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1. "Running a Train": Adolescent Boys' Accounts of Sexual Intercourse Involving Multiple Males and One Female (EJ781139)
Author(s):
Rothman, Emily F.; Decker, Michele R.; Reed, Elizabeth; Raj, Anita; Silverman, Jay G.; Miller, Elizabeth
Source:
Journal of Adolescent Research, v23 n1 p97-113 2008
Pub Date:
2008-00-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Qualitative Research; Sexual Abuse; Research Methodology; Victims of Crime; Sexually Transmitted Diseases; Drug Use; Sexuality; Males; Peer Influence; Rape; Violence; Antisocial Behavior; Adolescents; Pregnancy; College Students; Interviews; Risk Management
Abstract: The authors used qualitative research methods to explore the context and sexual risk behavior associated with sexual intercourse involving multiple males and one female, commonly called "running a train." Participants were 20 adolescent males aged 14 to 22 years who were either perpetrators of dating violence or perceived by teachers to be at risk for dating violence perpetration. Trains were reported to be spontaneous or planned events, to occur in a variety of settings, and to be recreational behavior for male peers. Alcohol and drug use were frequently reported to both precede and co-occur with trains. Respondents provided motivations for both condom use and nonuse during trains. While respondents did not regard trains as sexual assault, they described numerous tactics used to coerce females' participation. Further investigation of the prevalence, causes, and consequences of this phenomenon is urgently needed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Interview: G. Kip Bollinger (EJ827699)
Aronin, Miriam; McDuffie, Thomas E., Jr.
Science Activities: Classroom Projects and Curriculum Ideas, v46 n1 p33-36 Spr 2009
2009-00-00
Journal Articles; Opinion Papers
Descriptors: State Standards; Hands on Science; Chemistry; Biology; Science Teachers; Sciences; Grade 10; Science Education
Abstract: This article presents an interview with G. Kip Bollinger. G. Kip Bollinger currently works as a consultant for Intermediate Units, school districts, professional science societies, and science text and kit producers. He performs curriculum alignment, does assessment training, coaches science teachers, trains teachers in the use of specific curricula, and facilitates workshops at biomedical centers in Pennsylvania. Before becoming a consultant, Bollinger worked in science education and science education policy, starting as a science teacher. Bollinger holds a BS in biology, with a minor in chemistry, from Juniata College and an MS in education, with an emphasis in Earth sciences, and an EdD in Science Education, both from Temple University. In the interview, Bollinger shares his experiences in sixth, ninth and tenth grade that influenced him to major in science (biology and chemistry) at college and become a science educator. He also shares some of the ways he has worked to integrate hands-on science into state standards and classroom practices. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Kentucky Trains Parents to Help Schools Bolster STEM Subjects (EJ809546)
Cavanagh, Sean
Education Week, v28 n3 p1, 17 Sep 2008
2008-09-10
Journal Articles; Reports - Descriptive
No
Descriptors: Academic Achievement; Academic Standards; Educational Change; Leadership; Science Education; Technology Education; Engineering Education; Mathematics Education; Teacher Administrator Relationship
Abstract: Parents from around Kentucky are taking part in an unusual effort to encourage parents to take a more active role in promoting science, technology, engineering, and math (STEM) topics in their local schools. They have joined the Commonwealth Institute for Parent Leadership, which tries to help adults work with teachers and administrators, and muster support from other parents, to strengthen student achievement in STEM topics. Parents who take part in the institute are taught strategies on leadership and working collaboratively with school officials and other parents. They are also given an overview of Kentucky's state academic standards and lessons on how to examine student-achievement data at their schools, such as test scores in math and science. Participants are expected to work with school officials to design STEM-related projects that focus on raising student and parent understanding and appreciation for STEM-related subjects. In addition to looking at state and school learning goals, parents are being given suggestions on how to work cooperatively with school administrators and to offer themselves as a "resource" to teachers and administrators considering new approaches to math- and science-centered subjects. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Aspiring Teachers Take up Residence (EJ815235)
Honawar, Vaishall
Education Week, v28 n8 p28-31 Oct 2008
2008-10-15
Descriptors: Teacher Education Programs; Alternative Teacher Certification; Urban Schools; School Districts; Human Capital; Mentors
Abstract: The Boston Teacher Residency program is a yearlong, selective preparation route that trains aspiring teachers, many of them career-changers, to take on jobs in some of the city's highest-needs schools. The program, which fits neither of the two most common types of teacher preparation--alternative routes and traditional teacher education programs--is modeled along the lines of a medical residency that pairs classroom training with practical experience. This article describes the benefits of the Boston residency program and explains why districts are turning to this model for preparing effective educators. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Applying the Rasch Model to Evaluate an Implementation of the Kentucky Electronics Education Project (EJ818932)
Ren, Weijia; Bradley, Kelly D.; Lumpp, Janet K.
Journal of Science Education and Technology, v17 n6 p618-625 Dec 2008
2008-12-00
Journal Articles; Reports - Evaluative
Descriptors: Student Attitudes; Program Evaluation; Electronics; Rating Scales; Workshops; Science Activities; Inservice Teacher Education; Faculty Development; High School Students; Secondary School Science; Inquiry; Hands on Science; Instructional Effectiveness
Abstract: Kentucky Electronics Education Project (KEEP) uses microelectronics to connect real world content to K-12 science education. KEEP trains teachers in a series of circuit building activities through summer workshops and in-service professional development. Teachers are expected to implement components of their training into their curriculum, and then participating students are asked to evaluate their experience. Here, survey responses of 61 Midwest high school students, who completed a circuit building activity in the classroom setting, are analyzed using a Rasch rating scale model. Insights are provided regarding the inquiry based, hands-on engineering activity, while introducing a tool for program evaluation. Results characterize students' perceptions regarding difficulty of the project and potential misunderstandings. Suggestions for project enhancement, based on empirical evidence and practical experience, are described. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Forum Syd Balkan Project. Best Practice. PRONI/FSBP Education Model University Course: Leadership and Developmental Community Youth Work (EJ822450)
Spanja, Sanja
Intercultural Education, v19 n6 p547-552 Dec 2008
Descriptors: Adolescents; Foreign Countries; Youth Opportunities; Youth Programs; Best Practices; Service Learning; Training Methods; Community Schools; Nonprofit Organizations; Intervention
Abstract: Forum Syd (Forum Syd Balkans Programme [FSBP]--Organizations Co-operating for Global Justice) is an umbrella organization for 200 member organizations in Sweden. It has worked in the Balkans for more than a decade. FSBP believes that community based youth work is a valuable tool for building and sustaining peaceful communities and its mission is to develop voluntary, community youth work services that can support the personal development of young people in areas affected by the conflict in the Balkans. In 2005, Forum Syd took over the PRONI programme in the Balkans and named it FSBP, adopting the previous objectives, but harmonizing fundamental issues in the programme with exit policies. This article describes the changes and the adaptations made to the PRONI/FSBP educational model over the years. The PRONI/FSBP project trains young persons in skills and abilities that enable them to engage in community-based activities. (Contains 3 figures and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Highlights from T&L Top Classrooms (EJ823991)
N/A
Technology & Learning, v29 n4 p22 Nov 2008
2008-11-00
Descriptors: Reading; Reading Programs; Genetics; School Districts; Counties; Educational Technology; Instructional Materials; Computer Software; Elementary Secondary Education; Computer Networks; Reading Fluency
Abstract: This article presents a list of this year's best practices from America's classrooms. This list was compiled by the staff of the Tech&Learning magazine. These best practices include: (1) video programs produced by the Horry County in Myrtle Beach, South Carolina; (2) a gaming design course introduced at Phoebus High School, Hampton City Schools, Hampton, Virginia; (3) a one-to-one laptop program of the Kershaw County School District, South Carolina; (4) the formation of MOD (Multimedia on Demand) Squad, a group of tech-forward educators that trains teachers at the Palm Beach County School District, Florida; (5) the adoption of an open source project at Saugus School District, California; (6) the use of the various softwares for making flipbooks at Ohama Public Schools, New England; (7) a project that introduces students about Habitat for Humanity in Highlander Way Middle School, Michigan; (8) a reading program using iPods at Escondido School District, California; (9) alternative funding sources found by technology director Tom Nedreberg at Tintic School District, Utah; and (10) a contemporary bio-science and genetics course offered at Riverside High School, Ohio. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. A Form of Perforant Path LTP Can Occur without ERK1/2 Phosphorylation or Immediate Early Gene Induction (EJ768162)
Steward, Oswald; Huang, Fen; Guzowski, John F.
Learning & Memory, v14 n6 p433-445 Jun 2007
2007-06-00
Descriptors: Stimulation; Seizures; Animals; Behavior Modification; Animal Behavior; Behavioral Science Research; Brain; Biochemistry; Genetics; Physiology; Memory; Neurological Organization; Intervals; Models; Experiments
Abstract: Stimulation paradigms that induce perforant path long-term potentiation (LTP) initiate phosphorylation of ERK1/2 and induce expression of a variety of immediate early genes (IEGs). These events are thought to be critical components of the mechanism for establishing the changes in synaptic efficacy that endure for hours or longer. Here we show that in mice, perforant path LTP can be induced using a standard protocol (repeated trains at 250 Hz), without accompanying increases in immunostaining for p-ERK1/2 or increased in expression of representative IEGs (Arc and c-fos). Signaling pathways capable of inducing ERK phosphorylation and IEG transcription are intact in mice because ERK phosphorylation differs strikingly in awake versus anesthetized mice, and IEG expression is strongly induced by electroconvulsive seizures. In pursuing the reasons for the lack of induction with LTP, we found that in rats, one of the stimulation paradigms used to induce perforant path LTP (trains at 250 Hz) also does not activate MAP kinase or induce IEG expression, despite the fact that the LTP induced by 250 Hz stimulation requires NMDA receptor activation and persists for hours. These findings indicate that there are different forms of perforant path LTP, one of which does not require MAP kinase activation or IEG induction. Moreover, these data demonstrate that different LTP induction paradigms do not have identical molecular consequences, which may account for certain discrepancies between previous studies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Acoustic Features of Palilalia: A Case Study (EJ757288)
Borsel, John Van; Bontinck, Charlotte; Coryn, Marleen; Paemeleire, Frank; Vandemaele, Pieter
Brain and Language, v101 n1 p90-96 Apr 2007
2007-04-00
Descriptors: Adults; Acoustics; Communication Disorders; Speech Impairments; Neurological Impairments; Case Studies; Intervals; Articulation Impairments
Abstract: While a number of authors have suggested that patients with palilalia typically show a tendency to repeat words or phrases with an increasing rate, others maintain that an accelerating speech rate is not essential. The present paper reports the results of an instrumental analysis of the reiterations in a 60-year-old man with palilalia. Results indicate that there is not necessarily an increasing rapidity in palilalia. Duration of the repetition trains, duration of the pauses between the trains, and average number and average duration of the components within a train were variable but did not show a pattern indicative of a systematically increasing rate. The variation in the reiterations suggests that novel or varying motor processes are deployed to produce the elements in a sequence rather than an invariant motor program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. The Western States Certification Consortium: Helping Schools, Helping Prospective Teachers (EJ788764)
MacDonald, Robert H.; Manning M. Lee; Spires, Michele
Childhood Education, v84 n3 p154 Spr 2008
Descriptors: School Districts; Consortia; Alternative Teacher Certification; Preservice Teachers; Geographic Regions; Academic Achievement; Teacher Education Programs; Partnerships in Education
Abstract: The Western States Certification Consortium (WSCC) is a collaborative effort of 11 states in the western region of the United States that provides information on alternative teacher training programs and specific geographical areas with teaching opportunities. Funded by the U.S. Department of Education as a Troops to Teachers demonstration project to establish interstate licensure within the consortium, the WSCC recruits, trains, and places highly qualified teachers with specific subject matter expertise in the schools of the member states. Both prospective teachers and school districts benefit from WSCC: prospective teachers find alternative certification programs in geographical areas where they want to live and teach, and school districts find highly qualified people for teaching positions in high-need subject areas and high-need geographical areas. In this article, the authors explain the services provided by the consortium and offer suggestions for other teacher training institutions and states that want to replicate an effort that serves both schools and prospective teachers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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