine focus groups were conducted with EHS staff, parents, and pregnant women. Audiotapes of sessions were transcribed and entered into ATLAS.ti 5.0 for coding and analysis. Attitudes about the importance of children's oral health among parents and pregnant women were mixed. Staff members voiced responsibility for children's oral health but frustration in their inability to communicate effectively with parents. Parents in turn perceived staff criticism regarding how they cared for their children's oral health. Gaps were noted in the oral health activities of EHS programs. Participants expressed confusion regarding the application of Head Start oral health performance standards to EHS. The need for culturally sensitive, hands-on oral health education was highlighted. Tailored, theory-based interventions are needed to improve communication between EHS staff and families. Clear policies on the application of Head Start oral health performance standards to EHS are warranted. Educational activities should address the needs and suggestions of EHS participants.

Training Head Start Teachers to Conduct Trial-Based Functional Analysis of Challenging Behavior

Science.gov (United States)

Rispoli, Mandy; Burke, Mack D.; Hatton, Heather; Ninci, Jennifer; Zaini, Samar; Sanchez, Lisa

2015-01-01

Trial-based functional analysis (TBFA) is a procedure for experimentally identifying the function of challenging behavior within applied settings. The purpose of this study was to examine the effects of a TBFA teacher-training package in the context of two Head Start centers implementing programwide positive behavior support (PWPBS). Four Head…

Expanding Exposure: Can Increasing the Daily Duration of Head Start Reduce Childhood Obesity?

Science.gov (United States)

Frisvold, David E.; Lumeng, Julie C.

2011-01-01

Coinciding with the work requirements of welfare reform in the mid-1990s, the early childhood education program, Head Start, significantly expanded to increase the availability of full-day classes. Using unique administrative data, we examine the effect of full-day compared to half-day attendance on childhood obesity. This effect is identified…

Nutritional Status of New Orleans, Mississippi and Alabama Head Start Children. Final Report.

Science.gov (United States)

Smith, Jack L.

Three purposes guided compilation of this final report on the nutritional status of New Orleans, Mississippi, and Alabama Head Start children: (1) to evaluate the causes of anemia through detailed studies of urban New Orleans preschool children and their mothers, (2) to study the effect of dietary supplementation of school feeding programs upon…

Potential for misclassification of micronutrient status in children participating in a Head Start program.

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Droke, Elizabeth A; Kennedy, Tay Seacord; Hubbs-Tait, Laura

2006-03-01

To evaluate relations among measures of iron and zinc status, C-reactive protein (CRP), and leukocytes in low-income children participating in the Head Start program. Cross-sectional correlational study with samples collected at Head Start centers in May 2003. Forty-seven children (aged 3 to 5 years) attending Head Start centers in three rural communities. Zinc, ferritin, CRP, and complete blood count were analyzed in nonfasting blood samples. Correlations were computed among leukocyte levels, CRP levels, and measures of micronutrient status. Children having two abnormal measures (ie, leukocytes and CRP) were compared by univariate analysis of variance with children having zero or one abnormal measure. Most (72%) of the children had elevated CRP levels. Four percent were anemic (hemoglobinreference value that accounts for the presence of infection was used (serum ferritin

The sleeping patterns of Head Start children and the influence on developmental outcomes.

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Schlieber, M; Han, J

2018-05-01

Sleep has a significant influence on children's development. The objective of this study was to investigate Head Start children's sleeping patterns and the impact on cognitive and behavioural outcomes. Using the 2009 cohort of the Head Start Family and Child Experiences Survey (N = 2,868), information on sleeping patterns was assessed through parent interviews. Cognitive outcomes were assessed using direct assessments (Peabody Picture Vocabulary Test-IV, the Expressive One-Word Picture Vocabulary Test, and Subtests of the Woodcock-Johnson III) in addition to teacher report. Behavioural outcomes were assessed through parent and teacher reports. A multiple regression analysis was performed for each outcome variable. Descriptive findings showed that 89% of children had a regular bedtime at least 4 days per week and that the average amount of sleep per night was 10.41 hr. White mothers were more likely than other racial groups to adhere to a consistent bedtime, and maternal employment predicted less hour of sleep per night. Multiple regression analyses revealed that disrupted sleep had a negative influence on cognitive outcomes, especially in areas of mathematical problem solving, receptive language, teacher-reported literacy behaviours, and approaches to learning. Disrupted sleep was associated with the risk of misbehaviour by increasing teacher and parent ratings on aggressive behaviours, hyperactivity, and withdrawing in addition to decreased scores on overall social skills. Having an inconsistent bedtime negatively predicted expressive vocabulary and teacher-reported literacy behaviours. The findings of this study support the influential role of sleep on children's development. Sleeping through the night and having a consistent bedtime were found to be predictive of many areas of cognitive and behavioural development. Head Start staff can provide the supports to increase parental knowledge on appropriate child sleep practices. © 2017 John Wiley & Sons Ltd.

Users' Manual for Research: Translating Head Start Findings Into Action (Expanded Notebook Version).

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Grotberg, Edith H.; Fowler, Austine

This users' manual, intended for use with a Project Head Start teacher training notebook, describes the purpose, development and field testing of the training materials and suggests procedures for using the notebook as a resource in teacher training sessions. The training notebook to which the users' manual refers is based on 11 questions in the…

Caregiver Emotional Expressiveness, Child Emotion Regulation, and Child Behavior Problems among Head Start Families

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McCoy, Dana Charles; Raver, C. Cybele

2011-01-01

The present study examined the relationships between caregivers' self-reported positive and negative emotional expressiveness, observer assessments of children's emotion regulation, and teachers' reports of children's internalizing and externalizing behaviors in a sample of 97 primarily African American and Hispanic Head Start families. Results…

Taking It to the Classroom: Number Board Games as a Small Group Learning Activity

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Ramani, Geetha B.; Siegler, Robert S.; Hitti, Aline

2012-01-01

We examined whether a theoretically based number board game could be translated into a practical classroom activity that improves Head Start children's numerical knowledge. Playing the number board game as a small group learning activity promoted low-income children's number line estimation, magnitude comparison, numeral identification, and…

Ability to Categorize Food Predicts Hypothetical Food Choices in Head Start Preschoolers.

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Nicholson, Jody S; Barton, Jennifer M; Simons, Ali L

2018-03-01

To investigate whether preschoolers are able to identify and categorize foods, and whether their ability to classify food as healthy predicts their hypothetical food choice. Structured interviews and body measurements with preschoolers, and teacher reports of classroom performance. Six Head Start centers in a large southeastern region. A total of 235 preschoolers (mean age [SD], 4.73 [0.63] years; 45.4% girls). Teachers implemented a nutrition education intervention across the 2014-2015 school year in which children were taught to identify and categorize food as sometimes (ie, unhealthy) and anytime (ie, healthy). Preschooler responses to a hypothetical snack naming, classifying, and selection scenario. Hierarchical regression analyses to examine predictors of child hypothetical food selection. While controlling for child characteristics and cognitive functioning, preschoolers who were better at categorizing food as healthy or unhealthy were more likely to say they would choose the healthy food. Low-contrast food pairs in which food had to be classified based on multiple dimensions were outside the cognitive abilities of the preschoolers. Nutrition interventions may be more effective in helping children make healthy food choices if developmental limitations in preschoolers' abilities to categorize food is addressed in their curriculum. Classification of food into evaluative categories is challenging for this age group. Categorizing on multiple dimensions is difficult, and dichotomous labeling of food as good or bad is not always accurate in directing children toward making food choices. Future research could evaluate further preschoolers' developmental potential for food categorization and nutrition decision making and consider factors that influence healthy food choices at both snack and mealtime. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Best Practices and Barriers to Obesity Prevention in Head Start: Differences Between Director and Teacher Perceptions.

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Byrd-Williams, Courtney; Dooley, Erin E; Sharma, Shreela V; Chuang, Ru-Jye; Butte, Nancy; Hoelscher, Deanna M

2017-12-21

Practices and barriers to promoting healthy eating and physical activity at Head Start centers may influence children's energy balance behaviors. We examined differences between directors' and teachers' perspectives on best practices and barriers to promoting healthy eating and physical activity in Head Start centers. We conducted a cross-sectional study of directors (n = 23) and teachers (n = 113) at 23 Head Start centers participating in the baseline assessment of the Texas Childhood Obesity Research Demonstration study. Participants completed surveys about practices and barriers to promoting healthy eating and physical activity. Multilevel regression models examined differences between director and teacher responses. More than half of directors and teachers reported meeting most best practices related to nutrition and physical activity; few directors or teachers (foods (especially sweets, salty snacks, and sugary drinks) in front of children" and "Teachers talk to children about trying/enjoying new foods" (P food service staff support, limited time, and insufficient funds (P < .05). More barriers to healthy eating were reported than were barriers to physical activity indicating that more support may be needed for healthy eating. Differences between responses of directors and teachers may have implications for future assessments of implementation of best practices and barriers to implementation related to nutrition and physical activity in early care and education centers.

Chronic Homelessness, Head Start, and Changing Federal Policies: Teaching and Learning at Hawthorne House

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Bullough, Robert V., Jr.; Hall-Kenyon, Kendra M.

2015-01-01

Federal policy changes for Head Start (HS) elevate the importance of measured academic performance over other traditional program aims, particularly those associated with the social-emotional development of children. Concerned about the possible effects of these changes on children, based on observations and interviews, detailed portraits of…

Professional Development Aimed at Increasing the Quality of Language Input during Storybook Interactions: Lessons from One Head Start Teacher's Experiences

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O'Keefe, Casey

2018-01-01

This article provides a review of problems associated with teachers' talk and indicators of higher quality teachers' talk for use with lower socioeconomic status (SES) Head Start students. Then it shows how one Head Start teacher, called Michele in this article, responded to professional development that was aimed at increasing the quality of…

Investigating Maternal Self-Efficacy and Home Learning Environment of Families Enrolled in Head Start

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Bojczyk, Kathryn Elizabeth; Haverback, Heather Rogers; Pae, Hye K.

2018-01-01

The aim of this study was to examine the relationships between mothers' self-efficacy beliefs, their preschool children's home learning environments, and literacy skills. A sample of 112 mother-child dyads was recruited from Head Start centers in rural and urban communities. The measures included maternal self-efficacy and maternal perceptions of…

Parent training in head start: a comparison of program response among African American, Asian American, Caucasian, and Hispanic mothers.

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Reid, M J; Webster-Stratton, C; Beauchaine, T P

2001-12-01

The effectiveness of the Incredible Years Parenting Program was evaluated in a low-income sample of Caucasian, African American, Hispanic, and Asian mothers whose children were enrolled in Head Start. Data from two prior intervention studies [Webster-Stratton (1998) Journal of Consulting and Clinical Psychology, 66(5), 715-730; Webster-Stratton et al. (in press) Journal of Clinical Child Psychology] were combined, yielding a sample of 634 families (370 Caucasian, 120 African American, 73 Asian, 71 Hispanic) across 23 Head Start centers. Centers were matched and assigned randomly to either an experimental condition (8-12 weeks of weekly 2-hr parenting classes), or a control condition (the regular Head Start Program without parenting groups). Families in both conditions were assessed using home observations of parent-child interactions and parent reports of parenting style and discipline strategies and child behavior problems in the fall (baseline) and spring (postintervention) of the children's Head Start year. Families were reassessed 1 year later. Following treatment, intervention mothers were observed to be more positive, less critical, more consistent, and more competent in their parenting than were control mothers. Additionally, children of intervention parents were observed to exhibit fewer behavior problems than were control children. Differences in treatment response across ethnic groups were few, and did not exceed the number expected by chance. Parents from all groups reported high satisfaction levels following the parenting program. Results indicate that the Incredible Years Program is accepted by and effective with diverse populations.

Playing with Daddy: Social Toy Play, Early Head Start, and Developmental Outcomes

OpenAIRE

Roggman, Lori A.; Boyce, Lisa; Cook, G. A.; Christiansen, K.; Jones, D.

2007-01-01

Research on fathers in Early Head Start (EHS) has provided an opportunity to study fathers from low-income families. We examined father-toddler social toy play in relation to EHS enrollment, fathers' psychosocial well-being, and children's developmental outcomes in a sample of 74 father-toddler dyads. Overall, our results show that father-toddler social toy play was more complex among fathers in an EHS program than among those in a comparison group. Greater complexity in father-toddler social...

Exploring Teachers' Depressive Symptoms, Interaction Quality, and Children's Social-Emotional Development in Head Start

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Roberts, Amy; LoCasale-Crouch, Jennifer; Hamre, Bridget; DeCoster, Jamie

2016-01-01

Research Findings: This study explored the role Head Start teachers' (n = 355) depressive symptoms play in their interactions with children and in children's (n = 2,203) social-emotional development, specifically changes in children's problem behaviors and social skills as reported by parents and teachers during the preschool year. Results of the…

Cultural Capital Theory: A Study of Children Enrolled in Rural and Urban Head Start Programmes

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Bojczyk, Kathryn E.; Rogers-Haverback, Heather; Pae, Hye; Davis, Anna E.; Mason, Rihana S.

2015-01-01

Children from different backgrounds have disparate access to cultural capital, which may influence their academic success. The purpose of this study was to examine the links between family background, home literacy experiences, and emergent literacy skills among preschoolers enrolled in Head Start programmes. The background characteristics studied…

A Program Evaluation Comparison of a Head Start and Public School Kindergarten Reading Curriculum

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Jennings, Tanesha

2014-01-01

In order for students to be successful in school, strong foundations are needed at the earliest grades. In a district in central Mississippi, many students entering public school from Head Start were not able to identify alphabet letters or produce letter sounds, based on results of the 2011 Standardized Test for the Assessment of Reading (STAR).…

Nutrition Education Resources in North Carolina-Based Head Start Preschool Programs: Administrator and Teacher Perceptions of Availability and Use.

Science.gov (United States)

Lisson, Sarah; Goodell, L Suzanne; Dev, Dipti; Wilkerson, Kristi; Hegde, Archana V; Stage, Virginia C

2016-10-01

The purpose of this study was to provide new insight into common barriers to the availability and use of nutrition education (NE) resources in Head Start preschool programs based on administrator and teacher perceptions. In-depth, semistructured phone interviews (n = 63) were conducted with administrators (n = 31) and teachers (n = 32) from North Carolina-based Head Start programs. Interviews were audio-recorded and transcribed verbatim. Data were analyzed qualitatively using content analysis to identify common themes. Five emergent themes were identified within the areas of NE resource availability and use and barriers to NE resource availability and use. Participants expressed desire for greater organization of existing NE material resources, increased community support, and professional development opportunities for teachers specific to NE. Funding and time constraints were reported as affecting NE resources. Creative strategies for addressing NE resource availability and use and barriers (eg, NE integration with educational standards) in Head Start are needed. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Supporting Head Start Parents: Impact of a Text Message Intervention on Parent-Child Activity Engagement

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Hurwitz, Lisa B.; Lauricella, Alexis R.; Hanson, Ann; Raden, Anthony; Wartella, Ellen

2015-01-01

Head Start emphasises parent engagement as a critical strategy in promoting children's long-term learning. Parents can support children's positive development by engaging them in stimulating activities. The following study assessed whether a service that delivered parenting tips via text message could prompt parents of children enrolled in Head…

Home Literacy Environment and Head Start Children's Language Development: The Role of Approaches to Learning

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Meng, Christine

2015-01-01

Research Findings: This study examined whether approaches to learning moderate the association between home literacy environment and English receptive vocabulary development. The Head Start Family and Child Experiences Survey (2003 cohort) was used for analysis. Latent growth curve modeling was utilized to test a quadratic model of English…

Financial Reporting and Cost Analysis Manual for Day Care Centers, Head Start, and Other Programs.

Science.gov (United States)

Bedger, Jean E.; And Others

This manual is designed to provide fundamental directions for systematic financial reporting and cost analysis for the administrators, accountants, bookkeepers, and staff of day care, Project Head Start, and other programs. The major aims of the manual are to induce day care directors to adopt uniform bookkeeping procedures and to analyze costs…

Optimal feeding frequency of captive head-started green turtles (Chelonia mydas).

Science.gov (United States)

Kanghae, H; Thongprajukaew, K; Yeetam, P; Jarit-Ngam, T; Hwan-Air, W; Rueangjeen, S; Kittiwattanawong, K

2017-08-01

Optimal feeding frequency was investigated to improve head-started propagation programme of juvenile green turtles (Chelonia mydas). The 15-day-old turtles (25-26 g body weight) were fed for ad libitum intake at one (1MD), two (2MD), three (3MD) or four (4MD) meals daily over a 3-month trial. Responses in growth, feed utilization, faecal characteristics, haematological parameters and carapace elemental composition were used to compare treatment effects. At the end of the feeding trial, no treatment had induced mortality. Growth performance in terms of weight gain and specific growth rate was similar in turtles fed 2MD, 3MD or 4MD (p > 0.05), but 1MD differed from these (p Turtles fed 2MD had significantly lower feed intake than in 3MD and 4MD groups, but the feed conversion ratios were similar. Faecal digestive enzyme analysis indicated higher catabolism of lipid and protein in the deprivation group (1MD), when compared with turtles fed at least twice daily. The feeding frequency did not affect the specific activities of carbohydrate-digesting enzymes. The results on enzymes activities were corroborated by the transition enthalpy characteristics of faeces, indicating nutrients remaining after digestion. The 2MD treatment also improved the haematological characteristics and the carapace quality, relative to low or excess feeding. Overall, the findings indicate that feeding juvenile green turtles twice a day is the preferred option in their head-started propagation. This promotes growth, reduces feed consumption, and improves health and carapace quality. Journal of Animal Physiology and Animal Nutrition © 2016 Blackwell Verlag GmbH.

African American and Puerto Rican American Parenting Styles, Paternal Involvement, and Head Start Children's Social Competence.

Science.gov (United States)

Fagan, Jay

2000-01-01

Examined similarities and differences in parenting styles and paternal involvement within and between African American and Puerto Rican American parent groups and the relationship between parenting styles, child care involvement, and Head Start children's social competence. Found a significant relationship between high levels of parental…

A Pilot Study of a Pictorial Bilingual Nutrition Education Game to Improve the Consumption of Healthful Foods in a Head Start Population

Directory of Open Access Journals (Sweden)

Veronica Piziak

2012-04-01

Full Text Available The prevalence of early childhood obesity has increased dramatically particularly among the Mexican American population. Obesity leads to earlier onset of related diseases such as type 2 diabetes. The Head Start population of Texas is largely Mexican American. Dietary intake in this population demonstrated a diet very low in fiber, high in salt, and containing excessive calories with a low intake of fruit and vegetables. This study was performed in a Texas Head Start population to evaluate a bilingual pictorial nutrition education game. Acceptance of the bilingual concept and the game had been previously studied in a Head Start population in five Texas counties. The effectiveness in producing a change in eating habits was studied as a pilot project 413 children and their parents at the Bastrop County Head Start. Parents were asked to supply data about at home food frequency at the beginning and the end of the school year and the results compared. The parents were given a demonstration of the educational objectives and the students played the game throughout the year. By the end of the school year there was a statistically significant increase in the vegetables offered to this population both during the week at home (p = 0.009 and on the weekends (p = 0.02.

A pilot study of a pictorial bilingual nutrition education game to improve the consumption of healthful foods in a head start population.

Science.gov (United States)

Piziak, Veronica

2012-04-01

The prevalence of early childhood obesity has increased dramatically particularly among the Mexican American population. Obesity leads to earlier onset of related diseases such as type 2 diabetes. The Head Start population of Texas is largely Mexican American. Dietary intake in this population demonstrated a diet very low in fiber, high in salt, and containing excessive calories with a low intake of fruit and vegetables. This study was performed in a Texas Head Start population to evaluate a bilingual pictorial nutrition education game. Acceptance of the bilingual concept and the game had been previously studied in a Head Start population in five Texas counties. The effectiveness in producing a change in eating habits was studied as a pilot project 413 children and their parents at the Bastrop County Head Start. Parents were asked to supply data about at home food frequency at the beginning and the end of the school year and the results compared. The parents were given a demonstration of the educational objectives and the students played the game throughout the year. By the end of the school year there was a statistically significant increase in the vegetables offered to this population both during the week at home (p = 0.009) and on the weekends (p = 0.02).

Start Where Your Students Are

Science.gov (United States)

Jackson, Robyn R.

2010-01-01

Starting where your students are means understanding how currencies are negotiated and traded in the classroom. Any behavior that students use to acquire the knowledge and skills needed in the classroom functions as currency. Teachers communicate the kinds of currencies they accept in their classrooms, such as getting good grades; students do…

Using Meta-Analysis to Explain Variation in Head Start Research Results: The Role of Research Design

Science.gov (United States)

Shager, Hilary M.; Schindler, Holly S.; Hart, Cassandra M.D.; Duncan, Greg J.; Magnuson, Katherine A.; Yoshikawa, Hirokazu

2010-01-01

Head Start was designed as a holistic intervention to improve economically disadvantaged, preschool-aged children's cognitive and social development by providing a comprehensive set of educational, health, nutritional, and social services, as well as opportunities for parent involvement (Zigler & Valentine, 1979). Given the current interest in ECE…

Perceived Parental Barriers to and Strategies for Supporting Physical Activity and Healthy Eating among Head Start Children.

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Ling, Jiying; B Robbins, Lorraine; Hines-Martin, Vicki

2016-06-01

Despite the need for parents to support their children's healthy behaviors, knowledge of factors preventing parents from doing so is still rudimentary. This study primarily aimed to explore perceived parental barriers to and strategies for supporting physical activity and healthy eating among Head Start children. A semi-structured interview format was used with four focus groups conducted at two urban Head Start centers in the Midwestern U.S. A qualitative content analysis of audio-recorded sessions was facilitated using ATLAS.ti7. A convenience sample of 32 parents (Mage = 34.97 years) participated. Over half were female (78.1 %), African Americans (65.6 %), and single (65.6 %). About 61.3 % reported an annual family income parent): lack of time and cooking skills and a tight family budget; and (3) environmental: inaccessible programs, lack of age-appropriate education, electronic media use, and unsafe environment. Parents across all groups expressed high interest in enrolling in a program with their children. Recommendations included: parents' support team; family outings at parks; taking a walk or enrolling in a class with children; and planting a garden. Many parents showed their preference for face-to-face meetings and a support group, but repulsion of counseling. To promote parental support in future interventions with Head Start children, their perceived intrapersonal, interpersonal, and environmental barriers should be considered as intervention targets. Involving parents through a support group and face-to-face meetings is recommended.

The Influence of an Early Childhood Program on Parental Involvement: Perceptions of Former Head Start Parents

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Croft, Stacey

2017-01-01

A key component of effective early childhood programs is collaborative relationships between schools, families, and the community (Fiese, Eckert, & Spagnola, 2005). One of these early childhood programs, Head Start, stands out among the others in its efforts to work with children, families, and communities to promote parental involvement. Some…

Identifying Head Start and Public Pre-K Participation in NSECE Data on Center-Based ECE Programs. NSECE Technical Report Supplement. OPRE Report 2015-92b

Science.gov (United States)

Goerge, Robert; Datta, A. Rupa; Xia, Kanru; Witte, Ann D.; Gennetian, Lisa A.; Milesi, Carolina; Brandon, Richard; Guzman, Lina; Zanoni, Wladimir

2015-01-01

The analyses presented in the Technical Report, "Which Centers Participate in Head Start or Public Pre-Kindergarten" characterize centers that have at least one child whose enrollment is funded through Head Start or Public Pre-K funds. This supplement to the technical report provides interested readers with technical details of the…

Early Head Start: Factors Associated with Caregiver Knowledge of Child Development, Parenting Behavior, and Parenting Stress

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Belcher, Harolyn M. E.; Watkins, Katara; Johnson, Elizabeth; Ialongo, Nicholas

2007-01-01

This study investigates the role of socioeconomic status, parental mental health, and knowledge of child development on parenting styles and perceived parenting stress in caregivers of children, ages 3 months to 3 years, enrolled in Early Head Start (EHS). Caregivers of EHS students were interviewed using the Knowledge of Infant Development…

The Role of Early Head Start Programs in Addressing the Child Care Needs of Low-Income Families with Infants and Toddlers: Influences on Child Care Use and Quality.

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Love, John M.; Constantine, Jill; Paulsell, Diane; Boller, Kimberly; Ross, Christine; Raikes, Helen; Brady-Smith, Christy; Brooks-Gunn, Jeanne

2004-01-01

In 1994, the Secretary's Advisory Committee on Services for Families with Infants and Toddlers set forth a vision for Early Head Start programs in declaring that all child care settings used by Early Head Start families, whether or not the program provides the care directly, must meet the high standards of quality embodied in the Head Start…

Parent-Child Book-Reading Styles, Emotional Quality, and Changes in Early Head Start Children's Cognitive Scores

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Cline, Keely D.; Edwards, Carolyn Pope

2017-01-01

Research Findings: The objective of this study was to understand how instructional book-reading style and emotional quality of reading interact and relate to cognitive skills in a sample of at-risk infants and toddlers. Participants were 81 parents and their children participating in Early Head Start programs in the rural Midwest. Correlation and…

Scheduling of head-dependent cascaded reservoirs considering discharge ramping constraints and start/stop of units

Energy Technology Data Exchange (ETDEWEB)

Catalao, J.P.S.; Pousinho, H.M.I. [Department of Electromechanical Engineering, University of Beira Interior, R. Fonte do Lameiro, 6201-001 Covilha (Portugal); Mendes, V.M.F. [Department of Electrical Engineering and Automation, Instituto Superior de Engenharia de Lisboa, R. Conselheiro Emidio Navarro, 1950-062 Lisbon (Portugal)

2010-10-15

This paper is on the problem of short-term hydro scheduling (STHS), particularly concerning head-dependent reservoirs under competitive environment. We propose a novel method, based on mixed-integer nonlinear programming (MINLP), for optimising power generation efficiency. This method considers hydroelectric power generation as a nonlinear function of water discharge and of the head. The main contribution of this paper is that discharge ramping constraints and start/stop of units are also considered, in order to obtain more realistic and feasible results. The proposed method has been applied successfully to solve two case studies based on Portuguese cascaded hydro systems, providing a higher profit at an acceptable computation time in comparison with classical optimisation methods based on mixed-integer linear programming (MILP). (author)

Cultural/Favorite Recipe Day: Strengthening Approaches to Increase Culturally Diverse Foods Served in Head Start Meals

Science.gov (United States)

Hoffman, Jessica A.; Agrawal, Tara; Carter, Sonia; Grinder, AnnMarie; Castaneda-Sceppa, Carmen

2012-01-01

One approach to halting the childhood obesity epidemic has been the modification of foods available to children during the school day. In recent years there has been an increased focus on obesity prevention efforts among children ages birth to 5 and the role of child care settings in prevention efforts. Head Start serves as an important venue for…

Predicting Teacher Participation in a Classroom-Based, Integrated Preventive Intervention for Preschoolers.

Science.gov (United States)

Baker, Courtney N; Kupersmidt, Janis B; Voegler-Lee, Mary Ellen; Arnold, David H; Willoughby, Michael T

2010-01-01

Preschools provide a promising setting in which to conduct preventive interventions for childhood problems, but classroom programs can only be effective if teachers are willing and able to implement them. This study is one of the first to investigate predictors of the frequency of teacher participation in a classroom-based, randomized controlled trial of an integrated prevention program for preschoolers. The intervention was designed to promote school readiness with an integrated social and academic program, to be implemented by teachers with the support of classroom consultants. The current study is part of a larger project conducted with Head Start and community child care centers that serve primarily economically disadvantaged families; 49 teachers from 30 centers participated in this study. Overall, teachers conducted approximately 70% of the program activities. Participation decreased significantly over time from the first to the final week of the intervention, and also decreased within each week of the intervention, from the first to the final weekly activity. Teachers working at community child care centers implemented more intervention activities than did Head Start teachers. Teacher concerns about the intervention, assessed prior to training, predicted less participation. In addition, teachers' participation was positively related to their perception that their centers and directors were supportive, collegial, efficient, and fair, as well as their job satisfaction and commitment. Teacher experience, education, ethnicity, and self-efficacy were not significantly related to participation. In multi-level models that considered center as a level of analysis, substantial variance was accounted for by centers, pointing to the importance of considering center-level predictors in future research.

Effects of Head Start Hours on Children's Cognitive, Pre-Academic, and Behavioral Outcomes: An Instrumental Variable Analysis

Science.gov (United States)

Li, Weilin; Farkas, George; Duncan, Greg J.; Vandell, Deborah Lowe; Burchinal, Margaret

2013-01-01

Children from low-income families benefit remarkably from exposure to compensatory education that began with Head Start in 1965 and aimed to improve school readiness skills by design. While empirical evidence has supported more instructional time in elementary and secondary schools for low-income students, little is known that whether increasing…

Barriers and Facilitators to Healthy Eating and Activity in Head Start Staff: An Opportunity for Worksite Wellness

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Hibbs-Shipp, Sarah K.; Milholland, Michelle; Bellows, Laura

2015-01-01

Background: Head Start (HS) staff are ideally positioned to promote healthy behaviors to over one million low-income children each year, however little is understood about their own health. Purpose: To conduct a needs assessment with HS staff to: 1) understand perceptions, barriers and motivators to healthful behaviors; and 2) ascertain interest…

Resilient Partners: The Development of a University-Community Collaboration to Promote Wellness for Head Start Children and Families

Science.gov (United States)

Mendez, Julia L.; Lloyd, Blake Te'Neil

2005-01-01

This paper describes a theoretically driven approach uniquely suited for the development of research partnerships between university teams and local communities serving children enrolled in Head Start programs. A literature review on dimensions of successful research partnerships provides a backdrop for presenting the Resilience…

EARLY HEAD START FAMILIES' EXPERIENCES WITH STRESS: UNDERSTANDING VARIATIONS WITHIN A HIGH-RISK, LOW-INCOME SAMPLE.

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Hustedt, Jason T; Vu, Jennifer A; Bargreen, Kaitlin N; Hallam, Rena A; Han, Myae

2017-09-01

The federal Early Head Start program provides a relevant context to examine families' experiences with stress since participants qualify on the basis of poverty and risk. Building on previous research that has shown variations in demographic and economic risks even among qualifying families, we examined possible variations in families' perceptions of stress. Family, parent, and child data were collected to measure stressors and risk across a variety of domains in families' everyday lives, primarily from self-report measures, but also including assay results from child cortisol samples. A cluster analysis was employed to examine potential differences among groups of Early Head Start families. Results showed that there were three distinct subgroups of families, with some families perceiving that they experienced very high levels of stress while others perceived much lower levels of stress despite also experiencing poverty and heightened risk. These findings have important implications in that they provide an initial step toward distinguishing differences in low-income families' experiences with stress, thereby informing interventions focused on promoting responsive caregiving as a possible mechanism to buffer the effects of family and social stressors on young children. © 2017 Michigan Association for Infant Mental Health.

Which Early Care and Education Centers Participate in Head Start or Public Pre-Kindergarten? National Survey of Early Care & Education. Technical Report. OPRE Report 2015-92a

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Administration for Children & Families, 2015

2015-01-01

This report draws on newly available data from the National Survey of Early Care and Education (NSECE) to describe early care and education (ECE) centers that participate in two prominent publicly-funded ECE initiatives: Head Start and publicly-funded pre-kindergarten. Although a great deal is known about Head Start programs, and there are sources…

The Impact of the Chile Intervention on the Food Served in Head Start Centers in Rural New Mexico

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Morshed, Alexandra B.; Davis, Sally M.; Keane, Patricia C.; Myers, Orrin B.; Mishra, Shiraz I.

2016-01-01

Background: The Child Health Initiative for Lifelong Eating and Exercise is a multicomponent obesity-prevention intervention, which was evaluated among Head Start (HS) centers in American Indian and predominantly Hispanic communities in rural New Mexico. This study examines the intervention's foodservice outcomes: fruits, vegetables, whole grains,…

Primary School Environment Trend, Class-Ratio and Head Teachers Overcrowded Classrooms Management Strategies in Northern Senatorial District of Ondo State, Nigeria

Science.gov (United States)

Babatunde, Ehinola Gabriel

2015-01-01

Primary school Enrolment Trend, Class-Ratio and Head Teachers overcrowded classrooms management strategies in Northern Senatorial District of Ondo State, Nigeria was investigated. The purpose of the study is to examine the current enrolment trend in public primary schools in northern senatorial District of Ondo State. Also, is to ascertain the…

A Music Program for Training Head Start Teachers Using a Sequential, Cognitive, Developmental Process with Pre-school Children.

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Brodhecker, Shirley G.

This practicum report addresses the need to supply Head Start teachers with: (1) specific preschool music objectives; (2) a sequential preschool developmental program in music to match the child's cognitive level; (3) how to choose instructional material to encourage specific basic school readiness skills; and (4) workshops to accomplish these…

A media literacy nutrition education curriculum for head start parents about the effects of television advertising on their children's food requests.

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Hindin, Toby J; Contento, Isobel R; Gussow, Joan Dye

2004-02-01

To evaluate whether a media literacy nutrition education curriculum about the effects of television advertising on children's food choices influenced the behavior, attitudes, and knowledge of Head Start parents. Participants were a convenience sample of 35 parents from Head Start programs. This study used a pretest-posttest, comparison condition-intervention condition design. The 35 parents participated in both a four-week food safety curriculum (to serve as an educational placebo, comparison condition) that was followed immediately by a four-week media literacy nutrition education curriculum (intervention condition). Evaluation measures included parents' understanding of the persuasive techniques of commercials; ability to distinguish between truths and claims in advertising; and outcome expectations, values, self-efficacy, and behaviors in relation to talking about television advertisements with children while co-viewing or in response to purchase requests in the grocery store. Paired t tests, analysis of covariance, and chi(2) analyses were used. The media literacy nutrition education intervention curriculum had significant effects in terms of Head Start parents' understanding television advertising (Padvertisements (PTV mediation behaviors (P<.001), and understanding of, and ability to read, food labels (P<.001). Results suggest that a media literacy nutrition education curriculum can be easily conducted by dietitians. Dietitians can modify the curriculum to teach parents how to critically analyze many other forms of media (supermarket magazines, brochures, newspapers, Web sites) that sell nutrition misinformation to the public.

Can Research Design Explain Variation in Head Start Research Results? A Meta-Analysis of Cognitive and Achievement Outcomes

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Shager, Hilary M.; Schindler, Holly S.; Magnuson, Katherine A.; Duncan, Greg J.; Yoshikawa, Hirokazu; Hart, Cassandra M. D.

2013-01-01

This study explores the extent to which differences in research design explain variation in Head Start program impacts. We employ meta-analytic techniques to predict effect sizes for cognitive and achievement outcomes as a function of the type and rigor of research design, quality and type of outcome measure, activity level of control group, and…

Bridging the digital divide by increasing computer and cancer literacy: community technology centers for head-start parents and families.

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Salovey, Peter; Williams-Piehota, Pamela; Mowad, Linda; Moret, Marta Elisa; Edlund, Denielle; Andersen, Judith

2009-01-01

This article describes the establishment of two community technology centers affiliated with Head Start early childhood education programs focused especially on Latino and African American parents of children enrolled in Head Start. A 6-hour course concerned with computer and cancer literacy was presented to 120 parents and other community residents who earned a free, refurbished, Internet-ready computer after completing the program. Focus groups provided the basis for designing the structure and content of the course and modifying it during the project period. An outcomes-based assessment comparing program participants with 70 nonparticipants at baseline, immediately after the course ended, and 3 months later suggested that the program increased knowledge about computers and their use, knowledge about cancer and its prevention, and computer use including health information-seeking via the Internet. The creation of community computer technology centers requires the availability of secure space, capacity of a community partner to oversee project implementation, and resources of this partner to ensure sustainability beyond core funding.

Ethnic Group Differences in Early Head Start Parents Parenting Beliefs and Practices and Links to Children's Early Cognitive Development

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Keels, Micere

2009-01-01

Data from the Early Head Start Research and Evaluation study were used to examine the extent to which several factors mediate between- and within-ethnic-group differences in parenting beliefs and behaviors, and children's early cognitive development (analysis sample of 1198 families). The findings indicate that Hispanic-, European-, and…

Is Dosage Important? Examining Head Start Preschoolers' Language and Literacy Learning after One versus Two Years of "ExCELL"

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Hindman, Annemarie H.; Wasik, Barbara A.

2017-01-01

The current study examined whether Head Start children who experienced a high-quality preschool intervention, "Exceptional Coaching for Early Language and Literacy" ("ExCELL"), as three-year-olds began the subsequent pre-kindergarten (or four-year-old) year with stronger language and literacy skills than same-age peers who…

Barriers and Motivators to Reducing Secondhand Smoke Exposure in African American Families of Head Start Children: A Qualitative Study

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Hoehn, Jessica L.; Riekert, Kristin A.; Borrelli, Belinda; Rand, Cynthia S.; Eakin, Michelle N.

2016-01-01

Objective: To identify barriers and motivators for reducing secondhand smoke exposure (SHSe) for families of African-American, low-income, urban children. Method: Audiotaped intervention sessions of 52 African-American caregivers of Head Start children who reported being a smoker and/or had at least one smoker in the home were randomly sampled…

Randomized Controlled Study of a Remote Flipped Classroom Neuro-otology Curriculum

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Frederick Robert Carrick

2017-07-01

Full Text Available ContextMedical Education can be delivered in the traditional classroom or via novel technology including an online classroom.ObjectiveTo test the hypothesis that learning in an online classroom would result in similar outcomes as learning in the traditional classroom when using a flipped classroom pedagogy.DesignRandomized controlled trial. A total of 274 subjects enrolled in a Neuro-otology training program for non-Neuro-otologists of 25 h held over a 3-day period. Subjects were randomized into a “control” group attending a traditional classroom and a “trial” group of equal numbers participating in an online synchronous Internet streaming classroom using the Adobe Connect e-learning platform.InterventionsSubjects were randomized into a “control” group attending a traditional classroom and a “treatment” group of equal numbers participating in an online synchronous Internet streaming classroom.Main outcome measuresPre- and post-multiple choice examinations of VOR, Movement, Head Turns, Head Tremor, Neurodegeneration, Inferior Olivary Complex, Collateral Projections, Eye Movement Training, Visual Saccades, Head Saccades, Visual Impairment, Walking Speed, Neuroprotection, Autophagy, Hyperkinetic Movement, Eye and Head Stability, Oscilllatory Head Movements, Gaze Stability, Leaky Neural Integrator, Cervical Dystonia, INC and Head Tilts, Visual Pursuits, Optokinetic Stimulation, and Vestibular Rehabilitation.MethodsAll candidates took a pretest examination of the subject material. The 2–9 h and 1–8 h sessions over three consecutive days were given live in the classroom and synchronously in the online classroom using the Adobe Connect e-learning platform. Subjects randomized to the online classroom attended the lectures in a location of their choice and viewed the sessions live on the Internet. A posttest examination was given to all candidates after completion of the course. Two sample unpaired t tests with equal variances

Randomized Controlled Study of a Remote Flipped Classroom Neuro-otology Curriculum.

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Carrick, Frederick Robert; Abdulrahman, Mahera; Hankir, Ahmed; Zayaruzny, Maksim; Najem, Kinda; Lungchukiet, Palita; Edwards, Roger A

2017-01-01

Medical Education can be delivered in the traditional classroom or via novel technology including an online classroom. To test the hypothesis that learning in an online classroom would result in similar outcomes as learning in the traditional classroom when using a flipped classroom pedagogy. Randomized controlled trial. A total of 274 subjects enrolled in a Neuro-otology training program for non-Neuro-otologists of 25 h held over a 3-day period. Subjects were randomized into a "control" group attending a traditional classroom and a "trial" group of equal numbers participating in an online synchronous Internet streaming classroom using the Adobe Connect e-learning platform. Subjects were randomized into a "control" group attending a traditional classroom and a "treatment" group of equal numbers participating in an online synchronous Internet streaming classroom. Pre- and post-multiple choice examinations of VOR, Movement, Head Turns, Head Tremor, Neurodegeneration, Inferior Olivary Complex, Collateral Projections, Eye Movement Training, Visual Saccades, Head Saccades, Visual Impairment, Walking Speed, Neuroprotection, Autophagy, Hyperkinetic Movement, Eye and Head Stability, Oscilllatory Head Movements, Gaze Stability, Leaky Neural Integrator, Cervical Dystonia, INC and Head Tilts, Visual Pursuits, Optokinetic Stimulation, and Vestibular Rehabilitation. All candidates took a pretest examination of the subject material. The 2-9 h and 1-8 h sessions over three consecutive days were given live in the classroom and synchronously in the online classroom using the Adobe Connect e-learning platform. Subjects randomized to the online classroom attended the lectures in a location of their choice and viewed the sessions live on the Internet. A posttest examination was given to all candidates after completion of the course. Two sample unpaired t tests with equal variances were calculated for all pretests and posttests for all groups including gender differences. All 274

Ethnic Variation in the Association between Family Structures and Practices on Child Outcomes at 36 Months: Results from Early Head Start

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Iruka, Iheoma U.

2009-01-01

Research Findings: This study analyzed data from the Early Head Start Research and Evaluation Study (EHSRES) to examine whether the association between family structural characteristics (maternal education, number of parents, employment status, and number of children), parenting practices (sensitive and negative parenting, cognitively stimulating…

Using PANDA (Preventing the Abuse of Tobacco, Narcotics, Drugs, and Alcohol) in a Baltimore City Head Start Setting: A Preliminary Study.

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Belcher, Harolyn M. E.; Lockhart, Paula J.; Perkins-Parks, Susan; McNally, Margaret

2000-01-01

Describes an evaluation of a substance abuse prevention curriculum, Preventing the Abuse of Tobacco, Narcotics, Drugs, and Alcohol (PANDA), taught to African American Head Start preschool students, examining changes in children's self-concept following participation. Overall, students demonstrated significantly improved self-concept, and PANDA…

Theory of Mind Predicts Emotion Knowledge Development in Head Start Children.

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Seidenfeld, Adina M; Johnson, Stacy R; Cavadel, Elizabeth Woodburn; Izard, Carroll E

2014-10-01

Emotion knowledge (EK) enables children to identify emotions in themselves and others and its development facilitates emotion recognition in complex social situations. Social-cognitive processes, such as theory of mind (ToM), may contribute to developing EK by helping children realize the inherent variability associated with emotion expression across individuals and situations. The present study explored how ToM, particularly false belief understanding, in preschool predicts children's developing EK in kindergarten. Participants were 60 3- to 5-year-old Head Start children. ToM and EK measures were obtained from standardized child tasks. ToM scores were positively related to performance on an EK task in kindergarten after controlling for preschool levels of EK and verbal ability. Exploratory analyses provided preliminary evidence that ToM serves as an indirect effect between verbal ability and EK. Early intervention programs may benefit from including lessons on ToM to help promote socio-emotional learning, specifically EK. This consideration may be the most fruitful when the targeted population is at-risk.

An Unwilling Partnership With the Great Society Part I: Head Start and the Beginning of Change in the White Medical Community.

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deShazo, Richard D; Minor, Wilson F Bill; Smith, Robert; Skipworth, Leigh Baldwin

2016-07-01

By 1965, the policies and programs of Lyndon B. Johnson's Great Society brought optimism to black physicians and a new wave of resistance against black civil rights advocates in the American South. The largest of the first Head Start programs, Child Development Group of Mississippi (CDGM), had its roots in Freedom Summer 1964 and the Medical Committee for Human Rights. Like other proposed programs with strong medical components, CDGM was caught in a legislative Bermuda triangle created by the powerful Mississippi congressional delegation to maintain white supremacy and plantation economics. Physician-led investigations exposed the extraordinary level of poor health among Mississippi's black children, supported Head Start as a remedy, and awakened the white medical establishment to health disparities of the Jim Crow period. It was also the beginning of positive change in the previously silent white medical community in the South and their support of civil justice in health. Copyright © 2016 Southern Society for Clinical Investigation. Published by Elsevier Inc. All rights reserved.

Validity Study of the "Preschool Language Scale-4" with English-Speaking Hispanic and European American Children in Head Start Programs

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Qi, Cathy H.; Marley, Scott C.

2011-01-01

The purpose of the study was to examine the psychometric properties of the "Preschool Language Scale-4" (PLS-4) with a sample of English-speaking Hispanic and European American children who attended Head Start programs. Participants were 440 children between the ages of 3 and 5 years (52% male; 86% Hispanic and 14% European American).…

The prevalence of food insecurity and associated factors among households with children in Head Start programs in Houston, Texas and Birmingham, Alabama

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This study measured food security and hunger of households enrolled in Head Start in Houston, Texas, and Birmingham, Alabama and assessed factors that could affect food security. Interviewers collected data from primary caregivers on demographic characteristics, dietary intake, and the six-item US f...

Evaluation of an oral health education session for Early Head Start home visitors.

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Glatt, Kevin; Okunseri, Christopher; Flanagan, Diane; Simpson, Pippa; Cao, Yumei; Willis, Earnestine

2016-06-01

Home visiting programs promote the education and health of Early Head Start (EHS) children and pregnant women. However, EHS's oral health component is unevenly implemented. We conducted an educational intervention to improve oral health knowledge and motivational interviewing techniques among Wisconsin EHS home visitors. A questionnaire assessing oral health-related knowledge and confidence was administered to home visitors before and after an educational session. Changes between pre/post-responses were analyzed with McNemar's test and Wilcoxon Signed Rank test. After the intervention there were increases in both knowledge and confidence related to oral health communication. Knowledge increases were observed in such topics as fluoridation, dental caries, and caregivers' role in assisting and supervising children's tooth brushing. A brief educational intervention was associated with increased home visitor knowledge and confidence in communicating oral health messages to EHS caregivers and pregnant women. © 2016 American Association of Public Health Dentistry.

The development of a bilingual interactive video to improve physical activity and healthful eating in a head start population.

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Piziak, Veronica

2014-12-01

The prevalence of obesity in the Hispanic preschool population remains elevated, particularly among children in low income families below the poverty level. Obesity leads to the early onset of metabolic syndrome and Type 2 diabetes. The Head Start population of Texas is largely comprised of this high risk group. Their physical activity level is suboptimal in part due to lack of available outside play areas and time spent watching television and playing sedentary video games. Dietary intake is frequently high in sugar sweetened beverages and low in vegetables. The group is frequently bilingual with limited vocabulary and has not learned to read. Preserving their Mexican American culture is a concern. This article describes the development and assessment of a group of bilingual interactive video interventions to improve age appropriate physical activity while providing basic nutrition education focusing on increasing vegetable and water intake and decreasing sugar sweetened beverages. Suggestions for development and assessment of content were provided by focus groups of Head Start teachers, managers and dietitians in the Texas counties of Bastrop, Hidalgo and McLennon. A demonstration of the videos was conducted in Bastrop County. Teachers, students and managers felt that the videos provided excellent information, improved exercise participation and engaged the children.

The Development of a Bilingual Interactive Video to Improve Physical Activity and Healthful Eating in a Head Start Population

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Veronica Piziak

2014-12-01

Full Text Available The prevalence of obesity in the Hispanic preschool population remains elevated, particularly among children in low income families below the poverty level. Obesity leads to the early onset of metabolic syndrome and Type 2 diabetes. The Head Start population of Texas is largely comprised of this high risk group. Their physical activity level is suboptimal in part due to lack of available outside play areas and time spent watching television and playing sedentary video games. Dietary intake is frequently high in sugar sweetened beverages and low in vegetables. The group is frequently bilingual with limited vocabulary and has not learned to read. Preserving their Mexican American culture is a concern. This article describes the development and assessment of a group of bilingual interactive video interventions to improve age appropriate physical activity while providing basic nutrition education focusing on increasing vegetable and water intake and decreasing sugar sweetened beverages. Suggestions for development and assessment of content were provided by focus groups of Head Start teachers, managers and dietitians in the Texas counties of Bastrop, Hidalgo and McLennon. A demonstration of the videos was conducted in Bastrop County. Teachers, students and managers felt that the videos provided excellent information, improved exercise participation and engaged the children.

Mentoring and Professional Development in Rural Head Start Classrooms

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Garner, Pamela W.; Carter McLean, Marsha; Waajid, Badiyyah; Pittman, Evelyn R.

2015-01-01

The objective of this project was to develop and pilot a small-scale professional development program that incorporated substantial group and one-on-one mentoring aimed at preparing rurally based preschool teacher assistants to earn the Child Development Associate (CDA) credential. Using a framework that emphasized the relational, developmental,…

Reliving the History of Compensatory Education: Policy Choices, Bureaucracy, and the Politicized Role of Science in the Evolution of Head Start

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Beatty, Barbara; Zigler, Edward

2012-01-01

In this article, Edward Zigler, interviewed by Barbara Beatty, talks about a turning point in the history of Head Start that reveals how policy choices, bureaucracy, and science came together when he was told to phase out the program in 1970. New to Washington, Zigler learned that President Richard M. Nixon's domestic policy advisor Daniel Patrick…

Open-Start Mathematics Problems: An Approach to Assessing Problem Solving

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Monaghan, John; Pool, Peter; Roper, Tom; Threlfall, John

2009-01-01

This article describes one type of mathematical problem, open-start problems, and discusses their potential for use in assessment. In open-start problems how one starts to address the problem can vary but they have a correct answer. We argue that the use of open-start problems in assessment could positively influence classroom mathematics…

Effects of Residential Instability on Head Start Children and Their Relationships with Older Siblings: Influences of Child Emotionality and Conflict between Family Members.

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Stoneman, Zolinda; Brody, Gene H.; Churchill, Susan L.; Winn, Laura L.

1999-01-01

Examined influence of residential dislocations on child behavior problems, depression, peer competence, cognitive competence, and quality of sibling relationships among Head Start children and their older siblings. Found that child emotionality moderated the effects of residential mobility. Caregiver conflict was a less powerful moderator.…

Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings from Head Start REDI.

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Nix, Robert L; Bierman, Karen L; Domitrovich, Celene E; Gill, Sukhdeep

2013-01-01

This study examined processes of change associated with the positive preschool and kindergarten outcomes of children who received the Head Start REDI intervention, compared to "usual practice" Head Start. In a large-scale randomized-controlled trial (N = 356 children, 42% African American or Latino, all from low-income families), this study tests the logic model that improving preschool social-emotional skills (e.g., emotion understanding, social problem solving, and positive social behavior) as well as language/emergent literacy skills will promote cross-domain academic and behavioral adjustment after children transition into kindergarten. Validating this logic model, the present study finds that intervention effects on three important kindergarten outcomes (e.g., reading achievement, learning engagement, and positive social behavior) were mediated by preschool gains in the proximal social-emotional and language/emergent literacy skills targeted by the REDI intervention. Importantly, preschool gains in social-emotional skills made unique contributions to kindergarten outcomes in reading achievement and learning engagement, even after accounting for the concurrent preschool gains in vocabulary and emergent literacy skills. These findings highlight the importance of fostering at-risk children's social-emotional skills during preschool as a means of promoting school readiness. The REDI (Research-Based, Developmentally-Informed) enrichment intervention was designed to complement and strengthen the impact of existing Head Start programs in the dual domains of language/emergent literacy skills and social-emotional competencies. REDI was one of several projects funded by the Interagency School Readiness Consortium, a partnership of four federal agencies (the National Institute of Child Health and Human Development, the Administration for Children and Families, the Assistant Secretary for Planning and Evaluation in the Department of Health and Human Services, and the

Classroom Research by Classroom Teachers, 1992.

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Tanner, Michael, Ed.

1992-01-01

This volume celebrates teachers as life-long learners of the art of teaching, by presenting 21 action research studies designed and implemented by classroom teachers. A "How To Get Started" section outlines action research steps and offers worksheets. Descriptions of the research studies begin with ethnographic studies, which include "Adopt a…

Head Start’s Impact is Contingent on Alternative Type of Care in Comparison Group

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Brooks-Gunn, Jeanne; Waldfogel, Jane

2014-01-01

Using data (n = 3,790 with 2,119 in the 3-year-old cohort and 1,671 in the 4-year-old cohort) from 353 Head Start centers in the Head Start Impact Study, the only large-scale randomized experiment in Head Start history, this paper examined the impact of Head Start on children’s cognitive and parent-reported social-behavioral outcomes through first grade contingent on the child care arrangements used by children who were randomly assigned to the control group (i.e., parental care, relative/non-relative care, another Head Start program, or other center-based care). A principal score matching approach was adopted to identify children assigned to Head Start who were similar to children in the control group with a specific care arrangement. Overall, the results showed that the effects of Head Start varied substantially contingent on the alternative child care arrangements. Compared to children in parental care and relative/non-relative care, Head Start participants generally had better cognitive and parent-reported behavioral development, with some benefits of Head Start persisting through first grade; in contrast, few differences were found between Head Start and other center-based care. The results have implications regarding the children for whom Head Start is most beneficial as well as how well Head Start compares to other center-based programs. PMID:25329552

Evaluating Two Oral Health Video Interventions with Early Head Start Families

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Lynn B. Wilson

2013-01-01

Full Text Available Poor oral health in early childhood can have long-term consequences, and parents often are unaware of the importance of preventive measures for infants and toddlers. Children in rural, low-income families suffer disproportionately from the effects of poor oral health. Participants were 91 parents of infants and toddlers enrolled in Early Head Start (EHS living in rural Hawai'i, USA. In this quasi-experimental design, EHS home visitors were assigned to use either a didactic or family-centered video with parents they served. Home visitors reviewed short segments of the assigned videos with parents over an eight-week period. Both groups showed significant prepost gains on knowledge and attitudes/behaviors relating to early oral health as well as self-reported changes in family oral health routines at a six-week followup. Controlling for pretest levels, parents in the family-centered video group showed larger changes in attitudes/behaviors at posttest and a higher number of positive changes in family oral health routines at followup. Results suggest that family-centered educational videos are a promising method for providing anticipatory guidance to parents regarding early childhood oral health. Furthermore, establishing partnerships between dental care, early childhood education, and maternal health systems offers a model that broadens potential reach with minimal cost.

Head Start Service Guide for Children and Families with HIV or AIDS = Guia de Servicios para Ninos con V.I.H. Positivo y con Sindrome de Inmunodeficiencia Adquirida (S.I.D.A.) y sus Familias.

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Puerto Rico Commonwealth Office of Children's Services and Community Development, Old San Juan.

This document provides guidelines and procedures, in Spanish and English, for Head Start teachers in taking care of children with AIDS, or children who are HIV positive, and their families. The goal of the guide is to maximize participation of infected children in the Head Start program. The guide presents activities in three main stages:…

Effects of Home and School Computer Use on School Readiness and Cognitive Development among Head Start Children: A Randomized Controlled Pilot Trial

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Li, Xiaoming; Atkins, Melissa S.; Stanton, Bonita

2006-01-01

Data from 122 Head Start children were analyzed to examine the impact of computer use on school readiness and psychomotor skills. Children in the experimental group were given the opportunity to work on a computer for 15-20 minutes per day with their choice of developmentally appropriate educational software, while the control group received a…

Relations among the Home Language and Literacy Environment and Children's Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers

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Lewis, Kandia; Sandilos, Lia E.; Hammer, Carol Scheffner; Sawyer, Brook E.; Méndez, Lucía I.

2016-01-01

Research Findings: This study explored the relations between Spanish-English dual language learner (DLL) children's home language and literacy experiences and their expressive vocabulary and oral comprehension abilities in Spanish and in English. Data from Spanish-English mothers of 93 preschool-age Head Start children who resided in central…

The effect of social geographic factors on the untreated tooth decay among head start children.

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Heima, Masahiro; Ferretti, Margaret; Qureshi, Mehveen; Ferretti, Gerald

2017-10-01

Disparities among untreated dental caries exist for children from low-income families in the United States. Understanding of the mechanism of the disparities is required to reduce it and social geographic factors are one of the important influences. Although the effect of fluoridated water has been well reported, studies of other sociogeograpic factors, such as the density of available dentists, are still very limited. The objective of this study is to explore the effect of sociogeographic factors on the number of primary teeth with untreated dental caries among children from low-income families who are enrolled in Head Start programs throughout Northeast Ohio of the United States. This was a cross-sectional chart review study. Three hundred-eighty-eight charts were reviewed, and the number of primary teeth with untreated dental caries (dt) and the children's addresses were retrieved. The sociogeographic variables, including fluoridated water availability and the density of available dentists who accept a government-supported insurance (Medicaid dentists), were collected. The mean (standard deviation) of children's age was 3.51 (1.14) years with a range of 7 months to 5 years. A negative binomial regression model analysis, which used dt as a dependent variable and children's characteristic factors (i.e. age, gender, insurance type, and total number of primary teeth) and sociogeographic factors (i.e. Population, total number of Medicaid dentists, density of Medicaid dentist, and Fluoride water availability) of cities, as independent variables, demonstrated that only the density of Medicaid dentist in the sociogeographic factors indicated a significant effect (Estimated ß-Coefficients (Standard Errors)=-0.003 (0.002), p =0.030). This study demonstrated a significant negative association between the density of available dentists and untreated dental caries among children from low-income families in Head Start programs in Northeast Ohio. Increasing available dentists

Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates

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Berhenke, Amanda; Miller, Alison L.; Brown, Eleanor; Seifer, Ronald; Dickstein, Susan

2011-01-01

Emotions and behaviors observed during challenging tasks are hypothesized to be valuable indicators of young children's motivation, the assessment of which may be particularly important for children at risk for school failure. The current study demonstrated reliability and concurrent validity of a new observational assessment of motivation in young children. Head Start graduates completed challenging puzzle and trivia tasks during their kindergarten year. Children's emotion expression and task engagement were assessed based on their observed facial and verbal expressions and behavioral cues. Hierarchical regression analyses revealed that observed persistence and shame predicted teacher ratings of children's academic achievement, whereas interest, anxiety, pride, shame, and persistence predicted children's social skills and learning-related behaviors. Children's emotional and behavioral responses to challenge thus appeared to be important indicators of school success. Observation of such responses may be a useful and valid alternative to self-report measures of motivation at this age. PMID:21949599

Effectiveness of differing levels of support for family meals on obesity prevention among head start preschoolers: the simply dinner study

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Holly E. Brophy-Herb

2017-02-01

Full Text Available Abstract Background Despite slight decreases in obesity prevalence in children, nearly 25% of preschool-aged children are overweight or obese. Most interventions focused on promoting family meals as an obesity-prevention strategy target meal planning skills, knowledge and modeling of healthy eating without addressing the practical resources that enable implementation of family meals. There is a striking lack of evidence about what level of resources low-income parents need to implement family meals. This study will identify resources most effective in promoting family meals and, subsequently, test associations among the frequency of family meals, dietary quality and children’s adiposity indices among children enrolled in Head Start. Methods The Multiphase Optimization Strategy, employed in this study, is a cutting-edge approach to maximizing resources in behavioral interventions by identifying the most effective intervention components. We are currently testing the main, additive and interactive effects of 6 intervention components, thought to support family meals, on family meal frequency and dietary quality (Primary Outcomes as compared to Usual Head Start Exposure in a Screening Phase (N = 512 low-income families. Components yielding the most robust effects will be bundled and evaluated in a two-group randomized controlled trial (intervention and Usual Head Start Exposure in the Confirming Phase (N = 250, testing the effects of the bundled intervention on children’s adiposity indices (Primary Outcomes; body mass index and skinfolds. The current intervention components include: (1 home delivery of pre-made healthy family meals; (2 home delivery of healthy meal ingredients; (3 community kitchens in which parents make healthy meals to cook at home; (4 healthy eating classes; (5 cooking demonstrations; and (6 cookware/flatware delivery. Secondary outcomes include cooking self-efficacy and family mealtime barriers. Moderators of the

Effectiveness of differing levels of support for family meals on obesity prevention among head start preschoolers: the simply dinner study.

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Brophy-Herb, Holly E; Horodynski, Mildred; Contreras, Dawn; Kerver, Jean; Kaciroti, Niko; Stein, Mara; Lee, Hannah Jong; Motz, Brittany; Hebert, Sheilah; Prine, Erika; Gardiner, Candace; Van Egeren, Laurie A; Lumeng, Julie C

2017-02-10

Despite slight decreases in obesity prevalence in children, nearly 25% of preschool-aged children are overweight or obese. Most interventions focused on promoting family meals as an obesity-prevention strategy target meal planning skills, knowledge and modeling of healthy eating without addressing the practical resources that enable implementation of family meals. There is a striking lack of evidence about what level of resources low-income parents need to implement family meals. This study will identify resources most effective in promoting family meals and, subsequently, test associations among the frequency of family meals, dietary quality and children's adiposity indices among children enrolled in Head Start. The Multiphase Optimization Strategy, employed in this study, is a cutting-edge approach to maximizing resources in behavioral interventions by identifying the most effective intervention components. We are currently testing the main, additive and interactive effects of 6 intervention components, thought to support family meals, on family meal frequency and dietary quality (Primary Outcomes) as compared to Usual Head Start Exposure in a Screening Phase (N = 512 low-income families). Components yielding the most robust effects will be bundled and evaluated in a two-group randomized controlled trial (intervention and Usual Head Start Exposure) in the Confirming Phase (N = 250), testing the effects of the bundled intervention on children's adiposity indices (Primary Outcomes; body mass index and skinfolds). The current intervention components include: (1) home delivery of pre-made healthy family meals; (2) home delivery of healthy meal ingredients; (3) community kitchens in which parents make healthy meals to cook at home; (4) healthy eating classes; (5) cooking demonstrations; and (6) cookware/flatware delivery. Secondary outcomes include cooking self-efficacy and family mealtime barriers. Moderators of the intervention include family functioning and

An Interpersonal Approach to Classroom Management: Strategies for Improving Student Engagement. Classroom Insights from Educational Psychology

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Davis, Heather A.; Summers, Jessica J.; Miller, Lauren M.

2012-01-01

Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student…

Exploring Daily Physical Activity and Nutrition Patterns in Early Learning Settings: Snapshots of Young Children in Head Start, Primary, and After-School Settings

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Stegelin, Dolores A.; Anderson, Denise; Kemper, Karen; Wagner, Jennifer; Evans, Katharine

2014-01-01

The purpose of this research project was to gain a greater understanding of daily routines of 4-7 year olds regarding physical activity and nutrition practices in typical early learning environments. The settings selected for this observational study included Head Start, primary, and after-school learning environments in a city in the southeast.…

Giving Latino Children a Stronger Start. New Journalism on Latino Children

Science.gov (United States)

Rivera, Carla

2009-01-01

Early Head Start serves newborns through toddlers. It is an offshoot of Head Start, the 44-year-old federal program for low-income children ages 3 through 5. Social scientists studying brain development and emotional growth increasingly identify early education as critical to preparing children for kindergarten. As well, researchers have linked it…

Arsenic Removal from Drinking Water by Adsorptive Media, U.S. EPA Demonstration Project at LEADS Head Start Building in Buckeye Lake, OH - Final Performance Evaluation Report

Science.gov (United States)

This report documents the activities performed and the results obtained for the arsenic removal treatment technology demonstration project at Licking Economic Action Development Study (LEADS) Head Start School in Buckeye Lake, Ohio. The objectives of the project were to evaluate...

Empowering Head Start African American and Latino Families: Promoting Strengths-Based Parenting Characteristics through Child Parent Relationship Training--An Evidence-Based Group Parenting Program

Science.gov (United States)

Sheely-Moore, Angela I.; Ceballos, Peggy L.

2011-01-01

With the tendency of low-income African American and Latino children identified at-risk for school readiness and school success compared to their early-childhood counterparts, Head Start personnel are challenged to examine the role of family strengths in the promotion of academic success for these populations. This article provides a rationale for…

Jump2Health Website™ for Head Start parents to promote a healthy home environment: Results from formative research.

Science.gov (United States)

Gurajada, Navya; Reed, Debra B; Taylor, Ashlee L

2017-12-13

Background: In US, approximately 23% of children between the ages of 2-5 years are overweight or obese. Parents need access to information to create healthy home environments for obesity prevention, yet participation for in-person education programs is challenging. Web-based interventions are promising educational tools due to 24/7 availability. However, information is limited on their development and evaluation. Design and Methods: This study reports on a rigorous development process that included six focus group discussions (FGD) with stakeholders (three FGD each with parents and teachers) to assess education needs and inform the development of the Jump2Health Website ™ by a multidisciplinary team. After development, the Website was evaluated by telephone interviews with stakeholders (five parents and six teachers) and reviewed by an expert panel of five Registered Dietitians. Results: Twenty Head Start parents and 22 Head Start teachers participated in the FGD. To address the needs identified by these stakeholders, the Website was designed to include components that were enabling and motivating, such as descriptions of health benefits by achieving the desired behaviours, short videos on easy meal preparation, and tip sheets on how to achieve healthy behaviours in easy, economical ways. Stakeholder evaluation of the Website indicated that the information was helpful, easy to use, and would be beneficial for parents. Conclusions: The development of Jump2Health Website ™ was strengthened by FGD with stakeholders that assessed educational needs. Interviews with stakeholders and an expert panel review showed that the Website may be an effective educational method to teach parents about healthy behaviours related to obesity prevention.

Jump2Health Website™ for Head Start parents to promote a healthy home environment: Results from formative research

Directory of Open Access Journals (Sweden)

Navya Gurajada

2017-12-01

Full Text Available Background: In US, approximately 23% of children between the ages of 2-5 years are overweight or obese. Parents need access to information to create healthy home environments for obesity prevention, yet participation for in-person education programs is challenging. Web-based interventions are promising educational tools due to 24/7 availability. However, information is limited on their development and evaluation. Design and Methods: This study reports on a rigorous development process that included six focus group discussions (FGD with stakeholders (three FGD each with parents and teachers to assess education needs and inform the development of the Jump2Health Website™ by a multidisciplinary team. After development, the Website was evaluated by telephone interviews with stakeholders (five parents and six teachers and reviewed by an expert panel of five Registered Dietitians. Results: Twenty Head Start parents and 22 Head Start teachers participated in the FGD. To address the needs identified by these stakeholders, the Website was designed to include components that were enabling and motivating, such as descriptions of health benefits by achieving the desired behaviours, short videos on easy meal preparation, and tip sheets on how to achieve healthy behaviours in easy, economical ways. Stakeholder evaluation of the Website indicated that the information was helpful, easy to use, and would be beneficial for parents. Conclusions: The development of Jump2Health Website™ was strengthened by FGD with stakeholders that assessed educational needs. Interviews with stakeholders and an expert panel review showed that the Website may be an effective educational method to teach parents about healthy behaviours related to obesity prevention.

One Head Start Classroom's Experience: Computers and Young Children's Development.

Science.gov (United States)

Fischer, Melissa Anne; Gillespie, Catherine Wilson

2003-01-01

Contends that early childhood educators need to understand how exposure to computers and constructive computer programs affects the development of children. Specifically examines: (1) research on children's technology experiences; (2) determining best practices; and (3) addressing educators' concerns about computers replacing other developmentally…

The Effects of Head Start on Children's Kindergarten Retention, Reading and Math Achievement in Fall Kindergarten--An Application of Propensity Score Method and Sensitivity Analysis

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Dong, Nianbo

2009-01-01

Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), this paper applied optimal propensity score matching method to evaluate the effects of Head Start on children's kindergarten retention, reading and math achievement in fall kindergarten comparing with center-based care. Both parametric and nonparametric…

GETTING READY: RESULTS OF A RANDOMIZED TRIAL OF A RELATIONSHIP-FOCUSED INTERVENTION ON THE PARENT–INFANT RELATIONSHIP IN RURAL EARLY HEAD START

Science.gov (United States)

KNOCHE, LISA L.; SHERIDAN, SUSAN M.; CLARKE, BRANDY L.; EDWARDS, CAROLYN POPE; MARVIN, CHRISTINE A.; CLINE, KEELY D.; KUPZYK, KEVIN A.

2014-01-01

The purpose of this study is to investigate the effects of a relational intervention (the Getting Ready intervention) on parenting behaviors supporting the parent–infant relationship for families enrolled in Early Head Start home-based programming. Two-hundred thirty-four parents and their children participated in the randomized study, with 42% of parents reporting education of less than a high-school diploma. Brief, semistructured parent–child interaction tasks were videotaped every 4 months over a16-month intervention period. Observational codes of parent–infant relationship behaviors included quality of three parental behaviors: warmth and sensitivity, support for learning, and encouragement of autonomy; two appropriateness indicators: support for learning and guidance/directives; and one amount indicator: constructive behaviors. Parents who participated in the Getting Ready intervention demonstrated higher quality interactions with their children that included enhanced quality of warmth and sensitivity, and support for their children’s autonomy than did parents in the control group. They also were more likely to use appropriate directives with their children and more likely to demonstrate appropriate supports for their young children’s learning. Results indicate an added value of the Getting Ready intervention for Early Head Start home-based programming for families of infants and toddlers. PMID:24644374

IMPLEMENTING AN ATTACHMENT-BASED PARENTING INTERVENTION WITHIN HOME-BASED EARLY HEAD START: HOME-VISITORS' PERCEPTIONS AND EXPERIENCES.

Science.gov (United States)

West, Allison L; Aparicio, Elizabeth M; Berlin, Lisa J; Jones Harden, Brenda

2017-07-01

Implementation of evidence-based interventions in "real-world" settings is enhanced when front-line staff view the intervention as acceptable, appropriate, and feasible. This qualitative study addresses Early Head Start (EHS) home visitors' perceptions and experiences of an evidence-based parenting intervention, the Attachment and Biobehavioral Catch-up program (M. Dozier, O. Lindhiem, & J. Ackerman, 2005), when added to EHS services as usual within the context of a research-practice partnership. Thematic analysis of in-depth, qualitative interviews indicates that home visitors experienced the intervention as positive and helpful for EHS families. Some challenges included scheduling and uncertainty regarding the goals of the intervention. Concerns over participation in the research centered on information exchange, confidentiality, and time limitations. © 2017 Michigan Association for Infant Mental Health.

Working with Corpora in the Translation Classroom

Science.gov (United States)

Krüger, Ralph

2012-01-01

This article sets out to illustrate possible applications of electronic corpora in the translation classroom. Starting with a survey of corpus use within corpus-based translation studies, the didactic value of corpora in the translation classroom and their epistemic value in translation teaching and practice will be elaborated. A typology of…

The Classroom Animal: Mealworms.

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Kramer, David C., Ed.

1985-01-01

Describes appearance, longevity, and changes in each step of the mealworm life cycle. Guidelines for starting a classroom colony are given with housing and care instructions. Suggested observations, activities, and questions for students are included. (DH)

"¿Tu te Acuerdas de Ganchulinas?": Longitudinal Research with Young Emergent Bilinguals

Science.gov (United States)

Axelrod, Ysaaca

2014-01-01

Drawing on the work of Celia Genishi, this article discusses data from an ethnographic case study of young Latina/o children, starting in their four-year-olds classroom in a Head Start Program through their first grade year in a dual-language program in a public school. The children attended a bilingual Head Start program that followed a…

Student Perceptions regarding Vocational High School Teachers' Problem Solving Methods against Undesired Behaviors in Classroom Management

Science.gov (United States)

Gulcan, Murat Gurkan

2010-01-01

Teachers' classroom management approach varies depending on several factors such as the social, psychological, cultural and educational status of the student, classroom level, the physical conditions of the school, organization structure. There are different approaches in classroom management. These approaches are gathered under three headings in…

An Anaylsis of Pretest and Post Test Scores of Head Start African American, Hispanic American and European American Students Engaged in an Intensive Emergent Literacy Program.

Science.gov (United States)

Baumgarten, Thomas L.; Minix, Quinella

The Texas Education Agency awarded twenty competitive grants to Head Start programs in the state. The focus of the grants was on emergent literacy and pre-reading skills. Teachers, mentors, and administrators underwent intensive training. To investigate whether children emerged from the grant programs ready to enter school reading, an outside…

Head and Neck Cancer—Patient Version

Science.gov (United States)

Head and neck cancers include cancers in the larynx (voice box), throat, lips, mouth, nose, and salivary glands. Start here to find information on head and neck cancer treatment in adults and children, causes and prevention, screening, research, and statistics.

Measurement of vocal doses in virtual classrooms

DEFF Research Database (Denmark)

Bottalico, Pasquale; Pelegrin Garcia, David

2010-01-01

This work shows the results of a preliminary study about the determination of the optimal acoustical conditions for speakers in small classrooms. An experiment was carried out in a laboratory facility with 22 untrained talkers, who read a text passage from “Goldilocks” during two minutes under 13...... different acoustical conditions, that combined different kind of background noise and virtual classroom acoustics. Readings from the vocal fold vibrations were registered with an Ambulatory Phonation Monitor device. The speech signal from the talker in the center of the facility was picked up with a head...

Evaluating the implementation of a multicomponent asthma education program for Head Start staff.

Science.gov (United States)

Ruvalcaba, Elizabeth; Chung, Shang-En; Rand, Cynthia; Riekert, Kristin A; Eakin, Michelle

2018-03-15

Asthma disproportionately affects minority groups, low income populations, and young children under 5. Head Start (HS) programs predominantly serve this high-risk population, yet staff are not trained on asthma management. The objective of this study was to assess a 5-year, multicomponent HS staff asthma education program in Baltimore City HS programs. All HS programs were offered annual staff asthma education by a medical research team that included didactic lectures and hands-on training. Attendees received continuing education credits. HS staff were anonymously surveyed on asthma knowledge and skills and asthma medication management practices in Year 1 (preimplementation) and Year 5. There was an estimated response rate of 94% for Year 1 and 82% for Year 5. Compared to staff in Year 1, Year 5 staff were significantly more likely to report they had very good knowledge and skills related to asthma [odds ratio (OR) 1.63; p staff reported higher self-assessed knowledge and skills, self-reports of asthma medication management practices, and self-reports of asthma activities compared to Year 1 staff. HS serves high-risk children with asthma, and a multicomponent program can adequately prepare staff to manage asthma in the child care setting. Our results indicate the feasibility of providing efficacious health skill education into child care provider training to reduce asthma knowledge gaps.

Circle of Security–Parenting: A randomized controlled trial in Head Start

Science.gov (United States)

CASSIDY, JUDE; BRETT, BONNIE E.; GROSS, JACQUELYN T.; STERN, JESSICA A.; MARTIN, DAVID R.; MOHR, JONATHAN J.; WOODHOUSE, SUSAN S.

2017-01-01

Although evidence shows that attachment insecurity and disorganization increase risk for the development of psychopathology (Fearon, Bakermans-Kranenburg, van IJzendoorn, Lapsley, & Roisman, 2010; Groh, Roisman, van IJzendoorn, Bakermans-Kranenburg, & Fearon, 2012), implementation challenges have precluded dissemination of attachment interventions on the broad scale at which they are needed. The Circle of Security–Parenting Intervention (COS-P; Cooper, Hoffman, & Powell, 2009), designed with broad implementation in mind, addresses this gap by training community service providers to use a manualized, video-based program to help caregivers provide a secure base and a safe haven for their children. The present study is a randomized controlled trial of COS-P in a low-income sample of Head Start enrolled children and their mothers. Mothers (N = 141; 75 intervention, 66 waitlist control) completed a baseline assessment and returned with their children after the 10-week intervention for the outcome assessment, which included the Strange Situation. Intent to treat analyses revealed a main effect for maternal response to child distress, with mothers assigned to COS-P reporting fewer unsupportive (but not more supportive) responses to distress than control group mothers, and a main effect for one dimension of child executive functioning (inhibitory control but not cognitive flexibility when maternal age and marital status were controlled), with intervention group children showing greater control. There were, however, no main effects of intervention for child attachment or behavior problems. Exploratory follow-up analyses suggested intervention effects were moderated by maternal attachment style or depressive symptoms, with moderated intervention effects emerging for child attachment security and disorganization, but not avoidance; for inhibitory control but not cognitive flexibility; and for child internalizing but not externalizing behavior problems. This initial

Circle of Security-Parenting: A randomized controlled trial in Head Start.

Science.gov (United States)

Cassidy, Jude; Brett, Bonnie E; Gross, Jacquelyn T; Stern, Jessica A; Martin, David R; Mohr, Jonathan J; Woodhouse, Susan S

2017-05-01

Although evidence shows that attachment insecurity and disorganization increase risk for the development of psychopathology (Fearon, Bakermans-Kranenburg, van IJzendoorn, Lapsley, & Roisman, 2010; Groh, Roisman, van IJzendoorn, Bakermans-Kranenburg, & Fearon, 2012), implementation challenges have precluded dissemination of attachment interventions on the broad scale at which they are needed. The Circle of Security-Parenting Intervention (COS-P; Cooper, Hoffman, & Powell, 2009), designed with broad implementation in mind, addresses this gap by training community service providers to use a manualized, video-based program to help caregivers provide a secure base and a safe haven for their children. The present study is a randomized controlled trial of COS-P in a low-income sample of Head Start enrolled children and their mothers. Mothers (N = 141; 75 intervention, 66 waitlist control) completed a baseline assessment and returned with their children after the 10-week intervention for the outcome assessment, which included the Strange Situation. Intent to treat analyses revealed a main effect for maternal response to child distress, with mothers assigned to COS-P reporting fewer unsupportive (but not more supportive) responses to distress than control group mothers, and a main effect for one dimension of child executive functioning (inhibitory control but not cognitive flexibility when maternal age and marital status were controlled), with intervention group children showing greater control. There were, however, no main effects of intervention for child attachment or behavior problems. Exploratory follow-up analyses suggested intervention effects were moderated by maternal attachment style or depressive symptoms, with moderated intervention effects emerging for child attachment security and disorganization, but not avoidance; for inhibitory control but not cognitive flexibility; and for child internalizing but not externalizing behavior problems. This initial randomized

Fostering a Child's Foundational Skills Leading to Self-Determination: A Case Study of a Refugee Family, a Head Start Agency, and Their Family-Professional Partnership

Science.gov (United States)

Haines, Shana Jackson

2013-01-01

This qualitative case study investigated and described the views of both Head Start staff and a refugee family regarding adult fostering of foundational skills leading to self-determination in a young child at risk for disability as well as how these adults worked together in partnership. Chapter 1 provides an overview of this dissertation. It…

Start With What You Know: Using Our Scientific Background in the Classroom

Science.gov (United States)

Martino, Danielle L.; Prather, E. E.; Barembaum, M. J.; Brissenden, G.

2007-12-01

Most "Astro 101” instructors enter their teaching careers as scientists anxious to impart their passion and knowledge of astronomy to the students sitting before them. The reality of the real teaching and learning environment starts when first confronted by non-science majors. Most of these students resist an authentic engagement of learning science and default to the shortest, easiest path to a high grade. Unfortunately this approach is usually unsuccessful in a course designed to measure students’ deep conceptual understanding rather than their declarative knowledge. While it's clear that, by itself, lecturing is insufficient to promote robust or deep learning, it is difficult to create a learning environment that elicits students’ initial ideas on a topic, while confronting and resolving their misconceptions and helping them to resolve their reasoning difficulties. Instructional strategies such as think-pair-share, Lecture-Tutorials, Ranking Tasks, and concept maps can be very successful at elevating students’ intellectual engagement and understanding, even when used in large lecture classrooms. But success will ONLY occur if these strategies are correctly implemented. Mastering the many subtle, and sometimes non-intuitive elements of proper implementation can be so challenging that instructors often abandon an active learning environment and default back to lecture-centered instruction even though they know this results in lower levels of understanding overall. In an effort to improve our teaching, the astronomy faculty of Santiago Canyon College (SCC) have been attending NASA's Center for Astronomy Education Learner-Centered Teaching Excellence workshops. We present our rationale for implementing learner-centered instructional strategies, and the difficulties encountered during implementation. We also present results on how these techniques have promoted meaningful conceptual gains for non-science majors in other equivalent Astro 101 courses. We

What is the Safest Sprint Starting Position for American Football Players?

Directory of Open Access Journals (Sweden)

Bruno Bonnechere, Benoit Beyer, Marcel Rooze, Jan Serge Van Sint

2014-06-01

Full Text Available The main objective of this study was to perform a biomechanical analysis of three different sprint start patterns to determine the safest position in term of neck injury and Sport-Related Concussion (SRC. The second objective was to collect data on the learning process effect between football players and non-players. Three different sprint initial positions adopted by football players were studied (i.e., 4-, 3- and 2-point positions. Twenty five young healthy males, including 12 football players, participated to this study. A stereophotogrammetric system (i.e., Vicon was used to record motion patterns and body segments positions. Various measurements related to head and trunk orientation, and player field-of-view were obtained (e.g., head height, trunk bending, time to reach upright position, head speed (vertical direction and body speed (horizontal direction. Learning process was found to have no influence on studied parameters. Head redress is also delayed when adopting a 4-point position leading to a reduce field-of-view during the start and increasing therefore the probability of collision. Concerning the three different positions, the 4-point position seems to be the more dangerous because leading to higher kinetic energy than the 2- and 3-point start positions. This study proposes a first biomechanical approach to understand risk/benefit balance for athletes for those three different start positions. Results suggested that the 4-point position is the most risky for football players.

An Integrated Way of Using a Tangible User Interface in a Classroom

Science.gov (United States)

Cuendet, Sébastien; Dehler-Zufferey, Jessica; Ortoleva, Giulia; Dillenbourg, Pierre

2015-01-01

Despite many years of research in CSCL, computers are still scarcely used in classrooms today. One reason for this is that the constraints of the classroom environment are neglected by designers. In this contribution, we present a CSCL environment designed for a classroom usage from the start. The system, called TapaCarp, is based on a tangible…

The flipped classroom: practices and opportunities for health sciences librarians.

Science.gov (United States)

Youngkin, C Andrew

2014-01-01

The "flipped classroom" instructional model is being introduced into medical and health sciences curricula to provide greater efficiency in curriculum delivery and produce greater opportunity for in-depth class discussion and problem solving among participants. As educators employ the flipped classroom to invert curriculum delivery and enhance learning, health sciences librarians are also starting to explore the flipped classroom model for library instruction. This article discusses how academic and health sciences librarians are using the flipped classroom and suggests opportunities for this model to be further explored for library services.

START: the creation of a spherical tokamak

International Nuclear Information System (INIS)

Sykes, Alan

1992-01-01

The START (Small Tight Aspect Ratio Tokamak) plasma fusion experiment is now operational at AEA Fusion's Culham Laboratory. It is the world's first experiment to explore an extreme limit of the tokamak - the Spherical Tokamak - which theoretical studies predict may have substantial advantages in the search for economic fusion power. The Head of the START project, describes the concept, some of the initial experimental results and the possibility of developing a spherical tokamak power reactor. (author)

“Getting Ready for School:” A Preliminary Evaluation of a Parent-Focused School-Readiness Program

Directory of Open Access Journals (Sweden)

Kimberly G. Noble

2012-01-01

Full Text Available Children from disadvantaged backgrounds tend to start school with fewer school readiness skills than their more advantaged peers. Emergent literacy and math skills play an important role in this gap. The family is essential in helping children build these skills, and the active involvement of families is crucial to the success of any intervention for young children. The Getting Ready for School (GRS program is a parent-focused curriculum designed to help parents equip their children with the skills and enthusiasm necessary for learning when they start school. Parents meet in weekly workshops led by a trained facilitator and implement the curriculum at home with their children. The objective of this pilot study was to assess the promise of the GRS intervention in children participating in an urban Head Start program and to explore parents' responses to the intervention. We hypothesized that participation in GRS would improve school readiness in literacy and math skills, relative to participation in business-as-usual Head Start. Four Head Start classrooms (two randomly selected “intervention” and two “comparison” classrooms participated in this study. Preliminary analyses suggest that GRS improves school readiness over and above a Head Start-as-usual experience. Implications for early childhood programs and policies are discussed.

Oral health activities of early head start teachers directed toward children and parents.

Science.gov (United States)

Kranz, Ashley M; Rozier, R Gary; Zeldin, Leslie P; Preisser, John S

2011-01-01

This cross-sectional study examined Early Head Start (EHS) teachers' oral health program activities and their association with teacher and program characteristics. Self-completed questionnaires were distributed to the staff in all EHS programs in North Carolina. Variables for dental health activities for parents (four items) and children (four items) were constructed as the sum of responses to a 0-4 Likert-type scale (never to very frequently). Ordinary least squares regression models examined the association between teachers' oral health program activities and modifiable teacher (oral health knowledge, values, self-efficacy, dental health training, perceived barriers to dental activities) and program (director and health coordinator knowledge and perceived barriers to dental activities) characteristics. Teachers in the parent (n=260) and child (n=231) analyses were a subset of the 485 staff respondents (98 percent response rate). Teachers engaged in child oral health activities (range = 0-16; mean = 9.0) more frequently than parent activities (range = 0-16; mean = 6.9). Teachers' oral health values, perceived oral health self-efficacy, dental training, and director and health coordinator knowledge were positively associated with oral health activities (P oral health activity in EHS programs is less than optimal. Several characteristics of EHS staff were identified that can be targeted with education interventions. Evidence for effectiveness of EHS interventions needs to be strengthened, but results of this survey provide encouraging findings about the potential effects of teacher training on their oral health practices.

Parent Perceptions of Mobile Device Use Among Preschool-Aged Children in Rural Head Start Centers.

Science.gov (United States)

McCloskey, Morgan; Johnson, Susan L; Benz, Cristen; Thompson, Darcy A; Chamberlin, Barbara; Clark, Lauren; Bellows, Laura L

2018-01-01

To describe child use and parents' beliefs and comfort with young children's use of mobile devices in low-income, rural communities. This was a descriptive, cross-sectional study. The survey, which consisted of 18 multiple-part questions, was distributed to families at 5 Head Start/preschool centers in Colorado. In total, 192 surveys were returned (28.5% response rate). Most children (92%) used a smartphone or tablet at some frequency and most parents (90%) had downloaded apps specifically for their child. Education and ethnicity were related to parents' technology beliefs. Parent comfort with technology was positively associated with greater child use of technology (P Mobile device use was relatively high in this sample. Mobile devices appear to be a feasible platform to offer nutrition and physical activity education for this audience. Ensuring parent comfort with technology and apps will be important. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Empowerment Starts Here: Seven Principles to Empowering Urban Youth

Science.gov (United States)

Dye, Angela

2011-01-01

"Empowerment Starts Here" covers an experimental approach to social change within urban communities by way of seven distinct principles for student empowerment. Turning classroom methods into a school model, Preparatory School for Global Leadership was the first to experience student empowerment at a school-wide level. This book provides insight…

Center-Based Early Head Start and Children Exposed to Family Conflict

Science.gov (United States)

Whiteside-Mansell, Leanne; Bradley, Robert; McKelvey, Lorraine; Lopez, Maya

2009-01-01

Research Findings: Family conflict is known to be associated with poor development for young children, but many children appear resilient. This study examined the extent to which high-quality center care during early childhood protects children from these negative consequences. Children participating in center-based sites of the Early Head Start…

I Am Really Good at Puzzles, but I Don't Get Asked to Play with Others: Age, Gender, and Ethnic Differences in Head Start Children's Self-Perceptions of Competence

Science.gov (United States)

Mantzicopoulos, Panayota

2004-01-01

The author examined age, gender, and ethnic differences in the self-perceptions of 112 low-income children who were assessed with the Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA) at Head Start and kindergarten. Children's self-ratings of competence were overly optimistic across the 4 subscales of the PSPCSA during the 2…

Effect of the Children's Health Activity Motor Program on Motor Skills and Self-Regulation in Head Start Preschoolers: An Efficacy Trial.

Science.gov (United States)

Robinson, Leah E; Palmer, Kara K; Bub, Kristen L

2016-01-01

Self-regulatory skills are broadly defined as the ability to manage emotions, focus attention, and inhibit some behaviors while activating others in accordance with social expectations and are an established indicator of academic success. Growing evidence links motor skills and physical activity to self-regulation. This study examined the efficacy of a motor skills intervention (i.e., the Children's Health Activity Motor Program, CHAMP) that is theoretically grounded in Achievement Goal Theory on motor skill performance and self-regulation in Head Start preschoolers. A sample of 113 Head Start preschoolers (Mage = 51.91 ± 6.5 months; 49.5% males) were randomly assigned to a treatment (n = 68) or control (n = 45) program. CHAMP participants engaged in 15, 40-min sessions of a mastery climate intervention that focused on the development of motor skills over 5 weeks while control participants engaged in their normal outdoor recess period. The Delay of Gratification Snack Task was used to measure self-regulation and the Test of Gross Motor Development-2nd Edition was used to assess motor skills. All measures were assessed prior to and following the intervention. Linear mixed models were fit for both self-regulation and motor skills. Results revealed a significant time × treatment interaction (p motor skills, post hoc comparisons found that all children improved their motor skills (p skills associated with healthy development in children (i.e., motor skills and self-regulation). This efficacy trial provided evidence that CHAMP helped maintain delay of gratification in preschool age children and significantly improved motor skills while participating in outdoor recess was not effective. CHAMP could help contribute to children's learning-related skills and physical development and subsequently to their academic success.

Muslim dress and the head-scarf debate

NARCIS (Netherlands)

Moors, A.; Skov, L.

2010-01-01

Debates about the presence of students wearing head scarves in public schools in West Europe started in the late 1980s; about a decade later, the employment of women wearing head scarves also became the focus of attention. These debates need to be seen within a context in which a new generation of

Assigning Effective Homework. Classroom Tips

Science.gov (United States)

American Federation of Teachers (NJ), 2010

2010-01-01

Each new school year brings high hopes, great expectations and challenges for both new and seasoned educators. The American Federation of Teachers (AFT) has developed a series called "Classroom Tips" to help educators start the year right and anticipate the year ahead. Over the past 40 years, most research studies on homework have found that…

The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms

Science.gov (United States)

Allen, Joseph P.; Mikami, Amori Yee; Gregory, Anne; Hamre, Bridget; Pianta, Robert C.

2012-01-01

Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students’ perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students’ perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed. PMID:22198156

The pivotal role of adolescent autonomy in secondary school classrooms.

Science.gov (United States)

Hafen, Christopher A; Allen, Joseph P; Mikami, Amori Yee; Gregory, Anne; Hamre, Bridget; Pianta, Robert C

2012-03-01

Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students' perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students' perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed.

Effect of the Children’s Health Activity Motor Program on Motor Skills and Self-Regulation in Head Start Preschoolers: An Efficacy Trial

Science.gov (United States)

Robinson, Leah E.; Palmer, Kara K.; Bub, Kristen L.

2016-01-01

Self-regulatory skills are broadly defined as the ability to manage emotions, focus attention, and inhibit some behaviors while activating others in accordance with social expectations and are an established indicator of academic success. Growing evidence links motor skills and physical activity to self-regulation. This study examined the efficacy of a motor skills intervention (i.e., the Children’s Health Activity Motor Program, CHAMP) that is theoretically grounded in Achievement Goal Theory on motor skill performance and self-regulation in Head Start preschoolers. A sample of 113 Head Start preschoolers (Mage = 51.91 ± 6.5 months; 49.5% males) were randomly assigned to a treatment (n = 68) or control (n = 45) program. CHAMP participants engaged in 15, 40-min sessions of a mastery climate intervention that focused on the development of motor skills over 5 weeks while control participants engaged in their normal outdoor recess period. The Delay of Gratification Snack Task was used to measure self-regulation and the Test of Gross Motor Development-2nd Edition was used to assess motor skills. All measures were assessed prior to and following the intervention. Linear mixed models were fit for both self-regulation and motor skills. Results revealed a significant time × treatment interaction (p motor skills, post hoc comparisons found that all children improved their motor skills (p skills associated with healthy development in children (i.e., motor skills and self-regulation). This efficacy trial provided evidence that CHAMP helped maintain delay of gratification in preschool age children and significantly improved motor skills while participating in outdoor recess was not effective. CHAMP could help contribute to children’s learning-related skills and physical development and subsequently to their academic success. PMID:27660751

Barbara Ryder to head Department of Computer Science

OpenAIRE

Daniilidi, Christina

2008-01-01

Barbara G. Ryder, professor of computer science at Rutgers, The State University of New Jersey, will become the computer science department head at Virginia Tech, starting in fall 2008. She is the first woman to serve as a department head in the history of the nationally ranked College of Engineering.

Technology, Learning, and the Classroom: Longitudinal Evaluation of a Faculty Development Model

Science.gov (United States)

Kaminski, Karen; Bolliger, Doris

2012-01-01

Technology, Learning, and the Classroom, a workshop designed to jump-start faculty's use of instructional technology in face-to-face classrooms, was offered as a week-long intensive workshop and once-a-week session over a semester. Faculty were interviewed five years after participation to determine the longitudinal effects, differences in opinion…

Danish Young Learners inside and outside the classroom

DEFF Research Database (Denmark)

Jensen, Signe Hannibal; aus der Wieschen, Maria Vanessa

This paper explores the importance of starting age for learning a foreign language taking into account classroom practices and extramural activities. Looking at learners receiving formal English education from the 1st and 3rd grade on respectively in terms of their classroom activities...... and their engagement in extramural English activities, the paper explores the following research questions: Which types of English language activities are 1st and 3rd grade Danish students engaged in inside and outside school? Is there a difference in receptive English proficiency between the two groups? If so, can...... this be explained by classroom practices or engagement in extramural activities? The study involves 300 Danish learners of English (ages 6-11). Receptive vocabulary (PPVT™-4 ) and grammar (Trog-2) tests were administered at the onset of formal teaching and after 1 year. Classroom practices were evaluated by video...

Oceanography for Landlocked Classrooms. Monograph V.

Science.gov (United States)

Madrazo, Gerry M., Jr., Ed.; Hounshell, Paul B., Ed.

This monograph attempts to show the importance of bringing marine biology into science classrooms, discusses what makes the ocean so important and explains why oceanography should be included in the science curriculum regardless of where students live. Section I, "Getting Started," includes discussions on the following: (1) "Why Marine Biology?";…

Orchestrating Learning Scenarios for the Borderless Classroom

NARCIS (Netherlands)

Tan, Esther; Rusman, Ellen

2016-01-01

This part of the symposium focuses on the design of seamless learning experiences in a borderless classroom. There are two parts to this symposium. We start with unpacking various theoretical approaches that inform the instructional design of boundary-crossing learning scenarios, such as social

Desert Tortoise Head-start Program at Twentynine Palms Marine Base

Science.gov (United States)

2013-04-02

starting method, extinction , predation, mortality, survivorship Kenneth An Nagy, Scott Hillard University of California - Los Angeles Regents of the...the netting problems were corrected. The remaining two predators were ants : native fire ants (Solenopsis xyloni—already known as hatchling...predators from another study site) and common Harvester Ants , Pogonomyrmex californicus. Both have been controlled when and where necessary by cautious use

Systems approach to managing educational quality in the engineering classroom

Science.gov (United States)

Grygoryev, Kostyantyn

Today's competitive environment in post-secondary education requires universities to demonstrate the quality of their programs in order to attract financing, and student and academic talent. Despite significant efforts devoted to improving the quality of higher education, systematic, continuous performance measurement and management still have not reached the level where educational outputs and outcomes are actually produced---the classroom. An engineering classroom is a complex environment in which educational inputs are transformed by educational processes into educational outputs and outcomes. By treating a classroom as a system, one can apply tools such as Structural Equation Modeling, Statistical Process Control, and System Dynamics in order to discover cause-and-effect relationships among the classroom variables, control the classroom processes, and evaluate the effect of changes to the course organization, content, and delivery, on educational processes and outcomes. Quality improvement is best achieved through the continuous, systematic application of efforts and resources. Improving classroom processes and outcomes is an iterative process that starts with identifying opportunities for improvement, designing the action plan, implementing the changes, and evaluating their effects. Once the desired objectives are achieved, the quality improvement cycle may start again. The goal of this research was to improve the educational processes and outcomes in an undergraduate engineering management course taught at the University of Alberta. The author was involved with the course, first, as a teaching assistant, and, then, as a primary instructor. The data collected from the course over four years were used to create, first, a static and, then, a dynamic model of a classroom system. By using model output and qualitative feedback from students, changes to the course organization and content were introduced. These changes led to a lower perceived course workload and

An Application of Flipped Classroom Method in the Instructional Technologies and Material Development Course

Science.gov (United States)

Özpinar, Ilknur; Yenmez, Arzu Aydogan; Gökçe, Semirhan

2016-01-01

A natural outcome of change in technology, new approaches towards teaching and learning have emerged and the applicability of the flipped classroom method, a new educational strategy, in the field of education has started to be discussed. It was aimed with the study to examine the effect of using flipped classroom method in academic achievements…

Classroom Research and Professional Development

Directory of Open Access Journals (Sweden)

Omaira Vergara Luján

2009-04-01

Full Text Available This article intends to share the experience of a group of teachers in the Classroom Research Seminar of the Teacher Development Program in English carried out at Universidad del Valle, Cali, from January to June, 2007. The seminar was part of a high-level in-service program for teachers of English of a network of private educational institutions. We would like to share the highlights and difficulties of the experience. We will start with the general framework of the program and the concept of professional development that underlies it. Next we will focus on the classroom research seminar, its objectives, methodology and results. Finally we share the voices of some of the participants, who talk about the influence this seminar had on their professional development and daily work.

The relationship between executive functioning and language: Examining vocabulary, syntax, and language learning in preschoolers attending Head Start.

Science.gov (United States)

White, Lisa J; Alexander, Alexandra; Greenfield, Daryl B

2017-12-01

Early childhood marks a time of dynamic development within language and cognitive domains. Specifically, a body of research focuses on the development of language as related to executive functions, which are foundational cognitive skills that relate to both academic achievement and social-emotional development during early childhood and beyond. Although there is evidence to support the relationship between language and executive functions, existing studies focus mostly on vocabulary and fail to examine other components of language such as syntax and language learning skills. To address this gap, this study examined the relationship between executive functioning (EF) and three aspects of language: syntax, vocabulary, and language learning. A diverse sample of 182 children (67% Latino and 33% African American) attending Head Start were assessed on both EF and language ability. Findings demonstrated that EF related to a comprehensive latent construct of language composed of vocabulary, syntax, and language learning. EF also related to each individual component of language. This study furthers our understanding of the complex relationship between language and cognitive development by measuring EF as it relates to various components of language in a sample of preschoolers from low-income backgrounds. Copyright © 2017 Elsevier Inc. All rights reserved.

Gender Equity in Picture Books in Preschool Classrooms: An Exploratory Study.

Science.gov (United States)

Patt, Michelle B.; McBride, Brent A.

A study examined the frequency with which males and females are represented in picture books available in preschool classrooms. Three areas were examined: pronoun usage and gender of characters; the frequency of gender-neutral pronouns and characters; and written text compared to teachers' wording when reading aloud. The study involved 11 head and…

Root Shock Revisited: Perspectives of Early Head Start Mothers on Community and Policy Environments and Their Effects on Child Health, Development, and School Readiness

Science.gov (United States)

McAllister, Carol L.; Thomas, Tammy L.; Green, Beth L.

2009-01-01

Racial differences in school readiness are a form of health disparity. By examining, from the perspective of low-income minority families participating in an Early Head Start study, community and policy environments as they shape and inform lived experiences, we identified several types of social and economic dislocation that undermine the efforts of parents to ready their children for school. The multiple dislocations of community triggered by housing and welfare reform and “urban renewal” are sources of stress for parents and children and affect the health and development of young children. Our findings suggest that racial differences in school readiness result not from race but from poverty and structural racism in American society. PMID:19059871

Mechanical analysis of ceramic head for modular hip prosthesis

International Nuclear Information System (INIS)

Ravagli, E.

1995-03-01

A study, performed with the department of orthopaedics of the Rome Catholic University, has found out the two possible parameters mainly responsible for head breaking, i. e. errors in conical mating between head and stem, and cracks in the heads. This study has been continued in the frame of the STRIDE-CETMA project, aimed at founding and developing a centre for technologically advanced materials in Brindisi Technology Park (Italy). This report starts a systematic mechanical analysis of the above mentioned head, with the purpose of characterizing it exhaustively. The evaluations made lead to the conclusion that in nomimal conditions, the head is largely overdimensioned, taking into account the maximum load applied to the prosthesis

Oral care for patients with head and neck cancer in Hokkaido University Hospital

International Nuclear Information System (INIS)

Hata, Hironobu; Yamazaki, Yutaka; Imamachi, Kenji

2011-01-01

We have been providing oral care for patients with head and neck cancer in Hokkaido University Hospital since 2007. In this paper, we report clinical statistics of the 254 head and neck cancer patients who received oral care. About 80 percent of these patients were treated with radiation therapy, so it is important to cope with adverse events related to such therapy. Oral care is helpful for cancer patients when it is started as soon as possible (at least 1 week before radiation therapy is started). The percentage of patients who could start oral care 4 days before radiation therapy gradually increased to about 60 percent by fiscal 2009. In fiscal 2010, the percentage decreased to its lowest level of 37.9 percent. To start oral care for all patients 7 days before irradiation, we are going to change our system and start oral care in the outpatient period. In their hometowns, oral care was continued for only 19 (27.0 percent) of the 74 patients who could not visit our hospital. An important task for our project is to establish a medical cooperation system for discharged patients treated for head and neck cancer. (author)

The Global Classroom Video Conferencing Model and First Evaluations

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke; Ørngreen, Rikke; Levinsen, Karin

2013-01-01

pedagogical innovativeness, including collaborative and technological issues. The research is based on the Global Classroom Model as it is implemented and used at an adult learning center in Denmark (VUC Storstrøm). VUC Storstrøms (VUC) Global Classroom Model is an approach to video conferencing and e......Learning using campus-based teaching combined with laptop solutions for students at home. After a couple of years of campus-to-campus video streaming, VUC started a fulltime day program in 2011 with the support of a hybrid campus and videoconference model. In this model the teachers and some of the students......This paper presents and discusses findings about how students, teachers, and the organization experience a start-up-project applying video conferences between campus and home. This is new territory for adult learning centers. The paper discusses the transition to this eLearning form and discusses...

Natural differentiation in the teaching of mathematics to children starting school

Directory of Open Access Journals (Sweden)

Petra Scherer

2013-06-01

Full Text Available This article presents a number of carefully selected activities for the mathematics classroom in the early grades. The motivation for their selection is the development of concepts rather than the learning of the procedural skills of arithmetic. As the teacher is faced with a great heterogeneity of children starting school, the concrete learning environment should fulfil several requirements. On the one hand, the environment has to represent core mathematical principles, and, on the other hand, they have to be suitable for all learners in an inclusive classroom. The concrete formats themselves serve a specific conceptual purpose, while, at the same time, addressing, in an integrated way, the needs of a variety of learners with different levels of competence.

Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery

Science.gov (United States)

Dufrene, Brad A.; Parker, Kizzy; Menousek, Kathryn; Zhou, Qi; Harpole, Lauren Lestremau; Olmi, D. Joe

2012-01-01

Chronic disruptive behaviors during early childhood are associated with many poor developmental outcomes including, but not limited to, school dropout and conduct disorder during adolescence. Much is known regarding effective intervention procedures for disruptive classroom behaviors by preschool children. Unfortunately, evidence-based…

School Effectiveness at Primary Level of Education in Relation to Classroom Teaching

Directory of Open Access Journals (Sweden)

Manas Ranjan Panigrahi

2014-07-01

Full Text Available The study aims to investigate the relationship of School Effectiveness with regard to classroom teaching at primary level of education. The objectives of the study were to identify the more-effective and less-effective schools; to find out the differences between more-effective and less-effective schools in relation to physical facilities, Head Master and Teachers’ performance and Students’ performance; to find out the relationship between the school effectiveness and classroom teaching. The descriptive survey method was used to carry out this study. A Total number of 27 more-effective and 35 less-effective primary schools were included in the sample of the present study. And also all principals of selected schools and from each school 2 teachers were selected to know their classroom teaching in the classroom situation. The selection of teachers was based on their teaching the classes (III, IV and V, to investigate their participation in school activities. The findings of the present study on school effectiveness and classroom teaching find adequate support from similar or related studies. Thus, the above discussion reflects that there is no simple combination of factors, which can produce effective school. The study has, however, revealed that school effectiveness has emerged as related to classroom teaching.

Classroom Practices in Early Foreign Language Teaching in Denmark: On the Role of Quantity and Quality of Exposure to English inside the Classroom

DEFF Research Database (Denmark)

aus der Wieschen, Maria Vanessa

2017-01-01

, the other half consists of the first generation of Danish Young Learners starting English lessons in the 1st grade. Data in the form of multiple-choice English tests and video-recordings of classroom interaction was collected during the Young Learners’ first two years of instructed English lessons. Against...... the onset of English classes in Danish primary schools was lowered from 3rd to 1st grade. The participants in the studies conducted in this thesis are 264 Danish Young Learners. About half of these students have started learning English in the 3rd grade, as it was usual before the 2014 school reform...... this background, my thesis investigates the role of classroom practices in early English as a Foreign Language (EFL) teaching by posing the following research questions: • Will there be differences between earlier (age 7) and later (age 9) starters of English language learning in their rate of learning and short...

Effect of the Children’s Health Activity Motor Program on Motor Skills and Self-Regulation in Head Start Preschoolers: An Efficacy Trial

Directory of Open Access Journals (Sweden)

Leah Elizabeth Robinson

2016-09-01

Full Text Available Self-regulatory skills are broadly defined as the ability to manage emotions, focus attention, and inhibit some behaviors while activating others in accordance with social expectations and are an established indicator of academic success. Growing evidence links motor skills and physical activity to self-regulation. This study examined the efficacy of a motor skills intervention (i.e., the Children’s Health Activity Motor Program, CHAMP that is theoretically grounded in Achievement Goal Theory on motor skill performance and self-regulation in Head Start preschoolers. A sample of 113 Head Start preschoolers (Mage = 51.91 + 6.5 months; 49.5% males were randomly assigned to a treatment (n = 68 or control (n = 45 program. CHAMP participants engaged in 15, 40-minute sessions of a mastery climate intervention that focused on the development of motor skills over 5 weeks while control participants engaged in their normal outdoor recess period. The Delay of Gratification Snack Task was used to measure self-regulation and the Test of Gross Motor Development - 2nd Edition was used to assess motor skills. All measures were assessed prior to and following the intervention. Linear mixed models were fit for both self-regulation and motor skills. Results revealed a significant time*treatment interaction (p < .001. In regards to motor skills, post hoc comparisons found that all children improved their motor skills (p < .05, but the CHAMP group improved significantly more than the control group (p < .001. Children in CHAMP maintained their self-regulation scores across time while children in the control group scored significantly lower than the CHAMP group at the posttest (p < .05. CHAMP is a mastery climate movement program that may be an approach to enhance skills associated with healthy development in children (i.e., motor skills and self-regulation. This efficacy trial provided evidence that CHAMP helped maintain delay of gratification in preschool age

Impact of Early Head Start in North Carolina on Dental Care Use Among Children Younger Than 3 Years.

Science.gov (United States)

Burgette, Jacqueline M; Preisser, John S; Weinberger, Morris; King, Rebecca S; Lee, Jessica Y; Rozier, R Gary

2017-04-01

To examine the effects of North Carolina Early Head Start (EHS), an early education program for low-income children younger than 3 years and their families, on dental care use among children. We performed a quasi-experimental study in which we interviewed 479 EHS and 699 non-EHS parent-child dyads at baseline (2010-2012) and at a 24-month follow-up (2012-2014). We estimated the effects of EHS participation on the probability of having a dental care visit after controlling for baseline dental care need and use and a propensity score covariate; we included random effects to account for EHS program clustering. The odds of having a dental care visit of any type (adjusted odds ratio [OR] = 2.5; 95% confidence interval [CI] = 1.74, 3.48) and having a preventive dental visit (adjusted OR = 2.6; 95% CI = 1.84, 3.63) were higher among EHS children than among non-EHS children. In addition, the adjusted mean number of dental care visits among EHS children was 1.3 times (95% CI = 1.17, 1.55) the mean number among non-EHS children. This study is the first, to our knowledge, to demonstrate that EHS participation increases dental care use among disadvantaged young children.

HOME VISIT QUALITY VARIATIONS IN TWO EARLY HEAD START PROGRAMS IN RELATION TO PARENTING AND CHILD VOCABULARY OUTCOMES.

Science.gov (United States)

Roggman, Lori A; Cook, Gina A; Innocenti, Mark S; Jump Norman, Vonda; Boyce, Lisa K; Christiansen, Katie; Peterson, Carla A

2016-05-01

Home-visiting programs aiming to improve early child development have demonstrated positive outcomes, but processes within home visits to individual families are rarely documented. We examined family-level variations in the home-visiting process (N = 71) from extant video recordings of home visits in two Early Head Start programs, using an observational measure of research-based quality indicators of home-visiting practices and family engagement, the Home Visit Rating Scales (HOVRS). HOVRS scores, showing good interrater agreement and internal consistency, were significantly associated with parent- and staff-reported positive characteristics of home visiting as well as with parenting and child language outcomes tested at program exit. When home-visiting processes were higher quality during the program, home visit content was more focused on child development, families were more involved in the overall program, and most important, scores on measures of the parenting environment and children's vocabulary were higher at the end of the program. Results showed that home visit quality was indirectly associated with child language outcomes through parenting outcomes. Observation ratings of home visit quality could be useful for guiding program improvement, supporting professional development, and increasing our understanding of the links between home-visiting processes and outcomes. © 2016 Michigan Association for Infant Mental Health.

Creating a Positive Classroom Culture: Minute by Minute

Science.gov (United States)

Wright, Ali

2014-01-01

This article offers a peek into high school math teacher Ali Wright's typical school day, which includes time-tested strategies that she uses to build a positive culture in her classroom. Scheduled timeframes and activities include before school starts, five minutes before class, during announcements, during class, last five minutes of class,…

The Ulwazi Concept: Virtual interactive and collaborative classrooms of the Future

CSIR Research Space (South Africa)

Beyers, R

2006-08-01

Full Text Available The Ulwazi concept is based on the digital inclusion of geographically separated classrooms being linked by broadband radio connections to enable virtual interactive and collaborative lessons using SMART technologies. What started out as a simple...

Axis of eye rotation changes with head-pitch orientation during head impulses about earth-vertical.

Science.gov (United States)

Migliaccio, Americo A; Schubert, Michael C; Clendaniel, Richard A; Carey, John P; Della Santina, Charles C; Minor, Lloyd B; Zee, David S

2006-06-01

The goal of this study was to assess how the axis of head rotation, Listing's law, and eye position influence the axis of eye rotation during brief, rapid head rotations. We specifically asked how the axis of eye rotation during the initial angular vestibuloocular reflex (VOR) changed when the pitch orientation of the head relative to Earth-vertical was varied, but the initial position of the eye in the orbit and the orientation of Listing's plane with respect to the head were fixed. We measured three-dimensional eye and head rotation axes in eight normal humans using the search coil technique during head-and-trunk (whole-body) and head-on-trunk (head-only) "impulses" about an Earth-vertical axis. The head was initially oriented at one of five pitch angles (30 degrees nose down, 15 degrees nose down, 0 degrees, 15 degrees nose up, 30 degrees nose up). The fixation target was always aligned with the nasooccipital axis. Whole-body impulses were passive, unpredictable, manual, rotations with peak-amplitude of approximately 20 degrees , peak-velocity of approximately 80 degrees /s, and peak-acceleration of approximately 1000 degrees /s2. Head-only impulses were also passive, unpredictable, manual, rotations with peak-amplitude of approximately 20 degrees , peak-velocity of approximately 150 degrees /s, and peak-acceleration of approximately 3000 degrees /s2. During whole-body impulses, the axis of eye rotation tilted in the same direction, and by an amount proportional (0.51 +/- 0.09), to the starting pitch head orientation (P rotation could be predicted from vectorial summation of the gains (eye velocity/head velocity) obtained for rotations about the pure yaw and roll head axes. Thus, even when the orientation of Listing's plane and eye position in the orbit are fixed, the axis of eye rotation during the VOR reflects a compromise between the requirements of Listing's law and a perfectly compensatory VOR.

Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Head, Eyes, Ears, Nose and Throat Emergencies Small Group Module

Directory of Open Access Journals (Sweden)

Andrew King

2017-09-01

Full Text Available Audience: This curriculum created and implemented at The Ohio State University Wexner Medical Center was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students and attending physicians. Introduction: Head, Eyes, Ears, Nose and Throat (HEENT complaints are very commonly seen in the Emergency Department. Numbers vary as to exact prevalence, but sources show that there are about 2 million annual emergency department (ED visits in the United States for non-traumatic dental problems, representing 1.5% of all ED visits.1 Other sources show that symptoms referable to the throat encompass 2,496,000 visits or 1.9% of total visits.2 Notably, about 8% of the written exam in emergency medicine covers the topic of head and neck complaints, making it the second most tested topic behind cardiovascular.3 Residents must be proficient in the differential diagnosis and management of the wide variety of HEENT emergencies. The flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.4-6 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.6-8 The Ohio State University EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.9-13 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. Our curriculum utilizes an 18-month curricular cycle to cover the defined emergency medicine content. The flipped classroom curriculum maximizes didactic time and resident

Greek Myths: 8 Short Plays for the Classroom.

Science.gov (United States)

Rearick, John

Noting that myths are a powerful classroom tool, this book presents 8 short plays (in a readers' theater format) for grades 4-8. After an introduction that discusses getting started and using the book, plays in the book are: (1) "The Gods Must Be Crazy: The Story of Cupid and Psyche"; (2) "The Sound of Music Goes Underground: The…

Naturalistic acquisition in an early language classroom.

Science.gov (United States)

Dahl, Anne; Vulchanova, Mila D

2014-01-01

This study investigated whether it is possible to provide naturalistic second language acquisition (SLA) of vocabulary for young learners in a classroom situation without resorting to a classical immersion approach. Participants were 60 first-grade pupils in two Norwegian elementary schools in their first year. The control group followed regular instruction as prescribed by the school curriculum, while the experimental group received increased naturalistic target language input. This entailed extensive use of English by the teacher during English classes, and also during morning meetings and for simple instructions and classroom management throughout the day. Our hypothesis was that it is possible to facilitate naturalistic acquisition through better quality target language exposure within a normal curriculum. The students' English vocabulary knowledge was measured using the Peabody Picture Vocabulary Test, version 4 (PPVT-IV, Dunn and Dunn, 2007a), at the beginning and the end of the first year of school. Findings are that (1) early-start second-language (L2) programs in school do not in themselves guarantee vocabulary development in the first year, (2) a focus on increased exposure to the L2 can lead to a significant increase in receptive vocabulary comprehension in the course of only 8 months, and (3) even with relatively modest input, learners in such an early-start L2 program can display vocabulary acquisition comparable in some respects to that of younger native children matched on vocabulary size. The overall conclusion is that naturalistic vocabulary acquisition is in fact possible in a classroom setting.

Preschool classroom processes as predictors of children's cognitive self-regulation skills development.

Science.gov (United States)

Fuhs, Mary Wagner; Farran, Dale C; Nesbitt, Kimberly Turner

2013-12-01

This research focuses on the associations between interactive processes of early childhood classrooms and gains in children's cognitive self-regulation (CSR) across the preschool year. Data from 803 children (45.8% female; M = 54 months; 39.1% Caucasian, 26.3% African American, 24.6% Hispanic, 9.9% Other) were collected at fall and spring of the preschool year, and classroom observations were conducted three times throughout the year. Multilevel models tested associations between classroom behaviors of teachers and students using the Classroom Observation in Preschool and the Teacher Observation in Preschool and gains children made in a CSR composite score (Dimensional Change Card Sort, Peg Tapping, Head Toes Knees Shoulders, Copy Design, and Corsi Blocks) across the preschool year. After controlling for demographic covariates and children's pretest scores, both affective and cognitive classroom processes were associated with gains. More teacher behavior approving, less disapproving, and more positive emotional tone were associated with gains. The proportion of observed time teachers spent delivering instruction as well as the proportion of time children were involved with mathematics and literacy were also related to CSR gains, as was the quality of teacher instruction. Although exploratory, these results highlight the potential for modifications in classroom practices to aid in children's CSR development. PsycINFO Database Record (c) 2013 APA, all rights reserved.

The global classroom model simultaneous campus- and home-based education using videoconferencing

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke; Ørngreen, Rikke

2014-01-01

This paper presents and discusses findings about how students, teachers, and the organization experience a start-up-project applying videoconferences between campus and home. This is new territory for adult learning centers. The research is based on the Global Classroom Model as it is implemented...... experiences and on the organizational issues related to the transition to the Global Classroom Model as well as provide outlines to the consequences these findings may have, for example in relation to the continued development of the teachers' educational designs....

Everyday classroom assessment practices in science classrooms in Sweden

Science.gov (United States)

Gómez, María del Carmen; Jakobsson, Anders

2014-12-01

The focus of this study is to examine to what extent and in what ways science teachers practice assessment during classroom interactions in everyday activities in an upper-secondary school in Sweden. We are science teachers working now with a larger research project on assessment in science education that seeks to examine teachers' assessment practices in the upper-secondary school. Framing questions include: are teachers performing an integrated assessment of students' skills as the national curriculum mandates? If so, what do the instructional discourses look like in those situations and what are students' experiences regarding their agency on learning and assessment? We emphasize the social, cultural and historic character of assessment and sustain a situated character of learning instead of the notion that learning is "stored inside the head". Teacher led lessons in three science classrooms were video-recorded and analyzed by combining ethnographic and discourse methods of analysis. Both methods are appropriate to the theoretical foundation of our approach on learning and can give some answers to questions about how individuals interact socially, how their experience is passed on to next generations through language and how language use may reveal cultural changes in the studied context. Making the study of action in a classroom the focal point of sociocultural analysis supports the examination of assessment processes and identification of the social roles in which teachers and students are immersed. Such an approach requires observations of how teachers act in authentic teaching situations when they interact with their students in classroom making possible to observe negotiation processes, agencies when both teachers and students are involved in every-day activities. Our study showed that teachers mostly ignored students' questions and that students solved their own problems by helping each other. Teachers did not provide opportunities for students to discuss

The effect of Early Head Start on child welfare system involvement: A first look at longitudinal child maltreatment outcomes☆

Science.gov (United States)

Green, Beth L.; Ayoub, Catherine; Bartlett, Jessica Dym; Von Ende, Adam; Furrer, Carrie; Chazan-Cohen, Rachel; Vallotton, Claire; Klevens, Joanne

2015-01-01

The high societal and personal costs of child maltreatment make identification of effective early prevention programs a high research priority. Early Head Start (EHS), a dual generational program serving low-income families with children prenatally through age three years, is one of the largest federally funded programs for infants and toddlers in the United States. A national randomized trial found EHS to be effective in improving parent and child outcomes, but its effectiveness in reducing child maltreatment was not assessed. The current study used administrative data from state child welfare agencies to examine the impact of EHS on documented abuse and neglect among children from seven of the original seventeen programs in the national EHS randomized controlled trial. Results indicated that children in EHS had significantly fewer child welfare encounters between the ages of five and nine years than did children in the control group, and that EHS slowed the rate of subsequent encounters. Additionally, compared to children in the control group, children in EHS were less likely to have a substantiated report of physical or sexual abuse, but more likely to have a substantiated report of neglect. These findings suggest that EHS may be effective in reducing child maltreatment among low-income children, in particular, physical and sexual abuse. PMID:26744550

Coordination of head movements and speech in first encounter dialogues

DEFF Research Database (Denmark)

Paggio, Patrizia

2015-01-01

This paper presents an analysis of the temporal alignment be- tween head movements and associated speech segments in the NOMCO corpus of first encounter dialogues [1]. Our results show that head movements tend to start slightly before the onset of the corresponding speech sequence and to end...... slightly after, but also that there are delays in both directions in the range of -/+ 1s. Various factors that may influence delay duration are investigated. Correlations are found between delay length and the duration of the speech sequences associated with the head movements. Effects due to the different...

How Well Do Classroom Practices Reflect Teacher Goals?

Science.gov (United States)

Berk, Laura E.

1976-01-01

A comparative study of the activity environments of five early childhood programs differing in curricular emphasis and population served: a franchise day care, a Head Start program, a Montessori nursery school, a community day care center, and a laboratory nursery school. (MS)

Flipped classroom improves student learning in health professions education: a meta-analysis.

Science.gov (United States)

Hew, Khe Foon; Lo, Chung Kwan

2018-03-15

The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health). Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the COMPREHENSIVE META-ANALYSIS software. A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21-0.46, p flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms. Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.

Effects of residential instability on Head Start children and their relationships with older siblings: influences of child emotionality and conflict between family caregivers.

Science.gov (United States)

Stoneman, Z; Brody, G H; Churchill, S L; Winn, L L

1999-01-01

This study examined the influence that residential dislocations have on child behavior problems, depression, peer competence, cognitive competence, and the quality of sibling relations in a sample of 70 Head Start children, aged 32 to 67 months, and their older brothers and sisters, aged 48 to 155 months. This was the first study to investigate the sibling relationship in the context of high residential mobility. Information on child characteristics was obtained from mothers and teachers. Sibling data (warmth/harmony and conflict) were obtained from coding videotaped interactions. Child emotionality was found to be an important moderator of the effects of residential mobility on young, poor children and their siblings; caregiver conflict was a less powerful moderator of these effects. Residential instability seemed to compromise the warmth/harmony of the sibling relationship. It was concluded that the effects of residential instability are complex and cannot be understood without considering child characteristics, such as temperament, and the family context in which the child lives.

Parasitic outbreak of the copepod Balaenophilus manatorum in neonate loggerhead sea turtles (Caretta caretta) from a head-starting program.

Science.gov (United States)

Crespo-Picazo, J L; García-Parraga, D; Domènech, F; Tomás, J; Aznar, F J; Ortega, J; Corpa, J M

2017-06-02

Diseases associated to external parasitosis are scarcely reported in sea turtles. During the last decades several organism have been documented as a part of normal epibiont community connected to sea turtles. The copepod Balaenophilus manatorum has been cited as a part of epibiont fauna with some concern about its parasitic capacity. This study serves three purposes, i.e. (i) it sheds light on the type of life style that B. manatorum has developed with its hosts, particularly turtles; (ii) it makes a cautionary note of the potential health risks associated with B. manatorum in sea turtles under captivity conditions and in the wild, and (iii) it provides data on effective treatments against B. manatorum. We report for the first time a massive infestation of the copepod B. manatorum and subsequent acute mortality in a group of loggerhead sea turtle hatchlings. Four-month-old turtles from a head-starting program started exhibiting excitatory and fin rubbing behavior preceding an acute onset of lethargy, skin ulceration and death in some animals. All the individuals (n = 57) were affected by severe copepod load and presented different degrees of external macroscopic skin lesions. The ventral area of front flippers, axillar and pericloacal skin were mostly affected, and were the main parasite distribution regions. Copepods were also detected on plastron and carapace sutures. The gut contents of B. manatorum reacted positively for cytokeratin, indicating consumption of turtle skin. Severe ulcerative necrotic dermatitis and large amount of bacteria presence were the major histopathological findings. Individual fresh water immersion for 10 min and lufenuron administration (0.1 ppm) to the water system every 2 weeks proved effective for removing turtle parasites and to control re-infestation, respectively. The results from our study clearly indicated that B. manatorum individuals consume turtle skin. The pathological effects of this agent and the potential implications

Accountability Steps for Highly Reluctant Speech: Tiered-Services Consultation in a Head Start Classroom

Science.gov (United States)

Howe, Heather; Barnett, David

2013-01-01

This consultation description reports parent and teacher problem solving for a preschool child with no typical speech directed to teachers or peers, and, by parent report, normal speech at home. This child's initial pattern of speech was similar to selective mutism, a low-incidence disorder often first detected during the preschool years, but…

Starting School Right: How Do I Plan for a Successful First Week in My Classroom? (ASCD Arias)

Science.gov (United States)

Kriegel, Otis

2016-01-01

Packed with ideas for both new and veteran teachers of K-8 students, this book touches on a variety of topics that are especially relevant to the first week of school. The author provides critical information that includes arranging and navigating the classroom, setting basic expectations, communicating routines, and understanding your students'…

Modeling and nonlinear heading control for sailing yachts

DEFF Research Database (Denmark)

Xiao, Lin; Jouffroy, Jerome

2011-01-01

This paper presents a study on the development and testing of a model-based heading controller for a sailing yacht. Using Fossen's compact notation for marine vehicles, we first describe a nonlinear 4-DOF dynamic model for a sailing yacht, including roll. Starting from this model, we then design...

Barriers and motivators to reducing secondhand smoke exposure in African American families of head start children: a qualitative study.

Science.gov (United States)

Hoehn, Jessica L; Riekert, Kristin A; Borrelli, Belinda; Rand, Cynthia S; Eakin, Michelle N

2016-08-01

To identify barriers and motivators for reducing secondhand smoke exposure (SHSe) for families of African-American, low-income, urban children. Audiotaped intervention sessions of 52 African-American caregivers of Head Start children who reported being a smoker and/or had at least one smoker in the home were randomly sampled from a larger trial examining the effectiveness of a motivational-interviewing intervention in reducing child's SHSe. Counseling sessions were qualitatively coded to identify barriers and motivators to implementing a home smoking ban or quitting smoking. African-American families identified several themes that were either or both barriers and motivators for SHSe reduction, including: asking others not to smoke, other family living in the home, neighborhood safety, absence of childcare, cost/availability of cessation tools, physician support and prevention of health problems. Urban, low-income African-American families face numerous barriers to reducing SHSe. Families were able to identify many motivators for reducing SHSe, suggesting an awareness of the importance for SHSe reduction but uncertainty in their confidence to change behaviors. Counseling should include tailoring to be most effective in supporting health behavior change. Greater emphasis on motivators is needed, such as low-cost/free cessation tools, engagement from physicians and greater involvement of extended family members. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.

How can parents get involved in preschool? Barriers and engagement in education by ethnic minority parents of children attending Head Start.

Science.gov (United States)

Mendez, Julia L

2010-01-01

An intervention was developed to promote parent involvement with ethnic minority families of children attending Head Start preschool programs. Two hundred eighty-eight predominantly African American families from a small southern city were included in this study. Parent satisfaction with the program was high, yet engagement was less than optimal. Some effects were found for the program, despite low levels of participation. Ethnic minority parents who received the intervention increased the frequency of reading to their child as compared with parents in a comparison group who did not receive the program. The quality of the parent-teacher relationship was significantly correlated with parental participation in the intervention. Program participation and the parent-teacher relationship were correlated with higher levels of children's school readiness abilities. Children in the intervention condition showed stronger end-of-year receptive vocabulary and parent-rated social competence as compared with children who did not receive treatment. This research documents the challenges involved in engaging parents in prevention programs. Strategies for maximizing the benefits of preschool for ethnic minority families and their children are discussed. (c) 2009 APA, all rights reserved.

Sensitive "Heritage" of Slavery in a Multicultural Classroom: Pupils' Ideas Regarding Significance

Science.gov (United States)

Savenije, Geerte; van Boxtel, Carla; Grever, Maria

2014-01-01

Pupils' attribution of significance to sensitive "heritage" of slavery may differ, particularly in multicultural classrooms. Little is known about the ways in which pupils establish a relationship with the present when discussing the significance of heritage of slavery. Starting from theories of historical significance and identity,…

Preschool Interactive Peer Play Mediates Problem Behavior and Learning for Low-Income Children

Science.gov (United States)

Bulotsky-Shearer, Rebecca J.; Bell, Elizabeth R.; Romero, Sandy L.; Carter, Tracy M.

2012-01-01

The study employed a developmental, ecological, and resiliency framework to examine whether interactive peer play competencies mediated associations between teacher reported problem behavior and learning outcomes for a representative sample of urban low-income children (N = 507 across 46 Head Start classrooms). Structural equation models provided…

The Development and Validation of the Behavior and Emotion Expression Observation System to Characterize Preschoolers' Social and Emotional Interactions

Science.gov (United States)

Johnson, Stacy R.; Finlon, Kristy J.; Izard, Carroll E.

2016-01-01

Research Findings: This article describes the development and evaluation of the Behavior and Emotion Expression Observation System (BEEOS), a direct observation tool to characterize preschoolers' social and emotion behaviors during semistructured activities in the classroom. The BEEOS was used to observe 148 Head Start preschoolers, and…

EXAMINING LONG-TERM EFFECTS OF AN INFANT MENTAL HEALTH HOME-BASED EARLY HEAD START PROGRAM ON FAMILY STRENGTHS AND RESILIENCE.

Science.gov (United States)

Mckelvey, Lorraine; Schiffman, Rachel F; Brophy-Herb, Holly E; Bocknek, Erika London; Fitzgerald, Hiram E; Reischl, Thomas M; Hawver, Shelley; Cunningham Deluca, Mary

2015-01-01

Infant Mental Health based interventions aim to promote the healthy development of infants and toddlers through promoting healthy family functioning to foster supportive relationships between the young child and his or her important caregivers. This study examined impacts of an Infant Mental Health home-based Early Head Start (IMH-HB EHS) program on family functioning. The sample includes 152 low-income families in the Midwestern United States, expectant or parenting a child younger than 1 year of age, who were randomly assigned to receive IMH-HB EHS services (n = 75) or to a comparison condition (n = 77). Mothers who received IMH-HB EHS services reported healthier psychological and family functioning, outcomes that are consistent with the IMH focus, when their children were between the ages of 3 and 7 years of age. Specifically, mothers in the IMH-HB EHS group reported healthier family functioning and relationships, better coping skills needed to advocate for their families, and less stress in the parenting role versus those in the comparison condition. The study also examined support seeking coping, some of which changed differently over time based on program group assignment. Overall, findings suggest that the gains families achieve from participating in IMH-HB EHS services are maintained after services cease. © 2015 Michigan Association for Infant Mental Health.

Classrooms.

Science.gov (United States)

Butin, Dan

This paper addresses classroom design trends and the key issues schools should consider for better classroom space flexibility and adaptability. Classroom space design issues when schools embrace technology are discussed, as are design considerations when rooms must accommodate different grade levels, the importance of lighting, furniture…

Educational leadership: benefits of stepping outside the classroom.

Science.gov (United States)

Pressley, Thomas A

2017-09-01

Although most educators have their greatest impact in the classroom, the increased need for diverse learning activities has created new opportunities for leadership. Moreover, many Tenure and Promotion Committees are finding that it is no longer sufficient to consider only lecture hours when evaluating a faculty member's contributions to the teaching mission of an institution. Accordingly, the career path for an educator in a college or professional school is evolving. A newly recruited faculty member may start out with traditional classroom responsibilities, but activities other than lecture, such as flipped classrooms, online resources, and peer-to-peer teaching, may be quickly added to the mix. As faculty members gain experience, they often progress to positions of curriculum design or program review within an institution. Similarly, there is a need for administrators who have participated in a variety of learning activities, and schools frequently recruit for these positions from faculty with such exposure. Many senior faculty members leverage this expertise to regional or national levels by authoring textbooks and online materials or serving on advisory boards, review committees, and governance in professional societies and funding agencies. Excelling in these leadership opportunities can have a profound effect on the success of promotion and tenure applications, and they reward a skill set that extends beyond the teaching and organization needed in the classroom. Copyright © 2017 the American Physiological Society.

Weber's Critique of Advocacy in the Classroom: Critical Thinking and Civic Education.

Science.gov (United States)

Weaver, Mark

1998-01-01

Discusses the four aspects of Max Weber's argument against including advocacy in the political science classroom. Believes that Weber's critique is a useful starting point for considering the issue in relation to contemporary education. Describes two models, critical thinking and civic education, that present advocacy in the political science…

The struggles of a field study : Studying the effectiveness of a flipped classroom

NARCIS (Netherlands)

Vugteveen, Jorien; Boevé, Anja; Hoekstra, Rink

2018-01-01

Flipping the classroom is an increasingly popular method to support student learning in higher education. One of the aims of this educational approach is to engage students from the start and throughout the course by facilitating active processing of study content and discouraging procrastination.

Classroom

Indian Academy of Sciences (India)

Classroom. In this section of Resonance, we in'Vite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or in'Vite responses, or ... "Classroom" is equally a forum for raising broader issues and .... Now we can approach the question from a different viewpoint.

The Makah Whale Hunt: A Social Studies Symposium in the Classroom

Science.gov (United States)

Bornstein-Grove, Matthew; Hamel, Fred L.

2013-01-01

The conversation starts quickly as two students come together in a 10th grade social studies classroom, half-way through a role play activity a symposium begins. Both students are sporting "Hello, my name is…" stickers on their shirts, and each attempts to speak in character. One represents an anti-whaling activist. Helen stands holding…

LEP dismantling starts

CERN Multimedia

2000-01-01

Since the end of November, various teams have been getting stuck into dismantling the LEP accelerator and its four experiments. After making the installations safe, the dismantling and removal of 40,000 tonnes of equipment is underway. Down in the tunnel, it is a solemn moment. It is 10 o'clock on 13 December and Daniel Regin, one of those heading the dismantling work, moves in on a magnet, armed with a hydraulic machine. Surrounded by teams gathered there for a course in dismantling, he makes the first cut into LEP. The great deconstruction has begun. In little over than a year, the accelerator will have been cleared away to make room for its successor, the LHC. The start of the operation goes back to 27 November. Because before setting about the machine with hydraulic shears and monkey wrenches, LEP had first to be made safe - it was important to make sure the machine could be taken apart without risk. All the SPS beam injection systems to LEP were cut off. The fluids used for cooling the magnets and superc...

Encouraging Classroom Discussion

Directory of Open Access Journals (Sweden)

Robert Joseph McKee

2014-10-01

Full Text Available Classroom discussion has the potential to enhance the learning environment and encourages students to become active participants in the educational process. Student participation in classroom discussion has been shown to significantly improve the student learning experience. Research suggests that classroom discussion is an effective method for encouraging student classroom participation and for motivating student learning beyond the classroom. Participation in classroom discussion encourages students to become active collaborators in the learning process, while at the same time providing instructors with a practical method of assessing student learning. Classroom discussion is an effective tool for developing higher-level cognitive skills like critical thinking. Despite the potential discussion holds for student learning, many in academia lament the lack of participation in the classroom. The lack of student participation in classroom discussion is not a recent problem; it is one that has frustrated instructors for decades. Instructors report that some of the more current methods for encouraging classroom discussion can be exasperating and at times non-productive. This two-year study of 510 college and university students provides insight into the reasons why some students do not participate in classroom discussion. This study, which also elicited input from sixteen college and university professors and two high school teachers, offers some suggestions for creating and encouraging an environment conducive to student participation in the classroom.

A guided self-help intervention targeting psychological distress among head and neck cancer and lung cancer patients: motivation to start, experiences and perceived outcomes.

Science.gov (United States)

Krebber, Anne-Marie H; van Uden-Kraan, Cornelia F; Melissant, Heleen C; Cuijpers, Pim; van Straten, Annemieke; Becker-Commissaris, Annemarie; Leemans, C René; Verdonck-de Leeuw, Irma M

2017-01-01

Recent results of a randomized clinical trial showed that a guided self-help intervention (based on problem-solving therapy) targeting psychological distress among head and neck cancer and lung cancer patients is effective. This study qualitatively explored motivation to start, experiences with and perceived outcomes of this intervention. Data were collected from semi-structured interviews of 16 patients. All interviews were audio-recorded and transcribed verbatim. Data were analyzed individually by two coders and coded into key issues and themes. Patients participated in the intervention for intrinsic (e.g. to help oneself) and for extrinsic reasons (e.g. being asked by a care professional or to help improve health care). Participants indicated positive and negative experiences with the intervention. Several participants appreciated participating as being a pleasant way to work on oneself, while others described participating as too confrontational. Some expressed their disappointment as they felt the intervention had brought them nothing or indicated that they felt worse temporarily, but most participants perceived positive outcomes of the intervention (e.g. feeling less distressed and having learned what matters in life). Cancer patients have various reasons to start a guided self-help intervention. Participants appreciated the guided self-help as intervention to address psychological distress, but there were also concerns. Most participants reported the intervention to be beneficial. The results suggest the need to identify patients who might benefit most from guided self-help targeting psychological distress and that interventions should be further tailored to individual cancer patients' requirements.

Heading and head injuries in soccer.

Science.gov (United States)

Kirkendall, D T; Jordan, S E; Garrett, W E

2001-01-01

In the world of sports, soccer is unique because of the purposeful use of the unprotected head for controlling and advancing the ball. This skill obviously places the player at risk of head injury and the game does carry some risk. Head injury can be a result of contact of the head with another head (or other body parts), ground, goal post, other unknown objects or even the ball. Such impacts can lead to contusions, fractures, eye injuries, concussions or even, in rare cases, death. Coaches, players, parents and physicians are rightly concerned about the risk of head injury in soccer. Current research shows that selected soccer players have some degree of cognitive dysfunction. It is important to determine the reasons behind such deficits. Purposeful heading has been blamed, but a closer look at the studies that focus on heading has revealed methodological concerns that question the validity of blaming purposeful heading of the ball. The player's history and age (did they play when the ball was leather and could absorb significant amounts of water), alcohol intake, drug intake, learning disabilities, concussion definition and control group use/composition are all factors that cloud the ability to blame purposeful heading. What does seem clear is that a player's history of concussive episodes is a more likely explanation for cognitive deficits. While it is likely that the subconcussive impact of purposeful heading is a doubtful factor in the noted deficits, it is unknown whether multiple subconcussive impacts might have some lingering effects. In addition, it is unknown whether the noted deficits have any affect on daily life. Proper instruction in the technique is critical because if the ball contacts an unprepared head (as in accidental head-ball contacts), the potential for serious injury is possible. To further our understanding of the relationship of heading, head injury and cognitive deficits, we need to: learn more about the actual impact of a ball on the

77 FR 23483 - Submission for OMB Review; Comment Request

Science.gov (United States)

2012-04-19

... improve the social and emotional development of children in Head Start classrooms. Data to assess impacts... under the extension request for Follow-Up year data collection will be parents of children and... Report on Individual Children 608 1 0.33 201 Follow-up Parent Survey 608 1 0.33 201 Estimated Total...

Behavior Interventions in the Restroom: Flushing Away Noise

Science.gov (United States)

Pasqua, Jamie L.; Dart, Evan H.; Radley, Keith C.

2016-01-01

This study investigated the effectiveness of Flushing Away Noise, an interdependent group contingency using an iPod equipped with a decibel meter application, for reducing noise in restrooms. Two Head Start classrooms in the Southeastern United States, referred for demonstrating high levels of student noise in the restroom, were included in the…

A Typology for Observing Children's Engagement with eBooks at Preschool

Science.gov (United States)

Roskos, Kathleen; Burstein, Karen; You, Byeong-Keun

2012-01-01

This research reports a two-phase descriptive study of young children's engagement with ebooks conducted in Head Start classrooms. Phase 1 focused on the development of a typology as an analytic framework for observing engagement with ebooks in different formats (shared book; independent book browsing) and across devices (stationary touch screen;…

Initial validation of the prekindergarten Classroom Observation Tool and goal setting system for data-based coaching.

Science.gov (United States)

Crawford, April D; Zucker, Tricia A; Williams, Jeffrey M; Bhavsar, Vibhuti; Landry, Susan H

2013-12-01

Although coaching is a popular approach for enhancing the quality of Tier 1 instruction, limited research has addressed observational measures specifically designed to focus coaching on evidence-based practices. This study explains the development of the prekindergarten (pre-k) Classroom Observation Tool (COT) designed for use in a data-based coaching model. We examined psychometric characteristics of the COT and explored how coaches and teachers used the COT goal-setting system. The study included 193 coaches working with 3,909 pre-k teachers in a statewide professional development program. Classrooms served 3 and 4 year olds (n = 56,390) enrolled mostly in Title I, Head Start, and other need-based pre-k programs. Coaches used the COT during a 2-hr observation at the beginning of the academic year. Teachers collected progress-monitoring data on children's language, literacy, and math outcomes three times during the year. Results indicated a theoretically supported eight-factor structure of the COT across language, literacy, and math instructional domains. Overall interrater reliability among coaches was good (.75). Although correlations with an established teacher observation measure were small, significant positive relations between COT scores and children's literacy outcomes indicate promising predictive validity. Patterns of goal-setting behaviors indicate teachers and coaches set an average of 43.17 goals during the academic year, and coaches reported that 80.62% of goals were met. Both coaches and teachers reported the COT was a helpful measure for enhancing quality of Tier 1 instruction. Limitations of the current study and implications for research and data-based coaching efforts are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Nontraumatic head and neck emergencies: a clinical approach. Part 1: cervicofacial swelling, dysphagia, and dyspnea.

Science.gov (United States)

Brea Álvarez, B; Tuñón Gómez, M; Esteban García, L; García Hidalgo, C Y; Ruiz Peralbo, R M

2016-01-01

Nontraumatic emergencies of the head and neck represent a challenge in the field of neuroradiology for two reasons: first, they affect an area where the thorax joins the cranial cavity and can thus compromise both structures; second, they are uncommon, so they are not well known. Various publications focus on nontraumatic emergencies of the head and neck from the viewpoints of anatomic location or of particular diseases. However, these are not the most helpful viewpoints for dealing with patients in the emergency department, who present with particular signs and symptoms. We propose an analysis starting from the four most common clinical presentations of patients who come to the emergency department for nontraumatic head and neck emergencies: cervical swelling, dysphagia, dyspnea, and loss of vision. Starting from these entities, we develop an approach to the radiologic management and diagnosis of these patients. Copyright © 2016 SERAM. Publicado por Elsevier España, S.L.U. All rights reserved.

Different Regions, Diverse Classrooms? a Study of Primary Classrooms in China

Science.gov (United States)

McNaught, Carmel; Lok, Beatrice; Yin, Hongbiao; Lee, John Chi-Kin; Song, Huan

2014-01-01

Classroom experience is shaped by a number of factors. In this paper, we report a classroom observation study in China, illustrating regional variation in students' classroom learning experiences. Through comparing and contrasting observed classroom practices in three different regions in China (Chongqing, Hong Kong and Shanghai), the paper…

Action towards hope: Addressing learner behaviour in a classroom

Directory of Open Access Journals (Sweden)

Raelene LeeFon

2013-11-01

Full Text Available Unruly learners and disciplinary problems are an intractable part of every teacher’s teaching experience. It appears that, even though most schools have enacted a code of conduct to regulate learner behaviour, this does not always have the desired effect. Disciplinary problems in schools impact negatively on the teaching and learning environment as well as on teachers’ personal and professional well-being and morale. Framed within the context of a biblical worldview, this article narrates the experiences of one teacher who decided to take action towards hope. The situation in her classroom was quite desperate with learners coming to school unprepared and behaving very badly and parents being uninterested in the performance of their children at school. She realised that she could not change the learners or their parents unless she started with herself. In this context, she, as a postgraduate student under the supervision of the co-authors, embarked on an action-research project to promote positive learner behaviour. By collaborating with the learners on a set of classroom rules, engaging in reflective teaching and changing her own behaviour towards the learners, the situation in her classroom improved. Based on her experiences, this article argues that teachers should empower themselves with knowledge and a better understanding of the concept of discipline rather than viewing the classroom as a battlefield. It is important to acknowledge and show respect and appreciation for each learner in his or her own context.

Classroom Management. TESOL Classroom Practice Series

Science.gov (United States)

Farrell, Thomas S. C., Ed.

2008-01-01

This series captures the dynamics of the contemporary ESOL classroom. It showcases state-of-the-art curricula, materials, tasks, and activities reflecting emerging trends in language education and seeks to build localized language teaching and learning theories based on teachers' and students' unique experiences in and beyond the classroom. Each…

Replacement of a vessel head, an operation which today gets easily into its stride

International Nuclear Information System (INIS)

Mardon, P.; Chaumont, J.C.; Lambiotte, P.

1995-01-01

In 1992, one year after the detection of a leak in a vessel head of the Electricite de France (EDF) Bugey 4 reactor, the head was replaced by the Framatome-Jeumont Industrie Group. Today, this group, which has developed new methods and new tools to optimize the cost, the time-delay and the dosimetry of this kind of intervention, has performed 11 additional replacements, two of which on 1300 MWe power units. This paper describes step by step the successive operations required for a complete vessel head replacement, including the testing of safety systems before starting up the reactor. (J.S.). 7 photos

Implications of student mobility at the University of Granada: culture shock, education shock and “hosting shock”

Directory of Open Access Journals (Sweden)

Inmaculada Soriano García

2008-05-01

Full Text Available The University of Granada heads the latest statistics in absolute figures in students’ mobility in Spain. Taking this assertion as a starting point, this paper shows the implications of culture shock for student mobility as well as the impact of student mobility for the different education levels and for host institutions. Furthermore, this paper presents the results obtained from the Temcu project (Teacher Training for the MulticulturalClassroom at the University, a European project based on the implications of the multicultural classroom at the University of Granada.

Math Anxiety and the "Math Gap": How Attitudes toward Mathematics Disadvantages Students as Early as Preschool

Science.gov (United States)

Geist, Eugene

2015-01-01

This study was conducted to examine the attitudes of Head Start teachers toward mathematics and how it may influence how and what they teach in the classroom. In general, the findings of this study can be summarized as this: 1) Math anxiety affects how teachers assess their ability at mathematics. The more math anxiety they report, the lower they…

Coexistence, Classroom Climate and Philosophy for Children

Directory of Open Access Journals (Sweden)

Gonzalo Romero Izarra

2008-12-01

Full Text Available In this paper we analyse the relationship between the classroom’s social climate and the general climate of society in which the school is inserted. We consider essential to start from this reflection in order to define an educational process for social transformation. Philosophy for Children is a methodological option to improve this social climate as it offers teachers and pupils a potentially transforming work that deepens into the values of human relationships for people who are concerned with what happens around them. These are the foundations for democratic relations and a positive classroom social climate.

Using Student-Produced Video to Validate Head-to-Toe Assessment Performance.

Science.gov (United States)

Purpora, Christina; Prion, Susan

2018-03-01

This study explored third-semester baccalaureate nursing students' perceptions of the value of using student-produced video as an approach for learning head-to-toe assessment, an essential clinical nursing skill taught in the classroom. A cognitive apprenticeship model guided the study. The researchers developed a 34-item survey. A convenience sample of 72 students enrolled in an applied assessment and nursing fundamentals course at a university in the western United States provided the data. Most students reported a videotaping process that worked, supportive faculty, valuable faculty review of their work, confidence, a sense of performance independence, the ability to identify normal assessment findings, and few barriers to learning. The results suggested that a student-produced video approach to learning head-to-toe assessment was effective. Further, the study demonstrated how to leverage available instructional technology to provide meaningful, personalized instruction and feedback to students about an essential nursing skill. [J Nurs Educ. 2018;57(3):154-158.]. Copyright 2018, SLACK Incorporated.

Introducing the LHC in the classroom: an overview of education resources available

CERN Document Server

Wiener, Gerfried J; Brown, Alexander; Jende, Konrad

2016-01-01

In the context of the recent re-start of CERN’s Large Hadron Collider (LHC) and the challenge presented by unidentified falling objects (UFOs), we seek to facilitate the introduction of high energy physics in the classroom. Therefore, this paper provides an overview of the LHC and its operation, highlighting existing education resources, and linking principal components of the LHC to topics in physics curricula.

Air conditioner operation behaviour based on students' skin temperature in a classroom.

Science.gov (United States)

Song, Gook-Sup; Lim, Jae-Han; Ahn, Tae-Kyung

2012-01-01

A total of 25 college students participated in a study to determine when they would use an air conditioner during a lecture in a university classroom. The ambient temperature and relative humidity were measured 75 cm above the floor every minute. Skin temperatures were measured every minute at seven points, according to the recommendation of Hardy and Dubois. The average clothing insulation value (CLO) of subjects was 0.53 ± 0.07 CLO. The mean air velocity in the classroom was 0.13 ± 0.028 m/s. When the subjects turned the air conditioner both on and off, the average ambient temperatures, relative humidity and mean skin temperatures were 27.4 and 23.7 °C (p = 0.000), 40.9 and 40.0% (p = 0.528) and 32.7 and 32.2 °C (p = 0.024), respectively. When the status of the air conditioner was changed, the differences of skin temperatures in core body parts (head, abdomen and thigh) were not statistically significant. However, in the extremities (mid-lower arm, hand, shin and instep), the differences were statistically significant. Subjects preferred a fluctuating environment to a constant temperature condition. We found that a changing environment does not affect classroom study. Copyright © 2011 Elsevier Ltd and The Ergonomics Society. All rights reserved.

The influence of classroom aggression and classroom climate on aggressive-disruptive behavior.

Science.gov (United States)

Thomas, Duane E; Bierman, Karen L; Powers, C J

2011-01-01

Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4,179 children from kindergarten to second-grade (ages 5-8), this study examined the impact of 2 important features of the classroom context--aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of Grade 1. Hierarchical linear model analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Does a Teacher's Classroom Observation Rating Vary across Multiple Classrooms?

Science.gov (United States)

Lei, Xiaoxuan; Li, Hongli; Leroux, Audrey J.

2018-01-01

Classroom observations have been increasingly used for teacher evaluations, and it is important to examine the measurement quality and the use of observation ratings. When a teacher is observed in multiple classrooms, his or her observation ratings may vary across classrooms. In that case, using ratings from one classroom per teacher may not be…

Head injury predictors in sports trauma--a state-of-the-art review.

Science.gov (United States)

Fernandes, Fábio A O; de Sousa, Ricardo J Alves

2015-08-01

Head injuries occur in a great variety of sports. Many of these have been associated with neurological injuries, affecting the central nervous system. Some examples are motorsports, cycling, skiing, horse riding, mountaineering and most contact sports such as football, ice and field hockey, soccer, lacrosse, etc. The outcome of head impacts in these sports can be very severe. The worst-case scenarios of permanent disability or even death are possibilities. Over recent decades, many In recent decades, a great number of head injury criteria and respective thresholds have been proposed. However, the available information is much dispersed and a consensus has still not been achieved regarding the best injury criteria or even their thresholds. This review paper gives a thorough overview of the work carried out by the scientific community in the field of impact biomechanics about head injuries sustained during sports activity. The main goal is to review the head injury criteria, as well as their thresholds. Several are reviewed, from the predictors based on kinematics to the ones based on human tissue thresholds. In this work, we start to briefly introduce the head injuries and their mechanisms commonly seen as a result of head trauma in sports. Then, we present and summarize the head injury criteria and their respective thresholds. © IMechE 2015.

Teachers’ Beliefs about Differentiated Instructions in Mixed Ability Classrooms: A Case of Time Limitation

Directory of Open Access Journals (Sweden)

Jaweria Aftab

2015-12-01

Full Text Available Students in today’s mixed ability classrooms come from diverse backgrounds with needs. In such a scenario, differentiated instructions are of prime importance for teachers to deal with in mixed ability classrooms. The teaching experiences and academic life mould perceptions of teachers which effects their teaching style; therefore, it is important to know teachers’ beliefs and perceptions regarding teaching in a mixed ability classroom at middle school level so as to guide educators and heads inside and outside the institution. For this study, quantitative research method was used to explore and understand the beliefs and perceptions of the teachers of middle schools regarding implementing differentiated instructions. The sample size included 120 teachers who were sent a survey questionnaire through online Google form and was constructed by customizing the questionnaire from Ballone and Czerniak (2001. The analysis of quantitative inquiry revealed that there is a positive association between teachers’ beliefs about their intentions and stakeholders’ expectations to implement differentiated instruction. It was highlighted that all stakeholders wanted teachers to implement differentiated strategies; however, the teachers were found to be short of planning and instructional time for differentiation.

Hitting the nail on the head: Force vectors in verb semantics

NARCIS (Netherlands)

Goldschmidt, A.; Zwarts, J.

2016-01-01

Hitting the nail on the head: Forces in verb meanings Anja Goldschmidt (UU) & Joost Zwarts (UU) There is a growing recognition of the role of forces in verb meanings, starting with the seminal work of Leonard Talmy (Talmy 1985). In one line of research these forces are analyzed in terms of vectors,

Green space as classroom

DEFF Research Database (Denmark)

Bentsen, Peter; Schipperijn, Jasper; Jensen, Frank Søndergaard

2013-01-01

More and more Danish teachers have started introducing curriculum-based outdoor learning as a weekly or biweekly ‘outdoor school’ day for school children. This move towards schooling in non-classroom spaces presents a challenge for green space managers. Basic managerial knowledge related to what......, who, when and where has thus far only been supported by anecdotal evidence, but seems fundamental to the decision-making of a range of green space providers. The present study aims to describe, characterise and discuss outdoor teachers’ use, preferences and ecostrategies in relation to green space....... A nationwide survey was conducted among Danish teachers practising outdoor teaching (107 respondents), and it showed that a majority used and preferred forest areas. The outdoor teachers used mainly school grounds and local green space for their outdoor teaching with a majority using the same place or mostly...

Heads Up

Science.gov (United States)

... Connect with Us HEADS UP Apps Reshaping the Culture Around Concussion in Sports Get HEADS UP on Your Web Site Concussion ... HEADS UP on your web site! Create a culture of safety for young athletes Officials, learn how you can ... UP to Providers HEADS UP to Youth Sports HEADS UP to School Sports HEADS UP to ...

Classroom Guitar and Students with Visual Impairments: A Positive Approach to Music Learning and Artistry

Science.gov (United States)

Coleman, Jeremy M.

2016-01-01

In 2011, a collaborative effort began between the Texas School for the Blind and Visually Impaired (TSBVI) and Austin Classical Guitar (ACG), a local 501(c) nonprofit music organization. The idea behind this collaboration was to start a small guitar program that would provide TSBVI students with quality classroom guitar instruction. At that time,…

Assertive classroom management strategies and students’ performance: The case of EFL classroom

OpenAIRE

Mohammad Aliakbari; Bafrin Bozorgmanesh

2015-01-01

Ample research findings support the effective role that classroom management strategies play in enhancing students’ learning. Drawing upon Iranian high school teachers’ classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies affect students’ performance. Conducting a survey including 123 female students, it was found out that Iranian teachers apply classroom management stra...

Better Classroom Relationships

Science.gov (United States)

Kecskemeti, Maria; Winslade, John

2016-01-01

The usual approaches to classroom relationships are either teacher-centred or student-centred. This book breaks new ground in its exploration of relationship-centred classrooms. In relationship-centred classrooms, the teacher and the student are equally important. That shifts the focus to the quality of their interaction and whether it is…

Fundamental examinations for the mechanisation of the support work in headings by blasting and by using selective cut heading machines

Energy Technology Data Exchange (ETDEWEB)

Stoecker, H.M.; Luerig, H.J.

1982-01-01

Starting from the results of a stock-taking of the support methods used up to now and from exact analyses of the situation in the heading field, a concept will be elaborated with the aim, in addition to the reduction of the well-known high physical strain by the setting of the support, of rationalization of this partial procedure in case of conventional heading. The principal item is a floor-connected transportation and erection-vehicle with electro-hydraulic drive and an adjustable erection deck, which permits a fully mechanised setting of the support inclusive the side sections. By a transversible novel drilling equipment hung up at the roof of a drift a parallelization of different procedures and therewith a rationalization effect can be reached at the same time. The concept of this realizability will be demonstrated at a volume - right and power - right heading model on a scale 1:5. The developed equipment consist of operationally approved single aggregates and for the test they can also be used separately. Therewith a gradual introduction of the system is possible. At the beginning a provisional safety equipment for the direct at the face area will be introduced for the selective cut heading machine driving. According to the actual stage of the first considerations the main disadvantage of the safety equipment is the insufficient stock safety and its outrigger at the support already set.

Early components of the human vestibulo-ocular response to head rotation: latency and gain

NARCIS (Netherlands)

H. Collewijn (Han); J.B.J. Smeets (Jeroen)

2000-01-01

textabstractTo characterize vestibulo-ocular reflex (VOR) properties in the time window in which contributions by other systems are minimal, eye movements during the first 50-100 ms after the start of transient angular head accelerations ( approximately 1000 degrees

Observing Classroom Practice

Science.gov (United States)

Danielson, Charlotte

2012-01-01

Classroom observation is a crucial aspect of any system of teacher evaluation. No matter how skilled a teacher is in other aspects of teaching--such as careful planning, working well with colleagues, and communicating with parents--if classroom practice is deficient, that individual cannot be considered a good teacher. Classroom observations can…

Teaching Ocean Sciences in the 21st Century Classroom: Lab to Classroom Videoconferencing

Science.gov (United States)

Peach, C. L.; Gerwick, W.; Gerwick, L.; Senise, M.; Jones, C. S.; Malloy, K.; Jones, A.; Trentacoste, E.; Nunnery, J.; Mendibles, T.; Tayco, D.; Justice, L.; Deutscher, R.

2010-12-01

Teaching Ocean Science in the 21st Century Classroom (TOST) is a Center for Ocean Sciences Education Excellence (COSEE CA) initiative aimed at developing and disseminating technology-based instructional strategies, tools and ocean science resources for both formal and informal science education. San Diego Unified School District (SDUSD), Scripps Institution of Oceanography (SIO) and the Lawrence Hall of Science (LHS) have established a proving ground for TOST activities and for development of effective, sustainable solutions for researchers seeking to fulfill NSF and other funding agency broader impact requirements. Lab to Classroom Videoconferencing: Advances in Information and Communications Technology (ICT) are making it easier to connect students and researchers using simple online tools that allow them to interact in novel ways. COSEE CA is experimenting with these tools and approaches to identify effective practices for providing students with insight into the research process and close connections to researchers and their laboratory activities. At the same time researchers, including graduate students, are learning effective communication skills and how to align their presentations to specific classroom needs - all from the comfort of their own lab. The lab to classroom videoconferencing described here is an ongoing partnership between the Gerwick marine biomedical research lab and a group of three life science teachers (7th grade) at Pershing Middle School (SDUSD) that started in 2007. Over the last 5 years, the Pershing science teachers have created an intensive, semester-long unit focused on drug discovery. Capitalizing on the teacher team’s well-developed unit of study and the overlap with leading-edge research at SIO, COSEE CA created the videoconferencing program as a broader impact solution for the lab. The team has refined the program over 3 iterations, experimenting with structuring the activities to most effectively reach the students. In the

A Robotic Fish to Emulate the Fast-Start

Science.gov (United States)

Currier, Todd; Ma, Ganzhong; Modarres-Sadeghi, Yahya

2017-11-01

An experimental study is conducted on a robotic fish designed to emulate the fast-start response. The fish body is constructed of 3D printed ribs and a light spring steel spine. The body is actuated using a series of pressured pistons. A total of four pistons are supplied with pressure through lightweight high pressure service lines. The source of pressure is carbon dioxide with a 700 psi peak operating pressure resulting in a body response that can cycle a c-start maneuver in milliseconds. The motion of the fish is precisely controlled through the use of solenoids with a control signal produced by a programmable microprocessor. The fish is constrained in all translational degrees of freedom but allowed to rotate about a vertical axis. The influence of the point of rotation is studied with different mounting points along the length of the head of the fish. The forces are measured in two perpendicular in-plane directions. A high speed camera is used to capture the response of the fish and the corresponding flow around it. Comparison is made with the kinematics observed in live fish.

Infections of Head and Neck Soft Tissues – A Statistical Study over a 10-year Period

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Amorin-Remus POPA

2010-09-01

Full Text Available Aim: A statistical analysis of the epidemiology of head and neck soft tissues conditions was carried out. Material and Method: The patients with head and neck infections who received treatment at Ist Oral and Maxillofacial Surgery Clinics of Cluj-Napoca between January 2000 and December 2009 inclusively were included in this study. Results: 1008 patients accomplished the inclusion criteria. The starting point of the head and neck inflammatory conditions was represented mainly by dental-periodontal lesions (79.66%. Most of the infections were localized at the level of a single cavity (81.85%; when more than one cavity was affected the patients were had also systemic conditions. When septic metastases spread the most affected side was the mediastinal structures. All patients included in this study received surgical treatment, most frequently two surgical interventions being necessary (50.20%. The post-surgical evolution was favorable for 1005 patients with an average of hospitalization period of 6.11 days, the hospitalization stay being also influenced by the presence or absence of the systemic immunodepression. Conclusion: The present research identified that the inflammatory conditions of the head and neck have as major starting point the dental-periodontal inflammatory conditions. The surgical treatment is the best choice for curing these affections.

Sub-arc narrow gap welding of Atucha 2 RPV closure head

International Nuclear Information System (INIS)

Hantsch, H.; Million, K.; Zimmermann, H.

1982-01-01

Narrow gap technology was used for reasons of design and fabrication when welding the closure-head dome to its flange. Preliminary tests had yielded the necessary improvements of the well-proven sub-arc practice. New facilities had to be developed for welding proper and for the accompanying machining work (finishing in the narrow gap). Special measures were adopted for monitoring the welding process and for recording the welding parameters. The new method was tried out on several large test coupons before welding of the final product was started. No difficulties were encountered during the welding job. Fabrication of the closure head is shown in a short film sequence. (orig.)

The Effect of Breakfast in the Classroom on Obesity and Academic Performance: Evidence from New York City

Science.gov (United States)

Corcoran, Sean P.; Elbel, Brian; Schwartz, Amy Ellen

2016-01-01

Participation in the federally subsidized school breakfast program often falls well below its lunchtime counterpart. To increase take-up, many districts have implemented Breakfast in the Classroom (BIC), offering breakfast directly to students at the start of the school day. Beyond increasing participation, advocates claim BIC improves academic…

Attitudes towards Teachers' Motivation, and Classroom Strategy, in English Language Classrooms

Science.gov (United States)

Pahlavanpoorfard, Samira; Soori, Afshin

2014-01-01

This study aimed at investigating the attitudes of Iranian EFL students towards teachers' motivation and classroom strategy in English classroom. The subjects of the study included a sample of 235 students in their classes. The findings of this study revealed that teachers' motivation and classroom strategy used by teachers have effects on the…

Emotional climate, feeding practices, and feeding styles: an observational analysis of the dinner meal in Head Start families.

Science.gov (United States)

Hughes, Sheryl O; Power, Thomas G; Papaioannou, Maria A; Cross, Matthew B; Nicklas, Theresa A; Hall, Sharon K; Shewchuk, Richard M

2011-06-10

A number of studies conducted with ethnically diverse, low-income samples have found that parents with indulgent feeding styles had children with a higher weight status. Indulgent parents are those who are responsive to their child's emotional states but have problems setting appropriate boundaries with their child. Because the processes through which styles impact child weight are poorly understood, the aim of this study was to observe differences in the emotional climate created by parents (including affect, tone of voice, and gestures) and behavioral feeding practices among those reporting different feeding styles on the Caregiver's Feeding Styles Questionnaire. A secondary aim was to examine differences on child weight status across the feeding styles. Participants were 177 Head Start families from Houston, Texas (45% African-American; 55% Hispanic). Using an observational approach, the relationship between the observed emotional climate of the meal, behavioral feeding practices, and self-reported parent feeding styles were examined. Mean age of the children was 4.4 years (SD = 0.7) equally distributed across gender. Families were observed on 3 separate dinner occasions. Heights and weight were measured on the parents and children. Parents with self-reported indulgent feeding styles made fewer demands on their children to eat during dinner and showed lower levels of negative affect and intrusiveness. Surprisingly, these parents also showed higher levels of emotional detachment with their children during dinner. Hispanic boys with indulgent parents had significantly higher BMI z scores compared to Hispanic boys in the other three feeding style groups. No other differences were found on child weight status. Results suggest that the emotional climate created by indulgent parents during dinner and their lack of demands on their children to eat may play an important role in how young children become overweight. Numerous observed emotional climate and behavioral

Radiotherapy in head and neck: a standard treatment?

International Nuclear Information System (INIS)

Santini Blasco, A; Torres Lopez, M; Apardian Manougian, R

1998-01-01

The present work is an exhaustive revision of the literature regarding the employment of combined treatments of radiochemotherapy in the head and neck neoplasms. The sanitary importance of this group of illnesses starts to become remarkable not only due to their frequency but for the high percentage of patients that present themselves for consultation with an advanced illness where the results of the classic treatments of surgery and radiotherapy are discouraging. These results are poor for the survival as well as in the quality of this. It analyzes the role of the different pharmaceuticals used in patients as well as the fundamentally different associations with radiotherapy: neoadjuvant, adjuvant and concomitant. These results allow to affirm that this treatment form is elected for those patients with advanced tumors of head and neck with a general state that allows to tolerate a bigger toxicity [es

Attitudes towards Teachers’ Motivation, and Classroom Strategy, in English Language classrooms

Directory of Open Access Journals (Sweden)

Samira Pahlavanpoorfard

2014-02-01

Full Text Available This study aimed at investigating the attitudes of Iranian EFL students towards teachers’ motivation and classroom strategy in English classroom. The subjects of the study included a sample of 235 students in their classes. The findings of this study revealed that teachers’ motivation and classroom strategy used by teachers have effects on the students’ motivation.

Banzhuren and Classrooming: Democracy in the Chinese Classroom

Science.gov (United States)

Li, Jiacheng; Chen, Jing

2013-01-01

The issue of education and democracy has become more and more important in China. This paper firstly explains the theory of democracy in Chinese classrooms, and then focuses on the Chinese banzhuren who is responsible for classrooming, an important educational area equal to instruction. We illustrate how Chinese students achieve development…

Beyond Lecture and Non-Lecture Classrooms: LA-student interactions in Active Learning Classrooms

Science.gov (United States)

Gonzalez, Dayana; Kornreich, Hagit; Rodriguez, Idaykis; Monslave, Camila; Pena-Flores, Norma

Our expanded multi-site study on active learning classrooms supported by Learning Assistants (LAs) aims to understand the connections between three classroom elements: the activity, student learning, and how LAs support the learning process in the classroom. At FIU, LAs are used in a variety of active learning settings, from large auditorium settings to studio classroom with movable tables. Our study uses the COPUS observation protocol as a way to characterize LAs behaviors in these classrooms. With a focus on LA-student interactions, our analysis of how LAs interact with students during a 'learning session' generated new observational codes for specific new categories of LA roles. Preliminary results show that LAs spend more time interacting with students in some classes, regardless of the classroom setting, while in other classrooms, LA-student interactions are mostly brief. We discuss how LA-student interactions contribute to the dynamics and mechanism of the socially shared learning activity.

The effectiveness of flipped classroom learning model in secondary physics classroom setting

Science.gov (United States)

Prasetyo, B. D.; Suprapto, N.; Pudyastomo, R. N.

2018-03-01

The research aimed to describe the effectiveness of flipped classroom learning model on secondary physics classroom setting during Fall semester of 2017. The research object was Secondary 3 Physics group of Singapore School Kelapa Gading. This research was initiated by giving a pre-test, followed by treatment setting of the flipped classroom learning model. By the end of the learning process, the pupils were given a post-test and questionnaire to figure out pupils' response to the flipped classroom learning model. Based on the data analysis, 89% of pupils had passed the minimum criteria of standardization. The increment level in the students' mark was analysed by normalized n-gain formula, obtaining a normalized n-gain score of 0.4 which fulfil medium category range. Obtains from the questionnaire distributed to the students that 93% of students become more motivated to study physics and 89% of students were very happy to carry on hands-on activity based on the flipped classroom learning model. Those three aspects were used to generate a conclusion that applying flipped classroom learning model in Secondary Physics Classroom setting is effectively applicable.

Flipped Classroom Approach

Directory of Open Access Journals (Sweden)

Fezile Ozdamli

2016-07-01

Full Text Available Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and provide to make it recognize more by educators and researchers. With this aim, in the study what flipped classroom approach is, flipped classroom technology models, its advantages and limitations were explained.

Assertive Classroom Management Strategies and Students' Performance: The Case of EFL Classroom

Science.gov (United States)

Aliakbari, Mohammad; Bozorgmanesh, Bafrin

2015-01-01

Ample research findings support the effective role that classroom management strategies play in enhancing students' learning. Drawing upon Iranian high school teachers' classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies…

Starting a New Language Education Program

Science.gov (United States)

Harris, Kathy

2015-01-01

Early years and primary teachers have a unique opportunity to apply their strong teaching practices, classroom management and understanding of childhood literacy development to teaching a language. This paper reports on a project from Independent Schools Queensland to increase language programs in schools by retraining classroom teachers.…

Measuring Engagement in Fourth to Twelfth Grade Classrooms: The Classroom Engagement Inventory

Science.gov (United States)

Wang, Ze; Bergin, Christi; Bergin, David A.

2014-01-01

Research on factors that may promote engagement is hampered by the absence of a measure of classroom-level engagement. Literature has suggested that engagement may have 3 dimensions--affective, behavioral, and cognitive. No existing engagement scales measure all 3 dimensions at the classroom level. The Classroom Engagement Inventory (CEI) was…

Profiles of classroom behavior in high schools: associations with teacher behavior management strategies and classroom composition.

Science.gov (United States)

Pas, Elise T; Cash, Anne H; O'Brennan, Lindsey; Debnam, Katrina J; Bradshaw, Catherine P

2015-04-01

Although there has been considerable attention to the issue of classroom management and processes in educational reform models, there has been relatively limited research on these factors in high schools. The current study utilized observational data from 1262 classrooms in 52 high schools to examine teacher classroom management strategies and ratings of student compliance, engagement, and social disruption. Latent profile analysis (LPA) was conducted to examine specific patterns of classroom-wide student behavior in relation to teachers' use of classroom management strategies and classroom composition. The LPA revealed three distinct classroom behavioral profiles where students consistently met behavioral expectations (71%), inconsistently met expectations (23%), and were noncompliant (6%). Analyses indicated a functional association between patterns of student behavior and teachers' classroom management. In classrooms where students consistently met expectations, teachers provided more opportunities to respond and less disapproval and reactive behavioral management. Classrooms with noncompliant students had teachers who used the most disapproval and reactive behavior management. In addition, classrooms characterized as consistent had fewer males and more White students than classrooms characterized by inconsistent and noncompliant behaviors. These findings highlight the link between student patterns of behavior and teacher classroom management and have important implications for screening and professional development. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Fundamental study on thermo-hydraulics during start-up in natural circulation boiling water reactors, (1)

International Nuclear Information System (INIS)

Aritomi, Masanori; Chiang Jing-Hsien; Takahashi, Tohru; Wataru, Masumi; Mori, Michitsugu.

1992-01-01

Recently, many concepts, in which passive and simplified functions are actively adapted, have been proposed for the next generation LWRs. The natural circulation BWR is one such considered from the requirements for next generation LWRs as compared with current BWRs. It is pointed out from this consideration that a thermo-hydraulic instability, which may appear during start-up, greatly influences concept feasibility because its occurence makes operation for raising power output difficult. Thermo-hydraulic instabilities are investigated experimentally under conditions simulating normal and abnormal start-up processes. It is clarified that three kinds of thermo-hydraulic instabilities may occur during start-up in the natural circulation BWR according to its procedure and reactor configuration, which are (1) geysering induced by condensation, (2) natural circulation instability induced by hydrostatic head fluctuation in steam separators and (3) density wave instability. Driving mechanisms of the geysering and the natural circulation instability, which have never understood enough, are inferred from the results. Finally, the difference of thermo-hydraulic behavior during start-up processes between thermal natural circulation boilers and the Dodewaard reactor is discussed. (author)

Children’s Democratic Experiences in a Collective Writing Process – Analysing Classroom Interaction in Terms of Deliberation

Directory of Open Access Journals (Sweden)

Eva Hultin

2017-03-01

Full Text Available The aim of this study is twofold: firstly, it aims to explore the interactional conditions in terms of democratic qualities constituted in collective writing in a primary school classroom; and secondly, it aims to examine whether a set of deliberative criteria is fruitful as an analytical tool when studying classroom interaction. Theoretically, I turn to New Literacy Studies for understanding the writing classroom as a literacy practice and the actual (collective writing as literacy events. The study has an ethnographic approach in which classroom observations were conducted during a collective writing process involving six nine-year-old children and their teacher. The observations included, two lessons, divided into 3 hours, which were observed, videotaped, and transcribed. The teacher had planned for a strict interactional or didactical order during the collective writing in which the children were to respond individually. However, the children responded in a different manner by starting a vivid dialogue in which they negotiated both the form and the content of the story. The analysis shows some deliberative qualities in this classroom interaction, while some other qualities were not evident. Furthermore, the analysis showed that the set of deliberative criteria was useful in visualizing both existing deliberative qualities in the interaction and the potential for developing such qualities.

Outdoor Classrooms

Science.gov (United States)

Mayes, Valynda

2010-01-01

An outdoor classroom is the ideal vehicle for community involvement: Parents, native plant societies, 4-H, garden clubs, and master naturalists are all resources waiting to be tapped, as are local businesses offering support. If you enlist your community in the development and maintenance of your outdoor classroom, the entire community will…

An Investigation of the Use of the "Flipped Classroom" Pedagogy in Secondary English Language Classrooms

Science.gov (United States)

Yang, Chi Cheung Ruby

2017-01-01

Aim/Purpose: To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers' perceptions towards the flipped classroom pedagogy?; (2) How can teachers transfer their flipped classroom experiences to teaching other…

Virtual classroom project

OpenAIRE

Gmeiner, Nicholas

2017-01-01

This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learnin...

Working with corpora in the translation classroom

Directory of Open Access Journals (Sweden)

Ralph Krüger

2012-10-01

Full Text Available This article sets out to illustrate possible applications of electronic corpora in the translation classroom. Starting with a survey of corpus use within corpus-based translation studies, the didactic value of corpora in the translation classroom and their epistemic value in translation teaching and practice will be elaborated. A typology of translation practice-oriented corpora will be presented, and the use of corpora in translation will be positioned within two general models of translation competence. Special consideration will then be given to the design and application of so-called Do-it-yourself (DIY corpora, which are compiled ad hoc with the aim of completing a specific translation task. In this context, possible sources for retrieving corpus texts will be presented and evaluated and it will be argued that, owing to time and availability constraints in real-life translation, the Internet should be used as a major source of corpus data. After a brief discussion of possible Internet research techniques for targeted and quality-focused corpus compilation, the possible use of the Internet itself as a macro-corpus will be elaborated. The article concludes with a brief presentation of corpus use in translation teaching in the MA in Specialised Translation Programme offered at Cologne University of Applied Sciences, Germany.

Cosmic Times: Astronomy History and Science for the Classroom

Science.gov (United States)

Lochner, James C.; Mattson, B.

2008-05-01

Cosmic Times is a series of curriculum support materials and classroom activities for upper middle school and high school students which teach the nature of science by exploring the history of our understanding of the universe during the past 100 years. Starting with the confirmation of Einstein's theory of gravity in 1919 to the current conundrum posed by the discovery of dark energy, Cosmic Times examines the discoveries, the theories, and the people involved in this changing [understanding] of the universe. Cosmic Times takes the form of 6 posters, each resembling the front page of a newspaper from a particular time in this history with articles describing the discoveries. Each poster is accompanied by 4-5 classroom lessons which enable students to examine the science concepts behind the discoveries, develop techniques to improve science literacy, and investigate the nature of science using historical examples. Cosmic Times directly connects with the IYA theme of Astronomy in the Classroom, as well as the general theme of the impact of astronomy history. Cosmic Times has been developed with a freelance writer to write the articles for the posters, a group of teachers to develop the lessons, and evaluator to provide testing of the materials with a group of rural teachers in underserved communities. This poster presentation previews the Cosmic Times materials, which are posted on http://cosmictimes.gsfc.nasa.gov/ as they become available. Cosmic Times is funded in part via a NASA IDEAS grant.

How to Flip the Classroom--"Productive Failure or Traditional Flipped Classroom" Pedagogical Design?

Science.gov (United States)

Song, Yanjie; Kapur, Manu

2017-01-01

The paper reports a quasi-experimental study comparing the "traditional flipped classroom" pedagogical design with the "productive failure" (Kapur, 2016) pedagogical design in the flipped classroom for a 2-week curricular unit on polynomials in a Hong Kong Secondary school. Different from the flipped classroom where students…

Managing Your Classroom for Success

Science.gov (United States)

Wong, Harry; Wong, Rosemary; Rogers, Karen; Brooks, Amanda

2012-01-01

Effective teachers view classroom management as a process of organizing and structuring classroom events for student learning. Creating a well-managed classroom with established procedures is the priority of a teacher the first two weeks of school. In an elementary classroom where each day may have a different array of subjects and at different…

Flipped classroom

DEFF Research Database (Denmark)

Skov, Tobias Kidde; Jørgensen, Søren

2016-01-01

Artiklen beskriver Flipped Classroom som et didaktisk princip, der kan være med til at organisere og tilrettelægge en undervisning, med fokus på forskellige læringsformer. Det handler om at forstå Flipped Classroom som en opdeling i 2 faser og 3 led, som samlet set skaber en didaktisk organisering....

Mathematics difficulties & classroom leadership

DEFF Research Database (Denmark)

Schmidt, Maria Christina Secher

2016-01-01

This article investigates possible links between inclusion, students, for whom mathematics is extensively difficult, and classroom leadership through a case study on teaching strategies and student participation in four classrooms at two different primary schools in Denmark. Three sets of results...... are presented: 1) descriptions of the teachers’ classroom leadership to include all their students in the learning community, 2) the learning community produced by stated and practiced rules for teaching and learning behavior, 3) the classroom behavior of students who experience difficulties with mathematics....... The findings suggest that the teachers’ pedagogical choices and actions support an active learning environment for students in diverse learning needs, and that the teachers practise dimensions of inclusive classroom leadership that are known to be successful for teaching mathematics to all students. Despite...

Validating the Early Childhood Classroom Observation Measure in First and Third Grade Classrooms

Science.gov (United States)

Tang, Xin; Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Kikas, Eve; Muotka, Joona; Nurmi, Jari-Erik

2017-01-01

The present study reports on the psychometric properties of the Early Childhood Classroom Observation Measure (ECCOM) in Finnish and Estonian first and third grade classrooms. The observation data were collected from 91 first grade teachers and 70 third grade teachers. Teachers' curriculum goals, teaching experience and the classroom size were…

A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions

Science.gov (United States)

Rusk, Robert Brian

2016-01-01

This qualitative case study explored how the classroom management practices of sampled teachers in a private school in central Oregon influenced classroom disruptions. Through the study, the researcher was able to provide insight on the differences in specific classroom management processes between teachers who had a high number of Positive…

Emotional climate, feeding practices, and feeding styles: an observational analysis of the dinner meal in Head Start families

Directory of Open Access Journals (Sweden)

Hall Sharon K

2011-06-01

Full Text Available Abstract Background A number of studies conducted with ethnically diverse, low-income samples have found that parents with indulgent feeding styles had children with a higher weight status. Indulgent parents are those who are responsive to their child's emotional states but have problems setting appropriate boundaries with their child. Because the processes through which styles impact child weight are poorly understood, the aim of this study was to observe differences in the emotional climate created by parents (including affect, tone of voice, and gestures and behavioral feeding practices among those reporting different feeding styles on the Caregiver's Feeding Styles Questionnaire. A secondary aim was to examine differences on child weight status across the feeding styles. Methods Participants were 177 Head Start families from Houston, Texas (45% African-American; 55% Hispanic. Using an observational approach, the relationship between the observed emotional climate of the meal, behavioral feeding practices, and self-reported parent feeding styles were examined. Mean age of the children was 4.4 years (SD = 0.7 equally distributed across gender. Families were observed on 3 separate dinner occasions. Heights and weight were measured on the parents and children. Results Parents with self-reported indulgent feeding styles made fewer demands on their children to eat during dinner and showed lower levels of negative affect and intrusiveness. Surprisingly, these parents also showed higher levels of emotional detachment with their children during dinner. Hispanic boys with indulgent parents had significantly higher BMI z scores compared to Hispanic boys in the other three feeding style groups. No other differences were found on child weight status. Conclusions Results suggest that the emotional climate created by indulgent parents during dinner and their lack of demands on their children to eat may play an important role in how young children become

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

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Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

ABSTRACT Background: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. Objective: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Design: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach they experienced and to evaluate students’ self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. Results: More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. Conclusions: The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship.

Science.gov (United States)

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students' perspectives on the teaching approach they experienced and to evaluate students' self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented

Bone marrow edema of the femoral head and transient osteoporosis of the hip

International Nuclear Information System (INIS)

Berg, Bruno C. van de; Lecouvet, Frederic E.; Koutaissoff, Sophie; Simoni, Paolo; Malghem, Jacques

2008-01-01

The current article of this issue aims at defining the generic term of bone marrow edema of the femoral head as seen at MR imaging. It must be kept in mind that this syndrome should be regarded, not as a specific diagnosis, but rather as a sign of an ongoing abnormal process that involves the femoral head and/or the hip joint. We aim at emphasizing the role of the radiologists in making a specific diagnosis, starting from a non-specific finding on T1-weighted images and by focusing on ancillary findings on T2-weighted SE or fat-saturated proton-density weighted MR images

Kinematics of the AM-50 heading machine cutting head

Energy Technology Data Exchange (ETDEWEB)

Sikora, W; Bak, K; Klich, R [Politechnika Slaska, Gliwice (Poland). Instytut Mechanizacji Gornictwa

1987-01-01

Analyzes motion of the cutter head of the AM-50 heading machine. Two types of head motion are comparatively evaluated: planar motion and spatial motion. The spatial motion consists of the head rotational motion and horizontal or vertical feed motion, while planar motion consists of rotational motion and vertical feed motion. Equations that describe head motion under conditions of cutter vertical or horizontal feed motion are derived. The angle between the cutting speed direction and working speed direction is defined. On the basis of these formulae variations of cutting speed depending on the cutting tool position on a cutter head are calculated. Calculations made for 2 extreme cutting tools show that the cutting speed ranges from 1,205 m/s to 3,512 m/s. 4 refs.

Physical therapy in preschool classrooms: successful integration of therapy into classroom routines.

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Sekerak, Darlene Massey; Kirkpatrick, Dana B; Nelson, Kristal C; Propes, June H

2003-01-01

This exploratory investigation identifies factors that contribute to success of physical therapy services delivered in the context of the daily routines in preschool classroom settings. Ten pediatric physical therapists from rural and urban communities across North Carolina served as informants during telephone interviews. Qualitative analysis of the data led to the identification of six major themes: interactions among classroom personnel, impact of the classroom environment, individual characteristics of the child, logistical considerations, administrative policies and practices, and service delivery options. All 10 informants shared the perception that the cooperation and commitment of the teacher was essential for successful incorporation of therapy activities in classroom routines. Furthermore, the informants agreed that multiple models of service delivery were necessary to meet the individual needs of children. These results lead the authors to question the wisdom of promoting any one service delivery model as "best practice" and suggest guidelines for successful integration of physical therapy in the preschool classroom.

Acoustics and sociolinguistics: Patterns of communication in hearing impairing classrooms

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McKellin, William; Shahin, Kimary; Jamieson, Janet; Hodgson, Murray; Pichora-Fuller, Kathleen

2005-04-01

In elementary school classes, noise during student led activities is often taken as evidence of successful interaction and learning. In this complex social environment of elementary school classrooms, acquisition of complex language and social skills-the focus of activities in early education-is expected to take place in hearing-hostile environments. Communication and language processing in these contexts requires interactive strategies, discourse forms, and syntactic structures different from the educationally desired forms used in acoustically advantageous environments. Recordings were made of the interaction of groups of students in grades 1-3, 5, and 7 during collaborative group work in their regular classrooms. Each student wore microphones at the ear level and head-mounted video cameras. Each group as a whole was also audio- and videotaped and noise level readings were recorded. Analysis of the acoustical and phonological properties of language heard by each student has demonstrated that the language variety used in these noisy and reverberant settings is similar to that of individuals with hearing impairments. This paper reports similarities between the syntactic structures and pragmatic strategies used by hearing impaired children and normally hearing children in noisy contexts. [Work supported by Peter Wall Institute for Advanced Studies, University of British Columbia.

Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education.

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Breeman, L D; Wubbels, T; van Lier, P A C; Verhulst, F C; van der Ende, J; Maras, A; Hopman, J A B; Tick, N T

2015-02-01

The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher-child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both the individual and classroom levels among 414 children with emotional and behavioral disorders placed in special education. Two models were specified. In the first model, children's classroom adjustment was regressed on social relationships and teacher characteristics. In the second model, reversed links were examined by regressing teacher characteristics on social relationships and children's adjustment. Results of model 1 showed that, at the individual level, better social and emotional adjustment of children was predicted by higher levels of teacher-child closeness and better behavioral adjustment was predicted by both positive teacher-child and peer interactions. At the classroom level, positive social relationships were predicted by higher levels of teacher competence, which in turn were associated with lower classroom levels of social problems. Higher levels of teacher wellbeing were directly associated with classroom adaptive and maladaptive child outcomes. Results of model 2 showed that, at the individual and classroom levels, only the emotional and behavioral problems of children predicted social classroom relationships. At the classroom level, teacher competence was best predicted by positive teacher-child relationships and teacher wellbeing was best predicted by classroom levels of prosocial behavior. We discuss the importance of positive teacher-child and peer interactions for children placed in special education and suggest ways of improving classroom processes by targeting teacher competence. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

After APOD: From the Website to the Classroom and Beyond

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Wilson, Teresa; APOD

2017-01-01

Astronomy Picture of the Day (APOD) images may start on the apod.nasa.gov website, but their reach goes much further than the individual sitting at their computer screen. They provoke questions that then prompts the reader to email the authors; teachers use the images in their classrooms; students use them in their projects. This presentation will take a look at some of the work done using APOD images and text, including public outreach via middle school presentations and email communications, and academic uses beyond astronomy such as lesson plans on atmospheric refraction and even plagiarism, copyright and fair use.

Conducting Classroom Observations : Stallings 'Classroom Snapshot' Observation System for an Electronic Tablet

OpenAIRE

World Bank Group

2017-01-01

The “Stallings Classroom Snapshot” instrument, technically called the “Stanford Research Institute Classroom Observation System”, was developed by Professor Jane Stallings for research on the efficiency and quality of basic education teachers in the United States in the 1970s. (Stallings, 1977; Stallings and Mohlman, 1988). The Stallings instrument generates robust quantitative data on the interaction of teachers and students in the classroom, with a high degree of inter-rater rel...

Shaping Learner Contributions in an EFL Classroom: Implications for L2 Classroom Interactional Competence

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Can Daskin, Nilüfer

2015-01-01

This study investigated the interactional patterns for shaping learner contributions in an EFL classroom with reference to Walsh's classroom interactional competence (CIC). In doing so, an EFL class at an English preparatory school in a Turkish state university was both videotaped and audiotaped in the course of six classroom hours. Conversation…

The effect of dental management for maintaining dental health in patients with head and neck cancer after radiotherapy

International Nuclear Information System (INIS)

Katsura, Kouji; Sasai, Keisuke; Sato, Katsuro; Hayashi, Takafumi; Goto, Sanae; Tomita, Masahiko; Matsuyama, Hiroshi

2009-01-01

The purpose of this study was to evaluate the significance of our dental management protocol by observing the chronological change of dental health of head and neck radiotherapy patients. Fifty-two head and neck radiotherapy patients who had received dental management to prevent and/or alleviate their oral complications were enrolled in this study. They were followed for three or more years after radiotherapy. We divided them into three groups according to the timing of the start of dental management; Pre, Mid and Post. The chronological changes of dental status (DMFT and the number of tooth extractions) and osteoradionecrosis were investigated for three to five years. The increase in the DMFT index of the Pre and Mid groups was reduced to less than 2 by introducing our dental management protocol. On the contrary, the number of unavoidable tooth extractions following radiotherapy was the least in the Pre group. The incidence rates of osteoradionecrosis of the mandible in the Pre, Mid and Post groups were 6.5%, 18.0% and 20.0% respectively. Our dental management protocol was proved to be effective in maintaining dental health and helpful in controlling osteoradionecrosis following head and neck radiotherapy. For a more effective outcome, we advocate that dental management should commence before the start of head and neck radiotherapy. (author)

Opioid-Induced Nausea Involves a Vestibular Problem Preventable by Head-Rest.

Directory of Open Access Journals (Sweden)

Nadine Lehnen

Full Text Available Opioids are indispensable for pain treatment but may cause serious nausea and vomiting. The mechanism leading to these complications is not clear. We investigated whether an opioid effect on the vestibular system resulting in corrupt head motion sensation is causative and, consequently, whether head-rest prevents nausea.Thirty-six healthy men (26.6 ± 4.3 years received an opioid remifentanil infusion (45 min, 0.15 μg/kg/min. Outcome measures were the vestibulo-ocular reflex (VOR gain determined by video-head-impulse-testing, and nausea. The first experiment (n = 10 assessed outcome measures at rest and after a series of five 1-Hz forward and backward head-trunk movements during one-time remifentanil administration. The second experiment (n = 10 determined outcome measures on two days in a controlled crossover design: (1 without movement and (2 with a series of five 1-Hz forward and backward head-trunk bends 30 min after remifentanil start. Nausea was psychophysically quantified (scale from 0 to 10. The third controlled crossover experiment (n = 16 assessed nausea (1 without movement and (2 with head movement; isolated head movements consisting of the three axes of rotation (pitch, roll, yaw were imposed 20 times at a frequency of 1 Hz in a random, unpredictable order of each of the three axes. All movements were applied manually, passively with amplitudes of about ± 45 degrees.The VOR gain decreased during remifentanil administration (p<0.001, averaging 0.92 ± 0.05 (mean ± standard deviation before, 0.60 ± 0.12 with, and 0.91 ± 0.05 after infusion. The average half-life of VOR recovery was 5.3 ± 2.4 min. 32/36 subjects had no nausea at rest (nausea scale 0.00/0.00 median/interquartile range. Head-trunk and isolated head movement triggered nausea in 64% (p<0.01 with no difference between head-trunk and isolated head movements (nausea scale 4.00/7.25 and 1.00/4.5, respectively.Remifentanil reversibly decreases VOR gain at a half

The Effect of Breakfast in the Classroom on Obesity and Academic Performance: Evidence from New York City. Working Paper #04-14

Science.gov (United States)

Corcoran, Sean P.; Elbel, Brian; Schwartz, Amy Ellen

2014-01-01

Participation in the federally-subsidized school breakfast program often falls well below its lunchtime counterpart. To increase take-up, many districts have implemented Breakfast in the Classroom (BIC), offering breakfast directly to students at the start of the school day. Beyond increasing participation, advocates claim BIC improves academic…

The origin and diversification of the developmental mechanisms that pattern the vertebrate head skeleton.

Science.gov (United States)

Square, Tyler; Jandzik, David; Romášek, Marek; Cerny, Robert; Medeiros, Daniel Meulemans

2017-07-15

The apparent evolvability of the vertebrate head skeleton has allowed a diverse array of shapes, sizes, and compositions of the head in order to better adapt species to their environments. This encompasses feeding, breathing, sensing, and communicating: the head skeleton somehow participated in the evolution of all these critical processes for the last 500 million years. Through evolution, present head diversity was made possible via developmental modifications to the first head skeletal genetic program. Understanding the development of the vertebrate common ancestor's head skeleton is thus an important step in identifying how different lineages have respectively achieved their many innovations in the head. To this end, cyclostomes (jawless vertebrates) are extremely useful, having diverged from jawed vertebrates approximately 400 million years ago, at the deepest node within living vertebrates. From this ancestral vantage point (that is, the node connecting cyclostomes and gnathostomes) we can best identify the earliest major differences in development between vertebrate classes, and start to address how these might translate onto morphology. In this review we survey what is currently known about the cell biology and gene expression during head development in modern vertebrates, allowing us to better characterize the developmental genetics driving head skeleton formation in the most recent common ancestor of all living vertebrates. By pairing this vertebrate composite with information from fossil chordates, we can also deduce how gene regulatory modules might have been arranged in the ancestral vertebrate head. Together, we can immediately begin to understand which aspects of head skeletal development are the most conserved, and which are divergent, informing us as to when the first differences appear during development, and thus which pathways or cell types might be involved in generating lineage specific shape and structure. Copyright © 2017 Elsevier Inc. All

Why START?

International Nuclear Information System (INIS)

Mendelsohn, J.

1991-01-01

Barring some major unexpected downturn in US-Soviet relations, it seems likely that the long-awaited Strategic Arms Reduction Talks (START) treaty will be signed sometime in 1991. Under negotiation for the past nine years, public acceptance and Senate approval of a START treaty will be facilitated by the generally less confrontational East-West relationship which has evolved over that time, by the growing constraints on the US defense budget, and by the obvious merits of the treaty itself. Not only will the nearly complete START treaty be an extremely useful and powerful arms control agreement, it is also decidedly advantageous to US security interests. First and foremost, a START treaty will cap and reduce the steady buildup of nuclear weapons that has characterized the last 30 years of the US-Soviet strategic relationship. As a result of the basic outline originally agreed to at the Reykjavik summit, START will take a 25 to 35 percent bite out of existing nuclear arsenals, impose approximately a 50 percent cut in overall Soviet ballistic missile warheads and throw-weight (lifting power or payload capacity), and produce an exact 50 percent cut in Soviet SS-18 missiles

Global Internet Video Classroom: A Technology Supported Learner-Centered Classroom

Science.gov (United States)

Lawrence, Oliver

2010-01-01

The Global Internet Video Classroom (GIVC) Project connected Chicago Civil Rights activists of the 1960s with Cape Town Anti-Apartheid activists of the 1960s in a classroom setting where learners from Cape Town and Chicago engaged activists in conversations about their motivation, principles, and strategies. The project was launched in order to…

Gender differences in head-neck segment dynamic stabilization during head acceleration.

Science.gov (United States)

Tierney, Ryan T; Sitler, Michael R; Swanik, C Buz; Swanik, Kathleen A; Higgins, Michael; Torg, Joseph

2005-02-01

Recent epidemiological research has revealed that gender differences exist in concussion incidence but no study has investigated why females may be at greater risk of concussion. Our purpose was to determine whether gender differences existed in head-neck segment kinematic and neuromuscular control variables responses to an external force application with and without neck muscle preactivation. Forty (20 females and 20 males) physically active volunteers participated in the study. The independent variables were gender, force application (known vs unknown), and force direction (forced flexion vs forced extension). The dependent variables were kinematic and EMG variables, head-neck segment stiffness, and head-neck segment flexor and extensor isometric strength. Statistical analyses consisted of multiple multivariate and univariate analyses of variance, follow-up univariate analyses of variance, and t-tests (P Gender differences existed in head-neck segment dynamic stabilization during head angular acceleration. Females exhibited significantly greater head-neck segment peak angular acceleration (50%) and displacement (39%) than males despite initiating muscle activity significantly earlier (SCM only) and using a greater percentage of their maximum head-neck segment muscle activity (79% peak activity and 117% muscle activity area). The head-neck segment angular acceleration differences may be because females exhibited significantly less isometric strength (49%), neck girth (30%), and head mass (43%), resulting in lower levels of head-neck segment stiffness (29%). For our subject demographic, the results revealed gender differences in head-neck segment dynamic stabilization during head acceleration in response to an external force application. Females exhibited significantly greater head-neck segment peak angular acceleration and displacement than males despite initiating muscle activity earlier (SCM only) and using a greater percentage of their maximum head-neck segment

Assertive classroom management strategies and students’ performance: The case of EFL classroom

Directory of Open Access Journals (Sweden)

Mohammad Aliakbari

2015-12-01

Full Text Available Ample research findings support the effective role that classroom management strategies play in enhancing students’ learning. Drawing upon Iranian high school teachers’ classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies affect students’ performance. Conducting a survey including 123 female students, it was found out that Iranian teachers apply classroom management strategies of organization, teaching management, teacher–student relationship, and teacher punishment–rewards (consequences with varying degrees. In the results section, Pearson correlation is applied between students’ achievement and each part of teacher management strategies. Finally, a positive relationship between teachers’ assertiveness and students’ performance was approved. The findings led to implications for in-service training programs for EFL teachers.

The Effectiveness of Classroom Capture Technology

Science.gov (United States)

Ford, Maire B.; Burns, Colleen E.; Mitch, Nathan; Gomez, Melissa M.

2012-01-01

The use of classroom capture systems (systems that capture audio and video footage of a lecture and attempt to replicate a classroom experience) is becoming increasingly popular at the university level. However, research on the effectiveness of classroom capture systems in the university classroom has been limited due to the recent development and…

The Classroom Animal: Crickets.

Science.gov (United States)

Kramer, David C.

1985-01-01

Suggests using crickets for classroom activities, providing background information on their anatomy and reproduction and tips on keeping individual organisms or a breeding colony in the classroom. (JN)

Managing Classroom Problems.

Science.gov (United States)

Long, James D.

Schools need to meet unique problems through the development of special classroom management techniques. Factors which contribute to classroom problems include lack of supervision at home, broken homes, economic deprivation, and a desire for peer attention. The educational atmosphere should encourage creativity for both the student and the…

Classroom -RE-SONANCE

Indian Academy of Sciences (India)

raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Proving a Result in Combinatorics using Equations.

Flipped Classroom Approach

Science.gov (United States)

Ozdamli, Fezile; Asiksoy, Gulsum

2016-01-01

Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly…

‘YES YES HEAD TREMOR’ case developing after cerebellar infarction

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Uygar Utku

2015-12-01

Full Text Available Movement disorders, developing after cerebellar infarctions, are rare. One of them is 'Yes / Yes tremor' head tremor. A 73-year-old female patient was brought to the emergency department of our hospital with complaints of dizziness, nausea and vomiting. There was hypertension on her past history. She was taking anti-hypertension drug. Her neurological examination was normal except for right dysmetria, disdiadikokinesia and damaged knee-heel test. Electrocardiography was atrial fibrillation with rapid ventricular response. On the right cerebellar hemisphere, brain computerized tomography revealed consistent lesions with acute ischemic stroke. The patient showed clinically significant improvement in time and discharged with coumadine. When she came for drug control after two weeks, we detected her ‘Yes / Yes’ revealed style of head tremor started three days ago. The tremor was resting-postural. Its activity increased with excitement, decreased after resting and stopped while sleeping. She was intolerant although we initiated the treatment with primidone 250 mg tablets divided into eight. After continuing the treatment with gabapentine titrated 300 mg tablets, the head tremor of patient improved remarkedly in a short period of time. The phenomenon is presented due to its rarity and remarkableness.

Classroom Behaviour and Academic Achievement: How Classroom Behaviour Categories Relate to Gender and Academic Performance

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Borg, Elin

2015-01-01

Latent profile analysis was used to identify different categories of students having different "profiles" using self-reported classroom behaviour. Four categories of students with unique classroom behaviour profiles were identified among secondary school students in Oslo, Norway (n = 1570). Analyses examined how classroom behaviour…

Turbidity Current Head Mixing

Science.gov (United States)

Hernandez, David; Sanchez, Miguel Angel; Medina, Pablo

2010-05-01

A laboratory experimental set - up for studying the behaviour of sediment in presence of a turbulent field with zero mean flow is compared with the behaviour of turbidity currents [1] . Particular interest is shown on the initiation of sediment motion and in the sediment lift - off. The behaviour of the turbidity current in a flat ground is compared with the zero mean flow oscilating grid generated turbulence as when wave flow lifts off suspended sediments [2,3]. Some examples of the results obtained with this set-up relating the height of the head of the turbidity current to the equilibrium level of stirred lutoclines are shown. A turbulent velocity u' lower than that estimated by the Shield diagram is required to start sediment motion. The minimum u' required to start sediment lift - off, is a function of sediment size, cohesivity and resting time. The lutocline height depends on u', and the vorticity at the lutocline seems constant for a fixed sediment size [1,3]. Combining grid stirring and turbidty current head shapes analyzed by means of advanced image analysis, sediment vertical fluxes and settling speeds can be measured [4,5]. [1] D. Hernandez Turbulent structure of turbidity currents and sediment transport Ms Thesis ETSECCPB, UPC. Barcelona 2009. [2] A. Sánchez-Arcilla; A. Rodríguez; J.C. Santás; J.M. Redondo; V. Gracia; R. K'Osyan; S. Kuznetsov; C. Mösso. Delta'96 Surf-zone and nearshore measurements at the Ebro Delta. A: International Conference on Coastal Research through large Scale Experiments (Coastal Dynamics '97). University of Plymouth, 1997, p. 186-187. [3] P. Medina, M. A. Sánchez and J. M. Redondo. Grid stirred turbulence: applications to the initiation of sediment motion and lift-off studies Physics and Chemistry of the Earth, Part B: Hydrology, Oceans and Atmosphere. 26, Issue 4, 2001, Pages 299-304 [4] M.O. Bezerra, M. Diez, C. Medeiros, A. Rodriguez, E. Bahia., A. Sanchez-Arcilla and J.M. Redondo. Study on the influence of waves on

Classroom -RE-SONANCE

Indian Academy of Sciences (India)

in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to· teaching and learning science. Logarithm and agM. In [1] we had discussed the evaluation.

Inverting the Linear Algebra Classroom

Science.gov (United States)

Talbert, Robert

2014-01-01

The inverted classroom is a course design model in which students' initial contact with new information takes place outside of class meetings, and students spend class time on high-level sense-making activities. The inverted classroom model is so called because it inverts or "flips" the usual classroom design where typically class…

On Rethinking Our Classrooms: A Critical Pedagogy View

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Yolanda Samacá Bohórquez

2012-12-01

Full Text Available This paper, as its title suggests, introduces some reflections on the importance critical pedagogy as well as awareness-raising practices have in education today, especially in language teacher preparation programs, and how they provide a new opportunity for pre-service teachers to re-think their pedagogical experiences for social transformation. Critical pedagogy (CP as a philosophy of life helps teachers achieve a better understanding of what teaching really entails and raising awareness fosters reflection regarding our practices in educational settings, starting in the language classroom, exploring on the one hand, what pre-service teachers think and perceive about teaching and learning in the context they are involved in, and on the other hand, how those perceptions might influence their educational practices.

Application of Critical Classroom Discourse Analysis (CCDA) in Analyzing Classroom Interaction

Science.gov (United States)

Sadeghi, Sima; Ketabi, Saeed; Tavakoli, Mansoor; Sadeghi, Moslem

2012-01-01

As an area of classroom research, Interaction Analysis developed from the need and desire to investigate the process of classroom teaching and learning in terms of action-reaction between individuals and their socio-cultural context (Biddle, 1967). However, sole reliance on quantitative techniques could be problematic, since they conceal more than…

Teacher Competency in Classroom Testing, Measurement Preparation, and Classroom Testing Practices.

Science.gov (United States)

Newman, Dorothy C.; Stallings, William M.

An assessment instrument and a questionnaire (Appendices A and B) were developed to determine how well teachers understand classroom testing principles and to gain information on the measurement preparation and classroom practices of teachers. Two hundred ninety-four inservice teachers, grades 1 through 12, from three urban school systems in…

Flued head replacement alternatives

International Nuclear Information System (INIS)

Smetters, J.L.

1987-01-01

This paper discusses flued head replacement options. Section 2 discusses complete flued head replacement with a design that eliminates the inaccessible welds. Section 3 discusses alternate flued head support designs that can drastically reduce flued head installation costs. Section 4 describes partial flued head replacement designs. Finally, Section 5 discusses flued head analysis methods. (orig./GL)

Usages and Impacts of the Integration of Information and Communication Technologies (ICTS) in Elementary Classrooms: Case Study of Swedish Municipality Schools

Science.gov (United States)

Sahlin, Johannes S.; Tsertsidis, Antony; Islam, M. Sirajul

2017-01-01

During recent years, many schools have started to implement information and communication technologies (ICTs)-based learning devices (such as laptops, tablets, mobile phones, and active boards) in the classroom settings in order to increase learning outcomes. The aim of this study is to find which activities and outcomes are evident in the usages…

Bottom head assembly

International Nuclear Information System (INIS)

Fife, A.B.

1998-01-01

A bottom head dome assembly is described which includes, in one embodiment, a bottom head dome and a liner configured to be positioned proximate the bottom head dome. The bottom head dome has a plurality of openings extending there through. The liner also has a plurality of openings extending there through, and each liner opening aligns with a respective bottom head dome opening. A seal is formed, such as by welding, between the liner and the bottom head dome to resist entry of water between the liner and the bottom head dome at the edge of the liner. In the one embodiment, a plurality of stub tubes are secured to the liner. Each stub tube has a bore extending there through, and each stub tube bore is coaxially aligned with a respective liner opening. A seat portion is formed by each liner opening for receiving a portion of the respective stub tube. The assembly also includes a plurality of support shims positioned between the bottom head dome and the liner for supporting the liner. In one embodiment, each support shim includes a support stub having a bore there through, and each support stub bore aligns with a respective bottom head dome opening. 2 figs

General Anesthesia Versus Conscious Sedation in Acute Stroke Treatment: The Importance of Head Immobilization

Energy Technology Data Exchange (ETDEWEB)

Janssen, H., E-mail: hendrik.janssen@med.uni-muenchen.de [Ludwig-Maximilians-University Hospital, Department of Neuroradiology (Germany); Buchholz, G. [Ludwig-Maximilians-University Hospital, Department of Neurology (Germany); Killer, M. [Paracelsus Medical University, Neurology/Research Institute of Neurointervention (Austria); Ertl, L.; Brückmann, H. [Ludwig-Maximilians-University Hospital, Department of Neuroradiology (Germany); Lutz, J. [Ingolstadt Hospital, Department of Neuroradiology (Germany)

2016-09-15

PurposeWhile today mechanical thrombectomy is an established treatment option for main branch occlusions in anterior circulation stroke, there is still an ongoing debate on the kind of anesthesia to be preferred. Introducing a simple method for head stabilization, we analyzed safety and duration of endovascular recanalization procedures under general anesthesia (GA) and conscious sedation (CS).MethodsWe retrospectively identified 84 consecutive patients who underwent mechanical thrombectomy owing to acute anterior circulation stroke. Fifty-three were treated under GA and 31 under CS equipped with a standard cervical collar to reduce head movement. We evaluated recanalization results, in-house time to start recanalization, procedure times, technical and clinical complication rates, and conversion rates from CS to GA.ResultsRecanalization of mTICI ≥2b was achieved in 80 % under CS and in 81 % under GA. Median in-house time to start recanalization for CS was 60 min (IQR 28; 44–72) and 77 min (IQR 23; 68–91) for GA (P = 0.001). Median procedure time under CS was 35 min (IQR 43; 69–25) and 41 min (IQR 43; 66–23) for GA (P = 0.9). No major complications such as ICH occurred in either group, and no conversions from CS to GA were necessary.ConclusionMechanical thrombectomy can be performed faster and safely under CS in combination with simple head immobilization using a standard cervical collar.

General Anesthesia Versus Conscious Sedation in Acute Stroke Treatment: The Importance of Head Immobilization

International Nuclear Information System (INIS)

Janssen, H.; Buchholz, G.; Killer, M.; Ertl, L.; Brückmann, H.; Lutz, J.

2016-01-01

PurposeWhile today mechanical thrombectomy is an established treatment option for main branch occlusions in anterior circulation stroke, there is still an ongoing debate on the kind of anesthesia to be preferred. Introducing a simple method for head stabilization, we analyzed safety and duration of endovascular recanalization procedures under general anesthesia (GA) and conscious sedation (CS).MethodsWe retrospectively identified 84 consecutive patients who underwent mechanical thrombectomy owing to acute anterior circulation stroke. Fifty-three were treated under GA and 31 under CS equipped with a standard cervical collar to reduce head movement. We evaluated recanalization results, in-house time to start recanalization, procedure times, technical and clinical complication rates, and conversion rates from CS to GA.ResultsRecanalization of mTICI ≥2b was achieved in 80 % under CS and in 81 % under GA. Median in-house time to start recanalization for CS was 60 min (IQR 28; 44–72) and 77 min (IQR 23; 68–91) for GA (P = 0.001). Median procedure time under CS was 35 min (IQR 43; 69–25) and 41 min (IQR 43; 66–23) for GA (P = 0.9). No major complications such as ICH occurred in either group, and no conversions from CS to GA were necessary.ConclusionMechanical thrombectomy can be performed faster and safely under CS in combination with simple head immobilization using a standard cervical collar.

Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms

Science.gov (United States)

Danker, Brenda

2015-01-01

This project used two Flipped Classroom approaches to stimulate deep learning in large classrooms during the teaching of a film module as part of a Diploma in Performing Arts course at Sunway University, Malaysia. The flipped classes utilized either a blended learning approach where students first watched online lectures as homework, and then…

Flipped classroom: a review of recent literature

Directory of Open Access Journals (Sweden)

Huseyin Uzunboylu

2015-07-01

Full Text Available The use of learning technologies, especially multimedia provide varied facilities for students’ learning that are not possible with other media. Pedagogical literature has proved that individuals have different learning styles. Flipped classroom is a pedagogical approach which means that activities that have traditionally taken place inside the classroom take place outside the classroom and vice versa. Flipped classroom environment ensures that students become more active participants compared with the traditional classroom. The purpose of this paper is to fulfil the needs regarding the review of recent literature on the use of flipped classroom approach in education. The contribution of flipped classroom to education is discussed in relation to the change of students' and instructors' role. Subsequently, flipped classroom applications in various disciplines of education are illustrated. The recommendations made in the literature for design specifications that integrate flipped classrooms with technology are discussed. The paper concludes that a careful consideration of the warnings and recommendations made in the literature can help to produce effective flipped classroom environments and also this paper attempts to inform those who are thinking of using new technologies and approaches to deliver courses.

Eye-Head Coordination in 31 Space Shuttle Astronauts during Visual Target Acquisition.

Science.gov (United States)

Reschke, Millard F; Kolev, Ognyan I; Clément, Gilles

2017-10-27

Between 1989 and 1995, NASA evaluated how increases in flight duration of up to 17 days affected the health and performance of Space Shuttle astronauts. Thirty-one Space Shuttle pilots participating in 17 space missions were tested at 3 different times before flight and 3 different times after flight, starting within a few hours of return to Earth. The astronauts moved their head and eyes as quickly as possible from the central fixation point to a specified target located 20°, 30°, or 60° off center. Eye movements were measured with electro-oculography (EOG). Head movements were measured with a triaxial rate sensor system mounted on a headband. The mean time to visually acquire the targets immediately after landing was 7-10% (30-34 ms) slower than mean preflight values, but results returned to baseline after 48 hours. This increase in gaze latency was due to a decrease in velocity and amplitude of both the eye saccade and head movement toward the target. Results were similar after all space missions, regardless of length.

Study on scan timing using a test injection method in head CTA

International Nuclear Information System (INIS)

Sekito, Yuichi; Sanada, Hidenori

2005-01-01

In head computed tomographic angiography (CTA), circulation from arterial phase to venous phase is more rapid than that in other regions. Therefore, it is necessary to determine correct scan timing to obtain ideal CTA images. A test injection method makes it possible to set correct scan timing from the time density curve (TDC) for each subject. The method, however, has a weak point that is a time lag in an arrival time at peak point of contrast medium on TDC between the test injection and the primary examination because of the difference in total volume of contrast medium used. The purpose of this study calculated the delay time on the TDC in both scans. We used the test injection method and the bolus tracking method in the primary examination. The average errors in start time (Δt1) and slope change time (Δt2) of the contrast medium on the TDC between test injection and primary examination were 0.15 sec and 3.05 sec, respectively. The results indicated that it was important to grasp the delay time in start time and peak arrival time of the contrast medium between test injection and primary examination to obtain ideal images in head CTA. (author)

The Psychometric Properties of Classroom Response System Data: A Case Study

Science.gov (United States)

Kortemeyer, Gerd

2016-08-01

Classroom response systems (often referred to as "clickers") have slowly gained adoption over the recent decade; however, critics frequently doubt their pedagogical value starting with the validity of the gathered responses: There is concern that students simply "click" random answers. This case study looks at different measures of response reliability, starting from a global look at correlations between formative clicker responses and summative examination performance to how clicker questions are used in context. It was found that clicker performance is a moderate indicator of course performance as a whole, and that while the psychometric properties of clicker items are more erratic than those of examination data, they still have acceptable internal consistency and include items with high discrimination. It was also found that clicker responses and item properties do provide highly meaningful feedback within a lecture context, i.e., when their position and function within lecture sessions are taken into consideration. Within this framework, conceptual questions provide measurably more meaningful feedback than items that require calculations.

Classroom Action Research: Penelitian Tindakan Kelas

OpenAIRE

Juliandi, Azuar

2014-01-01

The main purpose of this article is to provide a basic knowledge of classroom action research, systematic proposal and classroom action reporting. The Knowledge is so important because a professional lecturer must be able to understand the problems themselves and their learning environment through classroom action research activities. Various issues in classroom action research, including: planning, process, use of methods, media, resources and learning evaluations and other relevant issues. ...

FLIPPED CLASSROOM LEARNING METHOD TO IMPROVE CARING AND LEARNING OUTCOME IN FIRST YEAR NURSING STUDENT

Directory of Open Access Journals (Sweden)

Ni Putu Wulan Purnama Sari

2017-08-01

Full Text Available Background and Purpose: Caring is the essence of nursing profession. Stimulation of caring attitude should start early. Effective teaching methods needed to foster caring attitude and improve learning achievement. This study aimed to explain the effect of applying flipped classroom learning method for improving caring attitude and learning achievement of new student nurses at nursing institutions in Surabaya. Method: This is a pre-experimental study using the one group pretest posttest and posttest only design. Population was all new student nurses on nursing institutions in Surabaya. Inclusion criteria: female, 18-21 years old, majoring in nursing on their own volition and being first choice during students selection process, status were active in the even semester of 2015/2016 academic year. Sample size was 67 selected by total sampling. Variables: 1 independent: application of flipped classroom learning method; 2 dependent: caring attitude, learning achievement. Instruments: teaching plan, assignment descriptions, presence list, assignment assessment rubrics, study materials, questionnaires of caring attitude. Data analysis: paired and one sample t test. Ethical clearance was available. Results: Most respondents were 20 years old (44.8%, graduated from high school in Surabaya (38.8%, living with parents (68.7% in their homes (64.2%. All data were normally distributed. Flipped classroom learning method could improve caring attitude by 4.13%. Flipped classroom learning method was proved to be effective for improving caring attitude (p=0.021 and learning achievement (p=0.000. Conclusion and Recommendation: Flipped classroom was effective for improving caring attitude and learning achievement of new student nurse. It is recommended to use mix-method and larger sample for further study.

H2Oh!: Classroom demonstrations and activities for improving student learning of water concepts

Science.gov (United States)

Chan-Hilton, A.; Neupauer, R. M.; Burian, S. J.; Lauer, J. W.; Mathisen, P. P.; Mays, D. C.; Olson, M. S.; Pomeroy, C. A.; Ruddell, B. L.; Sciortino, A.

2012-12-01

Research has shown that the use of demonstrations and hands-on activities in the classroom enhances student learning. Students learn more and enjoy classes more when visual and active learning are incorporated into the lecture. Most college-aged students prefer visual modes of learning, while most instruction is conducted in a lecture, or auditory, format. The use of classroom demonstrations provides opportunities for incorporating visual and active learning into the classroom environment. However, while most instructors acknowledge the benefits of these teaching methods, they typically do not have the time and resources to develop and test such activities and to develop plans to incorporate them into their lectures. Members of the Excellence in Water Resources Education Task Committee of the Environmental and Water Resources Institute (EWRI) of the American Society of Civil Engineers (ASCE) have produced a publication that contains a collection of activities aimed to foster excellence in water resources and hydrology education and improve student learning of principles. The book contains forty-five demonstrations and activities that can be used in water-related classes with topics in fluid mechanics, hydraulics, surface water hydrology, groundwater hydrology, and water quality. We present examples of these activities, including topics such as conservation of momentum, buoyancy, Bernoulli's principle, drag force, pipe flow, watershed delineation, reservoir networks, head distribution in aquifers, and molecular diffusion in a porous medium. Unlike full laboratory exercises, these brief demonstrations and activities (most of which take less than fifteen minutes) can be easily incorporated into classroom lectures. For each demonstration, guidance for preparing and conducting the activity, along with a brief overview of the principles that are demonstrated, is provided. The target audience of the activities is undergraduate students, although the activities also may be

Classroom Texting in College Students

Science.gov (United States)

Pettijohn, Terry F.; Frazier, Erik; Rieser, Elizabeth; Vaughn, Nicholas; Hupp-Wilds, Bobbi

2015-01-01

A 21-item survey on texting in the classroom was given to 235 college students. Overall, 99.6% of students owned a cellphone and 98% texted daily. Of the 138 students who texted in the classroom, most texted friends or significant others, and indicate the reason for classroom texting is boredom or work. Students who texted sent a mean of 12.21…

Lean start-up

DEFF Research Database (Denmark)

Rasmussen, Erik Stavnsager; Tanev, Stoyan

2016-01-01

The risk of launching new products and starting new firms is known to be extremely high. The Lean Start-up approach is a way of reducing these risks and enhancing the chances for success by validating the products and services in the market with customers before launching it in full scale. The ma...... and the final business model. In other words: The start-up must first nail the problem together with the customers, then develop the solution and test, and then in the end scale it to a full-grown business model.......The risk of launching new products and starting new firms is known to be extremely high. The Lean Start-up approach is a way of reducing these risks and enhancing the chances for success by validating the products and services in the market with customers before launching it in full scale. The main...

Guidance for Technology Decisions from Classroom Observation

Science.gov (United States)

Bielefeldt, Talbot

2012-01-01

Correlational analysis of two years of classroom observation indicates relationships between technology use and various classroom characteristics, including teacher roles and instructional strategies. Three observers used the ISTE Classroom Observation Tool (ICOT) to record 144 observations of classrooms participating in a variety of educational…

Results from an experimental trial at a Head Start center to evaluate two meal service approaches to increase fruit and vegetable intake of preschool aged children

Directory of Open Access Journals (Sweden)

Harnack Lisa J

2012-04-01

Full Text Available Abstract Background Strategies to increase fruit and vegetable consumption of preschool aged children are needed. Objectives Evaluate the independent effects of the following meal service strategies on intake of fruits and vegetables of preschool children: 1. Serving fruits and vegetables in advance of other menu items as part of traditional family style meal service; and 2. Serving meals portioned and plated by providers. Methods Fifty-three preschool aged children completed a randomized crossover experiment conducted at a Head Start center in Minneapolis, MN. Over a six week trial period each of the experimental meal service strategies (serving fruits and vegetable first and serving meals portioned by providers was implemented during lunch service for two one-week periods. Two one-week control periods (traditional family style meal service with all menu items served at once were also included over the six week trial period. Childrens lunch intake was observed as a measure of food and nutrient intake during each experimental condition. Results Fruit intake was significantly higher (p Conclusions Serving fruits in advance of other meal items may be a low cost easy to implement strategy for increasing fruit intake in young children. However, serving vegetables first does not appear to increase vegetable intake. Results provide support for current recommendations for traditional family style meal service in preschool settings.

What are Head Cavities? - A History of Studies on Vertebrate Head Segmentation.

Science.gov (United States)

Kuratani, Shigeru; Adachi, Noritaka

2016-06-01

Motivated by the discovery of segmental epithelial coeloms, or "head cavities," in elasmobranch embryos toward the end of the 19th century, the debate over the presence of mesodermal segments in the vertebrate head became a central problem in comparative embryology. The classical segmental view assumed only one type of metamerism in the vertebrate head, in which each metamere was thought to contain one head somite and one pharyngeal arch, innervated by a set of cranial nerves serially homologous to dorsal and ventral roots of spinal nerves. The non-segmental view, on the other hand, rejected the somite-like properties of head cavities. A series of small mesodermal cysts in early Torpedo embryos, which were thought to represent true somite homologs, provided a third possible view on the nature of the vertebrate head. Recent molecular developmental data have shed new light on the vertebrate head problem, explaining that head mesoderm evolved, not by the modification of rostral somites of an amphioxus-like ancestor, but through the polarization of unspecified paraxial mesoderm into head mesoderm anteriorly and trunk somites posteriorly.

Using Data in the Classroom: Resources for Undergraduate Faculty

Science.gov (United States)

Manduca, C. A.

2003-12-01

On-line access to geoscience data and tools for data visualization and analysis are creating exciting new opportunities for engaging undergraduate students with data. The National Science Digital Library (NSDL) and DLESE both include access to data and tools as fundamental aspects of their vision and are currently striving to support faculty in using data in their courses. The Using Data in the College/University Classroom Workgroup at the 2003 DLESE Annual meeting brought together data providers, resource developers, and faculty to discuss issues surrounding data access and use in the undergraduate classroom. In order to improve understanding among these diverse viewpoints, workgroup participants created concept maps showing the relationships between data and education. These maps and other highlights of the working group discussion are available at http://swiki.dlese.org/ReportOut2003/26. The working group discussions built on substantial existing resources including: 2001 Report of the DLESE Data Access Working Group bringing together data providers and tool developers (www.dlese.org/documents/reports/meeting/Feb_01/dawg20801 _outcomes.html); 2002 Using Data in the Classroom workshop bringing together faculty from across the disciplines (serc.carleton.edu/research_education/usingdata/workshop02/); 2003 Using Data in the Classroom report describing current uses of data in undergraduate science courses and faculty needs for data access and tools (serc.carleton.edu/ research_education/usingdata/report.html); NSDL Using Data in the Classroom Portal providing access to data, tools, teaching materials, and a discussion of pedagogic and development issues and opportunites for community contribution to these collections (serc.carleton.edu/research_education/usingdata/); Starting Point "Teaching with Models" site supporting faculty teaching at the entry level in using mathematical, statistical, and other types of models in their courses (serc

EFFECTIVENESS OF FLIPPED CLASSROOM IN MATHEMATICS TEACHING

OpenAIRE

Dr. N. Ramakrishnan; Mrs. J. Johnsi Priya

2016-01-01

Flipped Classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance o...

Key parameters of the swimming start and their relationship to start performance.

Science.gov (United States)

Tor, Elaine; Pease, David L; Ball, Kevin A

2015-01-01

The swimming start is typically broken into three sub-phases; on-block, flight, and underwater phases. While overall start performance is highly important to elite swimming, the contribution of each phase and important technical components within each phase, particularly with the new kick-start technique, has not been established. The aim of this study was to identify technical factors associated with overall start performance, with a particular focus on the underwater phase. A number of parameters were calculated from 52 starts performed by elite freestyle and butterfly swimmers. These parameters were split into above-water and underwater groupings, before factor analysis was used to reduce parameter numbers for multiple regression. For the above-water phases, 81% of variance in start performance was accounted for by take-off horizontal velocity. For the underwater water phase, 96% of variance was accounted for with time underwater in descent, time underwater in ascent and time to 10 m. Therefore, developing greater take-off horizontal velocity and focussing on the underwater phase by finding the ideal trajectory will lead to improved start performance.

From START to NEW START. The dilemma and future of nuclear disarmament; Von START zu NEW START. Das Dilemma und die Zukunft der Nuklearen Abruestung

Energy Technology Data Exchange (ETDEWEB)

Plettenberg, Lars

2012-07-01

The report describes the existing four agreements on nuclear disarmament: START I (1991). START II (1993), SORT (2002) and NEW START (2010). The chapter on the dependence between nuclear disarmament and strategic stability covers the issues mutual assured destruction (MAD), credibility, overkill capacity; the role of nuclear weapons in the national strategies of the USA and NATO, Russia, Great Britain, France, China and the other nuclear states. Ways out of MAD include disarmament, de-alerting and mutual assured protection (MAP).

Breaking Bad Behaviours: A New Tool for Learning Classroom Management using Virtual Reality

Directory of Open Access Journals (Sweden)

Jean-Luc Lugrin

2016-11-01

Full Text Available This article presents an immersive Virtual Reality (VR system for training classroommanagement skills, with a specific focus on learning to manage disruptive student behaviourin face-to-face, one-to-many teaching scenarios. The core of the system is a real-time 3Dvirtual simulation of a classroom, populated by twenty-four semi-autonomous virtual students.The system has been designed as a companion tool for classroom management seminars ina syllabus for primary and secondary school teachers. Whereby, it will allow lecturers to linktheory with practice, using the medium of VR. The system is therefore designed for two users: atrainee teacher and an instructor supervising the training session. The teacher is immersed in areal-time 3D simulation of a classroom by means of a head-mounted display and headphone.The instructor operates a graphical desktop console which renders a view of the class and theteacher, whose avatar movements are captured by a marker-less tracking system. This consoleincludes a 2D graphics menu with convenient behaviour and feedback control mechanisms toprovide human-guided training sessions. The system is built using low-cost consumer hardwareand software. Its architecture and technical design are described in detail. A first evaluationconfirms its conformance to critical usability requirements (i.e., safety and comfort, believability,simplicity, acceptability, extensibility, affordability and mobility. Our initial results are promising,and constitute the necessary first step toward a possible investigation of the efficiency andeffectiveness of such a system in terms of learning outcomes and experience.

Sigmoid and transverse sinus thrombosis after closed head injury presenting with unilateral hearing loss

Energy Technology Data Exchange (ETDEWEB)

Brors, D. [Univ. Hospital Wuerzburg (Germany). Dept. of Oto-Rhino-Laryngology, Head- and Neck-Surgery; Dept. of Ear, Nose and Throat Diseases, Head, Neck and Facial Plastic Surgery, Klinikum Fulda (Germany); Schaefers, M. [Dept. of Neurology, University Hospital Wuerzburg (Germany); Schick, B.; Draf, W. [Dept. of Ear, Nose and Throat Diseases, Head, Neck and Facial Plastic Surgery, Klinikum Fulda (Germany); Dazert, S. [Univ. Hospital Wuerzburg (Germany). Dept. of Oto-Rhino-Laryngology, Head- and Neck-Surgery; Kahle, G. [Department of Radiology, Hospital Fulda (Germany)

2001-02-01

Sinus thrombosis has rarely been associated with closed head injury; more often, thrombosis of the sigmoid or transverse sinus is caused by otogenic inflammations or tumours, or occurs during pregnancy. Symptoms are frequently vague, while untreated thrombus progression may be fatal due to venous congestion and infarction. We report a 32-year-old man presenting with right hearing loss, tinnitus and headache 2 days after a closed head injury. Neurological examination showed no additional abnormality. The EEG showed focal bifrontal slowing. CT revealed a fracture of the occipital bone. MRI and MRA demonstrated complete thrombosis of the right sigmoid and transverse sinuses. After 2 weeks of intravenous heparin therapy followed by warfarin, the patient's hearing improved and MRI and MRA showed complete recanalisation of the sigmoid and transverse sinuses. Venous sinus thrombosis can be an undetected sequel to head injury. Appropriate imaging studies should be carried out to enable therapy to be started as soon as possible. (orig.)

Sigmoid and transverse sinus thrombosis after closed head injury presenting with unilateral hearing loss

Energy Technology Data Exchange (ETDEWEB)

Brors, D [Univ. Hospital Wuerzburg (Germany). Dept. of Oto-Rhino-Laryngology, Head- and Neck-Surgery; Dept. of Ear, Nose and Throat Diseases, Head, Neck and Facial Plastic Surgery, Klinikum Fulda (Germany); Schaefers, M [Dept. of Neurology, University Hospital Wuerzburg (Germany); Schick, B; Draf, W [Dept. of Ear, Nose and Throat Diseases, Head, Neck and Facial Plastic Surgery, Klinikum Fulda (Germany); Dazert, S [Univ. Hospital Wuerzburg (Germany). Dept. of Oto-Rhino-Laryngology, Head- and Neck-Surgery; Kahle, G [Department of Radiology, Hospital Fulda (Germany)

2001-02-01

Sinus thrombosis has rarely been associated with closed head injury; more often, thrombosis of the sigmoid or transverse sinus is caused by otogenic inflammations or tumours, or occurs during pregnancy. Symptoms are frequently vague, while untreated thrombus progression may be fatal due to venous congestion and infarction. We report a 32-year-old man presenting with right hearing loss, tinnitus and headache 2 days after a closed head injury. Neurological examination showed no additional abnormality. The EEG showed focal bifrontal slowing. CT revealed a fracture of the occipital bone. MRI and MRA demonstrated complete thrombosis of the right sigmoid and transverse sinuses. After 2 weeks of intravenous heparin therapy followed by warfarin, the patient's hearing improved and MRI and MRA showed complete recanalisation of the sigmoid and transverse sinuses. Venous sinus thrombosis can be an undetected sequel to head injury. Appropriate imaging studies should be carried out to enable therapy to be started as soon as possible. (orig.)

Sigmoid and transverse sinus thrombosis after closed head injury presenting with unilateral hearing loss

International Nuclear Information System (INIS)

Brors, D.; Schaefers, M.; Schick, B.; Draf, W.; Dazert, S.

2001-01-01

Sinus thrombosis has rarely been associated with closed head injury; more often, thrombosis of the sigmoid or transverse sinus is caused by otogenic inflammations or tumours, or occurs during pregnancy. Symptoms are frequently vague, while untreated thrombus progression may be fatal due to venous congestion and infarction. We report a 32-year-old man presenting with right hearing loss, tinnitus and headache 2 days after a closed head injury. Neurological examination showed no additional abnormality. The EEG showed focal bifrontal slowing. CT revealed a fracture of the occipital bone. MRI and MRA demonstrated complete thrombosis of the right sigmoid and transverse sinuses. After 2 weeks of intravenous heparin therapy followed by warfarin, the patient's hearing improved and MRI and MRA showed complete recanalisation of the sigmoid and transverse sinuses. Venous sinus thrombosis can be an undetected sequel to head injury. Appropriate imaging studies should be carried out to enable therapy to be started as soon as possible. (orig.)

Radial head button holing: a cause of irreducible anterior radial head dislocation

Energy Technology Data Exchange (ETDEWEB)

Shin, Su-Mi; Chai, Jee Won; You, Ja Yeon; Park, Jina [Seoul National University Seoul Metropolitan Government Boramae Medical Center, Department of Radiology, Seoul (Korea, Republic of); Bae, Kee Jeong [Seoul National University Seoul Metropolitan Government Boramae Medical Center, Department of Orthopedic Surgery, Seoul (Korea, Republic of)

2016-10-15

''Buttonholing'' of the radial head through the anterior joint capsule is a known cause of irreducible anterior radial head dislocation associated with Monteggia injuries in pediatric patients. To the best of our knowledge, no report has described an injury consisting of buttonholing of the radial head through the annular ligament and a simultaneous radial head fracture in an adolescent. In the present case, the radiographic findings were a radial head fracture with anterior dislocation and lack of the anterior fat pad sign. Magnetic resonance imaging (MRI) clearly demonstrated anterior dislocation of the fractured radial head through the torn annular ligament. The anterior joint capsule and proximal portion of the annular ligament were interposed between the radial head and capitellum, preventing closed reduction of the radial head. Familiarity with this condition and imaging findings will aid clinicians to make a proper diagnosis and fast decision to perform an open reduction. (orig.)

Examining the Flipped Classroom through Action Research

Science.gov (United States)

Lo, Chung Kwan

2017-01-01

There is a growing interest in using a flipped classroom format in day-to-day teaching. Direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some…

Flipped Classroom : A Literature Review on the Benefits and Drawbacks of theReversed Classroom

OpenAIRE

Kostaras, Vasiliki

2017-01-01

Technology has become an integral part in the realm of education. The flipped classroom is a recent teaching method where students can watch instructional online videos outside the classroom that actively engage them in their learning process. Although this trend has gained momentum in many disciples and there are many studies available, research behind language acquisition through the flipped classroom model is limited. Still it is implemented by many teachers in the upper secondary school i...

Transforming classroom questioning using emerging technology.

Science.gov (United States)

Mahon, Paul; Lyng, Colette; Crotty, Yvonne; Farren, Margaret

2018-04-12

Classroom questioning is a common teaching and learning strategy in postgraduate nurse education. Technologies such as audience response systems (ARS) may offer advantage over traditional approaches to classroom questioning. However, despite being available since the 1960s, ARSs are still considered novel in many postgraduate nurse education classroom settings. This article aims to explicate the attitudes of postgraduate nursing students in an Irish academic teaching hospital towards classroom questioning (CQ) and the use of ARSs as an alternative to traditional CQ techniques. The results of this small-scale study demonstrate that ARSs have a role to play in CQ in the postgraduate setting, being regarded by students as beneficial to learning, psychological safety and classroom interaction.

Curriculum Connection: Create a Classroom Community.

Science.gov (United States)

Donlan, Leni

1991-01-01

One elementary teacher runs her classroom as a technology-based token economy. Students hold classroom jobs and use software to track money earned, manage checking accounts, and disburse classroom cash. The strategy boosts math and technology skills. A list of software programs is included. (SM)

Validation of the Classroom Behavior Inventory

Science.gov (United States)

Blunden, Dale; And Others

1974-01-01

Factor-analytic methods were used toassess contruct validity of the Classroom Behavior Inventory, a scale for rating behaviors associated with hyperactivity. The Classroom Behavior Inventory measures three dimensions of behavior: Hyperactivity, Hostility, and Sociability. Significant concurrent validity was obtained for only one Classroom Behavior…

Foundational Aspects of Classroom Relations: Associations between Teachers' Immediacy Behaviours, Classroom Democracy, Class Identification and Learning

Science.gov (United States)

Kwitonda, Jean Claude

2017-01-01

This study focused on foundational aspects of classroom relations. Specifically, relationships between teachers' immediacy (interpersonal) behaviours, classroom democracy, identification and learning were considered. Previous work suggests that these variables can be used as a foundation to shape classroom climate, culture and learning outcomes…

Flexible Grouping as a Means for Classroom Management in a Heterogeneous Classroom

Science.gov (United States)

Rytivaara, Anna

2011-01-01

This article concerns issues of classroom management in heterogeneous classrooms. Although research in the field of learning styles has yielded mixed results, there is a call for information about how they could be used to individualize instruction, especially in primary schools. This article is part of an ethnographic study aiming to examine…

The Flipped Classroom in Counselor Education

Science.gov (United States)

Moran, Kristen; Milsom, Amy

2015-01-01

The flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped-classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped…

The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate

Science.gov (United States)

Friedman-Krauss, Allison Hope; Raver, C. Cybele; Morris, Pamela A.; Jones, Stephanie M.

2014-01-01

Research Findings: Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this…

Classroom Management: What Does Research Tell Us?

Science.gov (United States)

Postholm, May Britt

2013-01-01

The article reviews studies that focus on classroom management. The aim of classroom management is twofold. The first is to establish a quiet and calm environment in the classroom so that the pupils can take part in meaningful learning in a subject. The second aim is that classroom management contributes to the pupils' social and moral…

Flipped Classroom, active Learning?

DEFF Research Database (Denmark)

Andersen, Thomas Dyreborg; Levinsen, Henrik; Philipps, Morten

2015-01-01

Action research is conducted in three physics classes over a period of eighteen weeks with the aim of studying the effect of flipped classroom on the pupils agency and learning processes. The hypothesis is that flipped classroom teaching will potentially allocate more time to work actively...

Pre-Service Teachers and Classroom Authority

Science.gov (United States)

Pellegrino, Anthony M.

2010-01-01

This study examined the classroom practices of five pre-service teachers from three secondary schools in a large southeastern state. Through classroom observations, survey responses, reviews of refection logs, and focus-group interview responses, we centered on the issue of developing classroom authority as a means to effective classroom…

Heading-vector navigation based on head-direction cells and path integration.

Science.gov (United States)

Kubie, John L; Fenton, André A

2009-05-01

Insect navigation is guided by heading vectors that are computed by path integration. Mammalian navigation models, on the other hand, are typically based on map-like place representations provided by hippocampal place cells. Such models compute optimal routes as a continuous series of locations that connect the current location to a goal. We propose a "heading-vector" model in which head-direction cells or their derivatives serve both as key elements in constructing the optimal route and as the straight-line guidance during route execution. The model is based on a memory structure termed the "shortcut matrix," which is constructed during the initial exploration of an environment when a set of shortcut vectors between sequential pairs of visited waypoint locations is stored. A mechanism is proposed for calculating and storing these vectors that relies on a hypothesized cell type termed an "accumulating head-direction cell." Following exploration, shortcut vectors connecting all pairs of waypoint locations are computed by vector arithmetic and stored in the shortcut matrix. On re-entry, when local view or place representations query the shortcut matrix with a current waypoint and goal, a shortcut trajectory is retrieved. Since the trajectory direction is in head-direction compass coordinates, navigation is accomplished by tracking the firing of head-direction cells that are tuned to the heading angle. Section 1 of the manuscript describes the properties of accumulating head-direction cells. It then shows how accumulating head-direction cells can store local vectors and perform vector arithmetic to perform path-integration-based homing. Section 2 describes the construction and use of the shortcut matrix for computing direct paths between any pair of locations that have been registered in the shortcut matrix. In the discussion, we analyze the advantages of heading-based navigation over map-based navigation. Finally, we survey behavioral evidence that nonhippocampal

Head injury: audit of a clinical guideline to justify head CT

International Nuclear Information System (INIS)

Haydon, Nicholas B.

2013-01-01

Head injury causes significant morbidity and mortality, and there is contention about which patients to scan. The UK National Health Service Clinical Guideline (CG) 56 provides criteria for selecting patients with clinically important brain injury who may benefit from a head CT scan, while minimising the radiation and economic burden of scanning patients without significant injury. This study aims to audit the documentation of the use of these guidelines in a busy UK trauma hospital and discusses the comparison with an Australian (New South Wales (NSW) ) head injury guideline. A retrospective cohort study of 480 patients presenting with head injury to the emergency department over 2 months was performed. The patient notes were assessed for documentation of each aspect of the clinical guidelines. Criteria were established to assess the utilisation of the CG 56. A database of clinical data was amalgamated with the head CT scan results for each patient. For the UK CG 56, 73% of the criteria were documented, with the least documented being 'signs of basal skull fracture' and 'amnesia of events'. Thirty-two per cent of patients received head CT and of these, 24% (37 patients) were reported to have pathology. Twenty-four patients underwent head CT without clinical justification being documented, none of which had reported pathology on CT. The study shows that the head injury guidelines are not being fully utilised at a major UK trauma hospital, resulting in 5% of patients being exposed to ionising radiation without apparent documented clinical justification. The NSW guideline has distinct differences to the CG 56, with a more complex algorithm and an absence of specific time frames for head CT completion. The results suggest a need for further education and awareness of head injury clinical guidelines.

Professional Vision of Classroom Management and Learning Support in Science Classrooms--Does Professional Vision Differ across General and Content-Specific Classroom Interactions?

Science.gov (United States)

Steffensky, Mirjam; Gold, Bernadette; Holdynski, Manfred; Möller, Kornelia

2015-01-01

The present study investigates the internal structure of professional vision of in-service teachers and student teachers with respect to classroom management and learning support in primary science lessons. Classroom management (including monitoring, managing momentum, and rules and routines) and learning support (including cognitive activation…

Effects of Isolate and Social Toys on the Social Interactions of Preschoolers in an Inclusive Head Start Classroom

Science.gov (United States)

Elmore, Shannon Renee; Vail, Cynthia O.

2011-01-01

The purpose of this study was to evaluate the effects of manipulating toy sets on the social verbal interaction that occurs between preschool-age children with disabilities and their typically developing peers. A single-subject alternating-treatments design was used to evaluate the effects of manipulating social toy sets and isolate toy sets on…

Let's Start the Music.

Science.gov (United States)

Ivankovic, Patricia; Gilpatrick, Ingrid

1994-01-01

A preschool/kindergarten program that serves 18 students with deafness/hearing impairments and 11 hearing children uses music activities to develop speech, audition, language, and movement and to further explore current classroom themes. A deaf teacher models body movements, signs, rhythm, and facial expressions while a hearing teacher models…

STEM Teacher Efficacy in Flipped Classrooms

Science.gov (United States)

Kelly, Daniel; Denson, Cameron

2017-01-01

The flipped classroom instructional model continues to grow in adoption and use in K-12 classrooms. Although there are an increasing number of studies into the implementation of the flipped classroom, there is limited empirical research into its effectiveness and even fewer into the educational, psychological, and theoretical constructs underlying…

Head Trauma: First Aid

Science.gov (United States)

First aid Head trauma: First aid Head trauma: First aid By Mayo Clinic Staff Most head trauma involves injuries that are minor and don't require ... 21, 2015 Original article: http://www.mayoclinic.org/first-aid/first-aid-head-trauma/basics/ART-20056626 . Mayo ...

The Dirt on Outdoor Classrooms.

Science.gov (United States)

Rich, Steve

2000-01-01

Explains the planning procedure for outdoor classrooms and introduces an integrated unit on monarch butterflies called the Monarch Watch program. Makes recommendations to solve financial problems of outdoor classrooms. (YDS)

Classroom Profiling Training: Increasing Preservice Teachers' Confidence and Knowledge of Classroom Management Skills

Science.gov (United States)

Jackson, Cliff; Simoncini, Kym; Davidson, Mark

2013-01-01

Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the…

Exploring Literacy and Numeracy Teaching in Tanzanian Classrooms: Insights from Teachers' Classroom Practices

Science.gov (United States)

Mmasa, Mussa; Anney, Vicent Naano

2016-01-01

The study investigated the literacy teaching practices in Tanzanian classrooms in the provision of Primary education. It comprehensively assessed why primary school leavers are graduating without skills of reading, writing and numeracy competencies. Three objectives guided this study, first, was to explore teachers classroom practices in the…

Head and neck cancer

International Nuclear Information System (INIS)

Vogl, S.E.

1988-01-01

This book contains 10 chapters. Some of the titles are: Combined Surgical Resection and Irradiation for Head and Neck Cancers; Analysis of Radiation Therapy Oncology Group Head and Neck Database: Identification of Prognostic Factors and the Re-evaluation of American Joint Committee Stages; Combined Modality Approach to Head and Neck Cancer; Induction Combination Chemotherapy of Regionally Advanced Head and Neck Cancer; and Outcome after Complete Remission to Induction Chemotherapy in Head and Neck Cancer

Effect of head restraint backset on head-neck kinematics in whiplash.

Science.gov (United States)

Stemper, Brian D; Yoganandan, Narayan; Pintar, Frank A

2006-03-01

Although head restraints were introduced in the 1960s as a countermeasure for whiplash, their limited effectiveness has been attributed to incorrect positioning. The effect of backset on cervical segmental angulations, which were previously correlated with spinal injury, has not been delineated. Therefore, the practical restraint position to minimize injury remains unclear. A parametric study of increasing head restraint backset between 0 and 140mm was conducted using a comprehensively validated computational model. Head retraction values increased with increasing backset, reaching a maximum value of 53.5mm for backsets greater than 60mm. Segmental angulation magnitudes, greatest at levels C5-C6 and C6-C7, reached maximum values during the retraction phase and increased with increasing backset. Results were compared to a previously published head restraint rating system, wherein lower cervical extension magnitudes from this study exceeded mean physiologic limits for restraint positions rated good, acceptable, marginal, and poor. As head restraint contact was the limiting factor in head retraction and segmental angulations, the present study indicates that minimizing whiplash injury may be accomplished by limiting head restraint backset to less than 60mm either passively or actively after impact.

Analysis of head motion prior to and during proton beam therapy

International Nuclear Information System (INIS)

Schulte, Reinhard W.; Fargo, Ramiz A.; Meinass, Helmut J.; Slater, Jerry D.; Slater, James M.

2000-01-01

Purpose: We report on the use of a noninvasive patient motion monitoring system to evaluate the amount of head motion prior to and during proton radiation therapy sessions. Methods and Materials: Two optical displacement sensors, placed close to the patient's head, were used for online monitoring of the head position, with submillimeter accuracy. Motion data, including the difference between start and end position (Dx) and the maximum displacement during the recorded session (Dx-max), were acquired for pretreatment sessions to analyze alignment radiographs, and for treatment sessions. We have recorded 102 pretreatment and 99 treatment sessions in 16 patients immobilized with a thermoplastic mask, and 44 pretreatment and 56 treatment sessions in 13 patients immobilized with vacuum-assisted dental fixation. To avoid incorrect data analysis due to replicate observations, only 1 pretreatment and 1 treatment session per patient were selected at random for statistical comparison of mean or median motion parameters in different subgroups. Results: Both techniques showed similar immobilization efficiencies. The median Dx and Dx-max values were 0.18 mm and 0.46 mm, respectively, for 16 treatment sessions with mask immobilization, and 0.22 mm and 0.50 mm, respectively, for 13 treatment sessions with dental immobilization. Motion parameters for pretreatment and treatment sessions were not statistically different. Conclusion: Online verification of patient's head motion is feasible and provides valuable data for confirmation of proper treatment delivery in individual patients, as well as for the evaluation of different immobilization methods

A Lesson in Classroom Size Reduction.

Science.gov (United States)

Hymon, Steve

1997-01-01

The goal of California's classroom size reduction (CSR) program is to have 20 or fewer students in kindergarten through grade 3 classrooms. Districts receive $650 for each student in a reduced classroom. Describes how districts implemented the plan and offers five lessons from struggles and successes with CSR. A table displays average elementary…

Success in the Classroom and in Life: Focusing on Strengths of the Head "and" Strengths of the Heart

Science.gov (United States)

Pfeiffer, Steven I.

2017-01-01

"Strengths of the heart" is a new and potentially useful paradigm for understanding how the "whole" gifted child can thrive and flourish. Until recently, those who have written about and have researched the gifted have focused much of their work on "strengths of the head"--understanding, identifying, and promoting…

Restrictive educational placements increase adolescent risks for students with early-starting conduct problems.

Science.gov (United States)

Powers, Christopher J; Bierman, Karen L; Coffman, Donna L

2016-08-01

Students with early-starting conduct problems often do poorly in school; they are disproportionately placed in restrictive educational placements outside of mainstream classrooms. Although intended to benefit students, research suggests that restrictive placements may exacerbate the maladjustment of youth with conduct problems. Mixed findings, small samples, and flawed designs limit the utility of existing research. This study examined the impact of restrictive educational placements on three adolescent outcomes (high school noncompletion, conduct disorder, depressive symptoms) in a sample of 861 students with early-starting conduct problems followed longitudinally from kindergarten (age 5-6). Causal modeling with propensity scores was used to adjust for confounding factors associated with restrictive placements. Analyses explored the timing of placement (elementary vs. secondary school) and moderation of impact by initial problem severity. Restrictive educational placement in secondary school (but not in elementary school) was iatrogenic, increasing the risk of high school noncompletion and the severity of adolescent conduct disorder. Negative effects were amplified for students with conduct problem behavior with less cognitive impairment. To avoid harm to students and to society, schools must find alternatives to restrictive placements for students with conduct problems in secondary school, particularly when these students do not have cognitive impairments that might warrant specialized educational supports. © 2015 Association for Child and Adolescent Mental Health.

76 FR 14841 - Head Start Program

Science.gov (United States)

2011-03-18

... readiness of low-income children by enhancing their cognitive, social, and emotional development through the... and the definition of homeless child to be used to determine eligibility. However, the current... identified risk factors; and will continue to use our authority to suspend or terminate grantees where...

So You Want to Start a Peer Online Writing Center?

Directory of Open Access Journals (Sweden)

Christine Rosalia

2013-03-01

Full Text Available The purpose of this article is to share lessons learned in setting up three different peer online writing centers in three different contexts (EFL, Generation 1.5, and ESL. In each center the focus was on the language learner as a peer online writing advisor and their needs in maintaining centers “for and by” learners. Technology affordances and constraints for local contexts, which promote learner autonomy, are analyzed. The open-source platforms (Moodle, Drupal, and Google Apps are compared in terms of usability for peer writing center work, particularly centers where groups co-construct feedback for writers, asynchronously. This paper is useful for readers who would like a head start or deeper understanding of potential logistics and decision-making involved in establishing a peer online writing center within coursework and/or a self-access learning center.

Sherlock Holmes in the Classroom.

Science.gov (United States)

Faia, Jean E.

1988-01-01

Describes a three-day classroom activity combining criminal investigations and scientific skills, especially observation skills. Provides detailed classroom procedures with an illustration of eight basic fingerprint patterns and a classification chart. (YP)

Classroom Management and Teachers' Coping Strategies: Inside Classrooms in Australia, China and Israel

Science.gov (United States)

Romi, Shlomo; Lewis, Ramon; Roache, Joel

2013-01-01

This paper discusses the degree to which recently reported relationships between the classroom management techniques and coping styles of Australian teachers apply in two other national settings: China and Israel. Little is known about which teacher characteristics relate to their approach to classroom management, although researchers in Australia…

Later Start, Longer Sleep: Implications of Middle School Start Times

Science.gov (United States)

Temkin, Deborah A.; Princiotta, Daniel; Ryberg, Renee; Lewin, Daniel S.

2018-01-01

Background: Although adolescents generally get less than the recommended 9 hours of sleep per night, research and effort to delay school start times have generally focused on high schools. This study assesses the relation between school start times and sleep in middle school students while accounting for potentially confounding demographic…

The sign language skills classroom observation: a process for describing sign language proficiency in classroom settings.

Science.gov (United States)

Reeves, J B; Newell, W; Holcomb, B R; Stinson, M

2000-10-01

In collaboration with teachers and students at the National Technical Institute for the Deaf (NTID), the Sign Language Skills Classroom Observation (SLSCO) was designed to provide feedback to teachers on their sign language communication skills in the classroom. In the present article, the impetus and rationale for development of the SLSCO is discussed. Previous studies related to classroom signing and observation methodology are reviewed. The procedure for developing the SLSCO is then described. This procedure included (a) interviews with faculty and students at NTID, (b) identification of linguistic features of sign language important for conveying content to deaf students, (c) development of forms for recording observations of classroom signing, (d) analysis of use of the forms, (e) development of a protocol for conducting the SLSCO, and (f) piloting of the SLSCO in classrooms. The results of use of the SLSCO with NTID faculty during a trial year are summarized.

Nurturing Mathematical Promise in a Regular Elementary Classroom: Exploring the Role of the Teacher and Classroom Environment

Science.gov (United States)

Dimitriadis, Christos

2016-01-01

This article presents findings from a case study of an in-classroom program based on ability grouping for Year 2 (ages 6-7) primary (elementary) children identified as high ability in mathematics. The study examined the role of classroom setting, classroom environment, and teacher's approach in realizing and developing mathematical promise. The…

Classroom

Indian Academy of Sciences (India)

in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. ... research, could then both inject greater vigour into teaching of ... ture, forestry and fishery sciences, management of natural resources.

Accumulation of [sup 99m]Tc-glutathione in head and neck tumors

Energy Technology Data Exchange (ETDEWEB)

Ercan, M.T. (Depts. of Nuclear Medicine and Otorhinolaryngology, Faculty of Medicine, Hacettepe Univ., Ankara (Turkey)); Aras, T. (Depts. of Nuclear Medicine and Otorhinolaryngology, Faculty of Medicine, Hacettepe Univ., Ankara (Turkey)); Aktas, A. (Depts. of Nuclear Medicine and Otorhinolaryngology, Faculty of Medicine, Hacettepe Univ., Ankara (Turkey)); Kaya, S. (Depts. of Nuclear Medicine and Otorhinolaryngology, Faculty of Medicine, Hacettepe Univ., Ankara (Turkey)); Bekdik, C.F. (Depts. of Nuclear Medicine and Otorhinolaryngology, Faculty of Medicine, Hacettepe Univ., Ankara (Turkey))

1994-10-01

Glutathione labelled with [sup 99m]Tc was used to study blood clearance and normal distribution in 3 healthy volunteers and in 10 patients with biopsy-proven tumors in the head and neck region. Static scintigrams were obtained at 1, 3, 6, and 24 h. ROIs over tumors and normal soft tissues were compared to obtain T/N ratios. In normal subjects blood clearance reached a plateau at 6 h; no radioactivity accumulation in the head and neck region was observed. Only the cardiac blood pool, the liver, the kidneys and the urinary bladder were evident. Excretion was via the kidneys. Malignant tumors and metastases were well visualized in 7 patients (true-positive), starting at 1 h. The mean T/N ratio was 2.69 [+-] 0.77. The best images were obtained at 3-6 h. 1 false-positive (granulamatous reaction), 1 false-negative (malignant epithelial tumor in the radix of tongue) and 1 true-negative (angiofibroma) results were obtained. [sup 99m]Tc-GSH is a potential radiopharmaceutical for the scintigraphic visualization of head and neck tumors. Further clinical studies are warranted to show its sensitivity and accuracy. (orig.)

Relationships in Inclusive Classrooms

Science.gov (United States)

Santos, Graça Duarte; Sardinha, Susana; Reis, Silvia

2016-01-01

Climate in the classroom is one of the determining factors in the development of practices in Inclusive Education. Many factors contribute to the climate in the classroom. However, there are predominance on affective-relational factors, with impact on action, norms and values, social interactions and learning processes. In this paper, the authors…

Classroom

Indian Academy of Sciences (India)

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom ... sharing personal experiences and viewpoints on matters related to teaching and learning ... Is there any well charaderised example of.

Classroom

Indian Academy of Sciences (India)

"Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ! Quantum Theory of the Doppler Effed. Generally text books give only the wave ...

Classroom

Indian Academy of Sciences (India)

responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ... I shall give the solution to the problem, along with relevant.

An overview of Grade R literacy teaching and learning in inclusive classrooms in South Africa

Directory of Open Access Journals (Sweden)

Mohangi, Kesh

2016-12-01

Full Text Available Pre-school literacy teaching in Early Childhood Education (ECD inclusive classrooms is crucial in preparing learners for the transition to formal literacy teaching and learning. This article describes a collaborative exploratory research project between a university in South Africa and one in China, in order to gain an overview of early literacy teaching and learning in the two countries. In the case of South Africa, the focus was on Grade R literacy teaching and learning. Teacher participants in three rural schools, three township schools and four inner city schools in Mpumalanga and Gauteng were purposively selected. Data were gathered by means of open-ended questions in a questionnaire, individual interviews with Heads of Departments (HOD and classroom observations. Coding, categorising and identifying themes were manually conducted. Persistent challenges were identified of which limited resources, low socio-economic conditions, English as the language of learning and teaching (LoLT, inadequate teaching strategies used to implement the Curriculum Assessment Policy Statement (CAPS and barriers to learning were highlighted. This overview of early literacy teaching and learning in South Africa served as a precursor for the second phase of the project between the two countries.

Flipped Classroom Approach

OpenAIRE

Fezile Ozdamli; Gulsum Asiksoy

2016-01-01

Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and pr...

Turning the Classroom Upside Down: Experimenting with the Flipped Classroom in American Government

Science.gov (United States)

Whitman Cobb, Wendy N.

2016-01-01

With the concept of the flipped classroom taking the teaching world by storm, research into its effectiveness, particularly in higher education, has been lacking. This research aims to rectify this by detailing the results of an experiment comparing student success in American Federal Government in a flipped classroom, a traditional, lecture-based…

Classroom

Indian Academy of Sciences (India)

responses, or both. "Classroom" is equally a forum for raising broader issues and .... Research Institute, Bangalore ... From Bohr's theory we can calculate v = (En - En -1) / h the ... important reason for the failure of the qualitative arguments. An.

76 FR 37174 - Capital Investment Program-New Starts and Small Starts Program Funds

Science.gov (United States)

2011-06-24

... DEPARTMENT OF TRANSPORTATION Federal Transit Administration Capital Investment Program--New Starts... apportionment of the FY 2011 Capital Investment (New Starts and Small Starts) program funds. The funds will be... FY 2011, $1,596,800,000 was appropriated for the Capital Investments Grant Account, which includes...

Motivational Strategies in Medical English Classroom

Institute of Scientific and Technical Information of China (English)

TIAN Jun-ying

2014-01-01

Objective:To explore strategies to motivate students in the classroom of Medical English. Methods:The motivational strategies applied in medical English classroom including defining course goals early in the semester, appropriate teacher behavior, creating real context and giving helpful and frequent Feedback were recommended. Results & Conclusion: The motivational strategies make a positive impact on students’motivation in medical English classroom.

Classroom Resources | Argonne National Laboratory

Science.gov (United States)

Center Community Outreach Learning Experiences School Competitions Teacher Programs Classroom Resources Learning Center Community Outreach Learning Experiences School Competitions Teacher Programs Classroom every student and that is free from harassment and discrimination based upon race, color, religion

Video Analysis Verification of Head Impact Events Measured by Wearable Sensors.

Science.gov (United States)

Cortes, Nelson; Lincoln, Andrew E; Myer, Gregory D; Hepburn, Lisa; Higgins, Michael; Putukian, Margot; Caswell, Shane V

2017-08-01

Wearable sensors are increasingly used to quantify the frequency and magnitude of head impact events in multiple sports. There is a paucity of evidence that verifies head impact events recorded by wearable sensors. To utilize video analysis to verify head impact events recorded by wearable sensors and describe the respective frequency and magnitude. Cohort study (diagnosis); Level of evidence, 2. Thirty male (mean age, 16.6 ± 1.2 years; mean height, 1.77 ± 0.06 m; mean weight, 73.4 ± 12.2 kg) and 35 female (mean age, 16.2 ± 1.3 years; mean height, 1.66 ± 0.05 m; mean weight, 61.2 ± 6.4 kg) players volunteered to participate in this study during the 2014 and 2015 lacrosse seasons. Participants were instrumented with GForceTracker (GFT; boys) and X-Patch sensors (girls). Simultaneous game video was recorded by a trained videographer using a single camera located at the highest midfield location. One-third of the field was framed and panned to follow the ball during games. Videographic and accelerometer data were time synchronized. Head impact counts were compared with video recordings and were deemed valid if (1) the linear acceleration was ≥20 g, (2) the player was identified on the field, (3) the player was in camera view, and (4) the head impact mechanism could be clearly identified. Descriptive statistics of peak linear acceleration (PLA) and peak rotational velocity (PRV) for all verified head impacts ≥20 g were calculated. For the boys, a total recorded 1063 impacts (2014: n = 545; 2015: n = 518) were logged by the GFT between game start and end times (mean PLA, 46 ± 31 g; mean PRV, 1093 ± 661 deg/s) during 368 player-games. Of these impacts, 690 were verified via video analysis (65%; mean PLA, 48 ± 34 g; mean PRV, 1242 ± 617 deg/s). The X-Patch sensors, worn by the girls, recorded a total 180 impacts during the course of the games, and 58 (2014: n = 33; 2015: n = 25) were verified via video analysis (32%; mean PLA, 39 ± 21 g; mean PRV, 1664 �

Classroom

Indian Academy of Sciences (India)

"Classroom" is equally a foru11J. for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Point Set Topological ... a new way of looking at this problem and we will prove.

CLASSROOM MANAGEMENT STRATEGIES IN AN EFL CLASS

OpenAIRE

Eva Fitriani Syarifah; Raynesa Noor Emiliasari

2017-01-01

In a foreign language context, classroom management is very important to be considered by the teachers since the target language is taught mostly in classroom. However, managing classroom is not an easy task to do. Most of teachers think it is difficult because they need to organize the class, deal with students‘ behavior and manage the time. Taking the issues above into account, this research was conducted to find out strategies in managing EFL classrooms applied by a teacher ...

Head Lice

Science.gov (United States)

... nits. You should also use hot water to wash any bed linens, towels, and clothing recently worn by the person who had head lice. Vacuum anything that can’t be washed, such as the couch, carpets, your child’s car seat, and any stuffed animals. Because head lice ...

Improving the speech intelligibility in classrooms

Science.gov (United States)

Lam, Choi Ling Coriolanus

One of the major acoustical concerns in classrooms is the establishment of effective verbal communication between teachers and students. Non-optimal acoustical conditions, resulting in reduced verbal communication, can cause two main problems. First, they can lead to reduce learning efficiency. Second, they can also cause fatigue, stress, vocal strain and health problems, such as headaches and sore throats, among teachers who are forced to compensate for poor acoustical conditions by raising their voices. Besides, inadequate acoustical conditions can induce the usage of public address system. Improper usage of such amplifiers or loudspeakers can lead to impairment of students' hearing systems. The social costs of poor classroom acoustics will be large to impair the learning of children. This invisible problem has far reaching implications for learning, but is easily solved. Many researches have been carried out that they have accurately and concisely summarized the research findings on classrooms acoustics. Though, there is still a number of challenging questions remaining unanswered. Most objective indices for speech intelligibility are essentially based on studies of western languages. Even several studies of tonal languages as Mandarin have been conducted, there is much less on Cantonese. In this research, measurements have been done in unoccupied rooms to investigate the acoustical parameters and characteristics of the classrooms. The speech intelligibility tests, which based on English, Mandarin and Cantonese, and the survey were carried out on students aged from 5 years old to 22 years old. It aims to investigate the differences in intelligibility between English, Mandarin and Cantonese of the classrooms in Hong Kong. The significance on speech transmission index (STI) related to Phonetically Balanced (PB) word scores will further be developed. Together with developed empirical relationship between the speech intelligibility in classrooms with the variations

Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students.

Science.gov (United States)

Oberle, Eva; Schonert-Reichl, Kimberly A

2016-06-01

The purpose of this study was to explore the link between classroom teachers' burnout levels and students' physiological stress response. Drawing from a stress-contagion framework, we expected higher levels of teacher burnout to be related to elevated cortisol levels in elementary school students (N = 406, 50% female, Mean age = 11.26, SD = .89). Classroom teacher burnout was assessed with the Maslach Burnout Inventory modified for teachers. Salivary cortisol was collected as an indicator of students' hypothalamic-pituitary-adrenal (HPA) functioning. We collected salivary cortisol in children at 9 a.m., 11:30 a.m., and 2 p.m. in the classroom setting. Using Multilevel Modeling, we found that children's morning cortisol levels significantly varied between classrooms (10% variability). Higher levels of classroom teacher burnout significantly predicted the variability in morning cortisol. Teacher burnout reduced the unexplained variability in cortisol at the classroom level to 4.6%. This is the first study to show that teachers' occupational stress is linked to students' physiological stress regulation. We discuss the present findings in the context of potential stress contagion in the classroom, considering empirical and practical relevance. Copyright © 2016 Elsevier Ltd. All rights reserved.

STARTing Again: What Happens After START I Expires?

International Nuclear Information System (INIS)

Mladineo, Stephen V.; Durbin, Karyn R.; Eastman, Christina M.

2007-01-01

The Strategic Arms Reduction Treaty (START I), a seminal arms control agreement that substantially reduced the levels of deployed strategic nuclear arms in the United States and Russia, will expire in December 2009. At this time, it is unclear what - if anything - will replace it. While the treaty remains relevant, more than a simple extension is appropriate. Instead the authors advocate for a successor regime that builds on the START I legacy but does not rely on the traditional tools of arms control. This paper examines the strategic context in which a successor regime would be developed and proposes several recommendations for future action

Exploring a Flipped Classroom Approach in a Japanese Language Classroom: A Mixed Methods Study

Science.gov (United States)

Prefume, Yuko Enomoto

2015-01-01

A flipped classroom approach promotes active learning and increases teacher-student interactions by maximizing face-to-face class time (Hamdan, McKnight, Mcknight, Arfstrom, & Arfstrom, 2013). In this study, "flipped classroom" is combined with the use of technology and is described as an instructional approach that provides lectures…

Netvertising and ESP: genre-based analysis of target advertisements and its application in the Business English classroom

Directory of Open Access Journals (Sweden)

Juan Carlos Palmer

1999-04-01

Full Text Available There is a new trend in genre-analysis studies which is starting to pay attention to the study of technology for academic and teaching purposes. Different authors have re-defined genre, adding to the concept not just form or structure, but also content, situation, context and communicative purposes. The present analysis is a detailed study on how new Internet genres can play an important role in the Business English classroom. We have studied a corpus of 40 first page target ads, of which 20 introduced products, whereas the other 20 were created in order to offer information about different types of services. We have analysed sub-generic similarities and differences considering five different aspects: objectives, register, language, content units and the author’s presence in the resulting text. Conclusions are drawn from this study, emphasising how this type of ads can be used in the Business English classroom.

Chinese Teachers' Perceptions of Students' Classroom Misbehaviour

Science.gov (United States)

Ding, Meixia; Li, Yeping; Li, Xiaobao; Kulm, Gerald

2008-01-01

This study focuses on Chinese teachers' perceptions of students' classroom misbehaviour. A questionnaire was designed to assess teachers' general concerns about classroom management, teachers' perceptions of the most frequent and troublesome types of misbehaviour, and teachers' perceived needs for help with improving classroom management. A total…

The Flipped Classroom: A Twist on Teaching

Science.gov (United States)

Schmidt, Stacy M. P.; Ralph, David L.

2016-01-01

The traditional classroom has utilized the "I Do", "We Do", "You Do" as a strategy for teaching for years. The flipped classroom truly flips that strategy. The teacher uses "You Do", "We Do", "I Do" instead. Homework, inquiry, and investigation happen in the classroom. At home students…

Radiologic head CT interpretation errors in pediatric abusive and non-abusive head trauma patients

International Nuclear Information System (INIS)

Kralik, Stephen F.; Finke, Whitney; Wu, Isaac C.; Ho, Chang Y.; Hibbard, Roberta A.; Hicks, Ralph A.

2017-01-01

Pediatric head trauma, including abusive head trauma, is a significant cause of morbidity and mortality. The purpose of this research was to identify and evaluate radiologic interpretation errors of head CTs performed on abusive and non-abusive pediatric head trauma patients from a community setting referred for a secondary interpretation at a tertiary pediatric hospital. A retrospective search identified 184 patients <5 years of age with head CT for known or potential head trauma who had a primary interpretation performed at a referring community hospital by a board-certified radiologist. Two board-certified fellowship-trained neuroradiologists at an academic pediatric hospital independently interpreted the head CTs, compared their interpretations to determine inter-reader discrepancy rates, and resolved discrepancies to establish a consensus second interpretation. The primary interpretation was compared to the consensus second interpretation using the RADPEER trademark scoring system to determine the primary interpretation-second interpretation overall and major discrepancy rates. MRI and/or surgical findings were used to validate the primary interpretation or second interpretation when possible. The diagnosis of abusive head trauma was made using clinical and imaging data by a child abuse specialist to separate patients into abusive head trauma and non-abusive head trauma groups. Discrepancy rates were compared for both groups. Lastly, primary interpretations and second interpretations were evaluated for discussion of imaging findings concerning for abusive head trauma. There were statistically significant differences between primary interpretation-second interpretation versus inter-reader overall and major discrepancy rates (28% vs. 6%, P=0.0001; 16% vs. 1%, P=0.0001). There were significant differences in the primary interpretation-second interpretation overall and major discrepancy rates for abusive head trauma patients compared to non-abusive head trauma

Radiologic head CT interpretation errors in pediatric abusive and non-abusive head trauma patients

Energy Technology Data Exchange (ETDEWEB)

Kralik, Stephen F.; Finke, Whitney; Wu, Isaac C.; Ho, Chang Y. [Indiana University School of Medicine, Department of Radiology and Imaging Sciences, Indianapolis, IN (United States); Hibbard, Roberta A.; Hicks, Ralph A. [Indiana University School of Medicine, Department of Pediatrics, Section of Child Protection Programs, Indianapolis, IN (United States)

2017-07-15

Pediatric head trauma, including abusive head trauma, is a significant cause of morbidity and mortality. The purpose of this research was to identify and evaluate radiologic interpretation errors of head CTs performed on abusive and non-abusive pediatric head trauma patients from a community setting referred for a secondary interpretation at a tertiary pediatric hospital. A retrospective search identified 184 patients <5 years of age with head CT for known or potential head trauma who had a primary interpretation performed at a referring community hospital by a board-certified radiologist. Two board-certified fellowship-trained neuroradiologists at an academic pediatric hospital independently interpreted the head CTs, compared their interpretations to determine inter-reader discrepancy rates, and resolved discrepancies to establish a consensus second interpretation. The primary interpretation was compared to the consensus second interpretation using the RADPEER trademark scoring system to determine the primary interpretation-second interpretation overall and major discrepancy rates. MRI and/or surgical findings were used to validate the primary interpretation or second interpretation when possible. The diagnosis of abusive head trauma was made using clinical and imaging data by a child abuse specialist to separate patients into abusive head trauma and non-abusive head trauma groups. Discrepancy rates were compared for both groups. Lastly, primary interpretations and second interpretations were evaluated for discussion of imaging findings concerning for abusive head trauma. There were statistically significant differences between primary interpretation-second interpretation versus inter-reader overall and major discrepancy rates (28% vs. 6%, P=0.0001; 16% vs. 1%, P=0.0001). There were significant differences in the primary interpretation-second interpretation overall and major discrepancy rates for abusive head trauma patients compared to non-abusive head trauma

Determination of the spatial movement of the temporomandibular joints (tmj joint heads in patients with muscle and joint dysfunction according to computed tomography (ct

Directory of Open Access Journals (Sweden)

Аркадий Максимович Боян

2015-11-01

Full Text Available Computed tomography (CT is the one of most objective diagnostic methods of TMJ MJD it allows define amplitudes of joint heads movement in sagittal projections to detect an asymmetry of TMJ elements location.Aim of research. Assessment of location of mandibular joint heads and determination of its spatial position in patients with TMJ MJD before treatment and after it using CT.Materials and methods. 50 patients 28-62 years old, 37 women and 13 men who underwent computed tomography (CT of TMJ were under observation.The results of observation were analyzed in details.The studies were carried out using cone-radial computed tomographic scanner «Vatech Pax uni 3d». CT of TMJ was carried out in habitual occlusion before the start of treatment and after removal of TMJ MJD symptoms and complaints. At the study there were measured the width of joint fissure in front, upper and back segments according to N.A. Rabuhina methodology in N.E. Androsova and so-authors modification. Statistical analysis of the data received was carried out using «Statistics» (Statsoft, Inc program.Results. The results of TMJ CT in patients before the start of treatment demonstrated that the sizes of TMJ joint fissure were different. The width of the upper segment of TMJ joint fissure in patients before the start of treatment was reliably less (≤0,001 comparing with an analogous parameter in the group of patients after treatment that indicates the upper location of mandibular head in TMJ with reducing the height of the lower segment of face.So the data of study of the joint fissure width received using TMJ CT demonstrate formation of specific outlines of joint fissure at displacement of mandible and consequently joint head. Information about the joint fissure parameters allows rationally plan and realize orthopedic treatment and the necessary rehabilitation measures in patients with TMJ MJD.Conclusions. The studies demonstrated that the displacements of mandibular joint

Simulation tools for two-dimensional experiments in x-ray computed tomography using the FORBILD head phantom.

Science.gov (United States)

Yu, Zhicong; Noo, Frédéric; Dennerlein, Frank; Wunderlich, Adam; Lauritsch, Günter; Hornegger, Joachim

2012-07-07

Mathematical phantoms are essential for the development and early stage evaluation of image reconstruction algorithms in x-ray computed tomography (CT). This note offers tools for computer simulations using a two-dimensional (2D) phantom that models the central axial slice through the FORBILD head phantom. Introduced in 1999, in response to a need for a more robust test, the FORBILD head phantom is now seen by many as the gold standard. However, the simple Shepp-Logan phantom is still heavily used by researchers working on 2D image reconstruction. Universal acceptance of the FORBILD head phantom may have been prevented by its significantly higher complexity: software that allows computer simulations with the Shepp-Logan phantom is not readily applicable to the FORBILD head phantom. The tools offered here address this problem. They are designed for use with Matlab®, as well as open-source variants, such as FreeMat and Octave, which are all widely used in both academia and industry. To get started, the interested user can simply copy and paste the codes from this PDF document into Matlab® M-files.

Simulation tools for two-dimensional experiments in x-ray computed tomography using the FORBILD head phantom

International Nuclear Information System (INIS)

Yu Zhicong; Noo, Frédéric; Wunderlich, Adam; Dennerlein, Frank; Lauritsch, Günter; Hornegger, Joachim

2012-01-01

Mathematical phantoms are essential for the development and early stage evaluation of image reconstruction algorithms in x-ray computed tomography (CT). This note offers tools for computer simulations using a two-dimensional (2D) phantom that models the central axial slice through the FORBILD head phantom. Introduced in 1999, in response to a need for a more robust test, the FORBILD head phantom is now seen by many as the gold standard. However, the simple Shepp–Logan phantom is still heavily used by researchers working on 2D image reconstruction. Universal acceptance of the FORBILD head phantom may have been prevented by its significantly higher complexity: software that allows computer simulations with the Shepp–Logan phantom is not readily applicable to the FORBILD head phantom. The tools offered here address this problem. They are designed for use with Matlab®, as well as open-source variants, such as FreeMat and Octave, which are all widely used in both academia and industry. To get started, the interested user can simply copy and paste the codes from this PDF document into Matlab® M-files. (note)