Using Assessment to Improve the Accuracy of Teachers' Perceptions of Students' Academic Competence.

Teachers' perceptions of their students' academic skills can affect students' achievement and may be influenced by unrelated student characteristics such as socioeconomic status (SES). In this ad hoc randomized controlled trial, teachers (n = 28) were randomly assigned to receive training on using assessment to guide literacy instruction, Assessment-to-Instruction (A2i), or on Math PALS (control). Teachers rated students' (n = 446) academic competence. A2i teachers' ratings did not vary by SES, and their ratings correlated more strongly with students' literacy and mathematics assessment scores compared with those of the control teachers. Control teachers generally underestimated lower SES students' academic competence; underestimation was greater at more affluent schools. Teachers' ratings of students' academic competence predicted reading and mathematics outcomes. Thoughtful use of assessments to guide instruction appeared to improve the precision of teachers' ratings of students' academic competence, improve student outcomes, and reduce potential teacher biases about children from higher-poverty families.

Observing individual children in early childhood classrooms using Optimizing Learning Opportunities for Students (OLOS): A feasibility study.

In this study, we present a newly developed observational system, Optimizing Learning Opportunities for Students (OLOS). OLOS is designed to elucidate the learning opportunities afforded to individual children within early childhood classrooms and as they transition to formal schooling (kindergarten through third grade). OLOS records the time spent in different types of learning opportunities (e.g., play, literacy, math) and the frequency of specific discourse moves children and teachers use (child talk and teacher talk). Importantly, it is being designed to be used validly and reliably by practitioners. Using OLOS, we explored individual children's experiences (n = 68 children in 12 classrooms) in four different types of early childhood programs; state-funded, state-funded PK serving children with disabilities, Head Start, and a tuition-based (non-profit) preschool. Results of our feasibility study revealed that we could feasibly and reliably use OLOS in these very different kinds of pre-kindergarten programs with some changes. OLOS provided data that aligned with our hypotheses and that our practitioner partners found useful. In analysing the observations, we found that individual children's learning opportunities varied significantly both within and between classrooms. In general, we observed that most of the PK day (or half day) was spent in language and literacy activities and non-instructional activities (e.g., transitions). Very little time in math and science was observed yet children were generally more likely to actively participate (i.e., more child talk) during academic learning opportunities (literacy, math, and science). The frequency of teacher talk also varied widely between classrooms and across programs. Plus, the more teacher talk we observed, the more likely we were to observe child talk. Our long-term aim is that OLOS can inform policy and provide information that supports practitioners in meeting the learning and social-behavioral needs of the children they serve.

The Relations Between Children's Comprehension Monitoring and Their Reading Comprehension and Vocabulary Knowledge: An Eye-Movement Study.

Poor reading comprehension may be due to having ineffective comprehension monitoring, the metacognitive process of evaluating and regulating comprehension. When comprehension breaks down due to an inconsistency either at the word-level (e.g., due to an unfamiliar word) or at the sentence-level (e.g., due to contradictory information), readers may identify the misunderstanding and take steps to regulate their comprehension. In the current study, we utilized two eye-movement tasks (one newly developed) to examine comprehension monitoring in third through fifth grade students (n = 123), when confronted with word- and sentence-level inconsistencies, by measuring the amount of time they read (gaze duration) and reread the target inconsistent words. We investigated how this skill may be associated with individual differences in age, reading comprehension ability, and vocabulary knowledge. The results showed that generally, all students detected the word-level inconsistencies, indicated by longer gaze durations, and attempted to regulate their comprehension after detecting both word- and sentence-level inconsistencies, as indicated by more time spent rereading. Students with stronger reading comprehension (when controlling for their vocabulary), and stronger vocabulary knowledge (when controlling for their reading comprehension) were more likely to attempt regulating their comprehension. In general, the difference between the control words and the inconsistent words was smaller for third graders and larger for fourth and fifth graders, which we argue indicates greater levels of comprehension monitoring - specifically employing repair strategies. With eye-tracking technology becoming more accessible, these tasks may be useful in assessing children's reading processes to better understand at which level of comprehension monitoring they may be struggling, which in return will allow us to develop more individualized instruction for all readers.

Building Word Knowledge, Learning Strategies, and Metacognition with the Word-Knowledge E-Book.

Many children fail to comprehend what they read because they do not monitor their understanding, which requires making accurate judgements of what they know and then employing repair strategies when comprehension fails. Relying on research from learning science and cognitive and developmental psychology, we developed the Word Knowledge e-Book (WKe-Book) to improve children's calibration of their word knowledge, strategy use, and word knowledge overall; skills which are associated with reading comprehension. The WKe-Book, which is read on a tablet computer, is a choose-your-own adventure book where choices require choosing between two rare words (e.g., cogitate vs. procrastinate). Depending on the word chosen, the story follows a different plot. There are also embedded comprehension questions where students receive immediate feedback with consequences for incorrect answers, such as being sent back to reread a few pages. In a randomized controlled trial, we tested whether students (N = 603 in 25 third through fifth grade classrooms in Arizona in the US) reading the WKe-Book would demonstrate improved word knowledge, strategy use, and word knowledge calibration. Classrooms were randomly assigned to read the WKe-Book immediately (treatment) or later (delayed-treatment control), and within classrooms, students were randomly assigned to either participate in a 15-minute weekly book club (book club treatment) or to read the WKe-Book independently with no book club (no book club control). Results revealed a significant treatment effect of the WKe-Book on students' word knowledge, word knowledge calibration, and strategy use, which predicted student performance on standardized reading comprehension and vocabulary measures. The effects were greater for students who participated in weekly book clubs compared to students in the no book club control. These findings suggest that the affordances offered by technology, which are unavailable in paper-based books, can support students' development of metacognition, including word knowledge calibration, strategy use, and word learning skills.

Poly(hydroxybutyrate)/chitosan Aligned Electrospun Scaffold as a Novel Substrate for Nerve Tissue Engineering.

BACKGROUND: Reconstruction of nervous system is a great challenge in the therapeutic medical field. Nerve tissue engineering is a novel method to regenerate nervous system in human health care. Tissue engineering has introduced novel approaches to promote and guide peripheral nerve regeneration using submicron and nanoscale fibrous scaffolds. MATERIALS AND METHODS: In this study, 9 wt% poly(3-hydroxybutyrate) (PHB) solutions with two different ratios of chitosan (CTS) (15%, and 20%) were mixed in trifluoroacetic acid as a cosolvent. Thereafter, random and aligned PHB/CTS scaffolds were fabricated by electrospinning method in an appropriate condition. RESULTS: Average diameters for aligned PHB, PHB/CTS 85:15 and PHB/CTS 80:20 were obtained as 675 nm, 740.3 nm, and 870.74 nm, which was lesser than random fibers. The solution components entity authenticity was approved by Fourier transform infrared. The addition of CTS decreased both water droplet contact angle from 124.79° to 43.14° in random and 110.87° to 33.49° in aligned PHB/CTS fibrous scaffold. Moreover, alignment of fibers causes tremendous increase in hydrophilicity of fibrous PHB/CTS substrate. Tensile strength increased from 6.41 MPa for random to 8.73 MPa for aligned PHB/CTS 85:15. CONCLUSIONS: Our results indicated that aligned PHB/CTS 85:15 nanofibers are the desired scaffold than the random PHB/CTS nanofibers for application in nerve tissue regeneration.

Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI).

With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n=230 students), using principles of design-based implementation research. The aims were to develop CALI as a usable and feasible instructional program that would, potentially, improve science and social studies knowledge, and could be implemented during the literacy block without negatively affecting students' reading gains (i.e., no opportunity cost). We then evaluated the efficacy of CALI in a randomized controlled field trial with 418 students in kindergarten through fourth grade. Results reveal that CALI demonstrates promise as a useable and feasible instructional individualized general education program, and is efficacious in improving social studies (d=2.2) and science (d=2.1) knowledge, with some evidence of improving oral and reading comprehension skills (d=.125).

Evaluation of structural and mechanical properties of electrospun nano-micro hybrid of poly hydroxybutyrate-chitosan/silk scaffold for cartilage tissue engineering.

BACKGROUND: One of the new methods of scaffold fabrication is a nano-micro hybrid structure in which the properties of the scaffold are improved by introducing nanometer and micrometer structures. This method could be suitable for scaffold designing if some features improve. MATERIALS AND METHODS: In this study, electrospun nanofibers of 9% weight solution of poly (3-hydroxybutyrate) (P3HB) and a 15% weight of chitosan by trifluoroacetic acid were coated on both the surface of a silk knitted substrate in the optimum condition to improve the mechanical properties of scaffolds for cartilage tissue engineering application. These hybrid nano-micro fibrous scaffolds were characterized by structural and mechanical evaluation methods. RESULTS: Scanning electron microscopy values and porosity analysis showed that average diameter of nanofibers was 584.94 nm in electrospinning part and general porosity was more than 80%. Fourier transform infrared spectroscopy results indicated the presence of all elements without pollution. The tensile test also stated that by electrospinning, as well as adding chitosan, both maximum strength and maximum elongation increased to 187 N and 10 mm. It means that the microfibrous part of scaffold could affect mechanical properties of nano part of the hybrid scaffold, significantly. CONCLUSIONS: It could be concluded that P3HB-chitosan/silk hybrid scaffolds can be a good candidate for cartilage tissue engineering.