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"Bell, Lisa M"
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Student Voice, Teacher Action Research and Classroom Improvement
his book describes a large-scale research program which investigated the feasibility of using student perceptual measures as the basis for teacher development and classroom improvement. The book describes how teachers' use of the student feedback, as part of an action-research process, was used to guide improvements to their respective classrooms which in turn provided them with increased opportunities for teacher development and growth. In addition to this, it reports the efforts of one school which purposefully linked the involvement of their teachers to their school improvement initiatives.
eBook
Comparison of the discriminative stimulus effects of salvinorin A and its derivatives to U69,593 and U50,488 in rats
Background and rationale
Research interests regarding the psychopharmacology of salvinorin A have been motivated by the recreational use and widespread media focus on the hallucinogenic plant,
Salvia divinorum
. Additionally, kappa opioid (KOP) receptor ligands may have therapeutic potential in the treatment of some neuropsychiatric conditions, including drug dependence and mood disorders. Salvinorin A is a selective KOP agonist, but only a few studies have explored the discriminative stimulus effects of this compound.
Objective
This study compared the discriminative stimulus effects of salvinorin A and two synthetic derivatives of salvinorin B to the KOP agonists, U69,593 and U50,488.
Materials and methods
Sixteen male Sprague–Dawley rats trained to discriminate U69,593 (0.13 mg/kg, s.c.,
N
= 8) or U50,488 (3.0 mg/kg, i.p.,
N
= 8) under a fixed-ratio 20 schedule of food reinforcement were administered substitution tests with salvinorin A (0.125–3.0 mg/kg, i.p.). The animals trained to discriminate U69,593 were also administered substitution tests with salvinorin B ethoxymethyl ether (0.005–0.10 mg/kg, i.p.) and salvinorin B methoxymethyl ether (0.03–0.10 mg/kg, i.p.). Another eight rats were trained to discriminate 2.0 mg/kg salvinorin A and tested with U69,593 (0.04–0.32 mg/kg) and U50,488 (0.4–3.2 mg/kg).
Results
Salvinorin A and both synthetic derivatives of salvinorin B substituted completely for U69,593. Additionally, cross-generalization was observed between salvinorin A and both KOP agonists.
Conclusion
These findings support previous reports indicating that the discriminative stimulus effects of salvinorin A are mediated by kappa receptors. Future studies may assist in the development and screening of salvinorin A analogs for potential pharmacotherapy.
Journal Article
Investigating the use of student perception data for teacher reflection and classroom improvement
This article reports a study involving: (1) developing and validating a learning environment instrument, (2) investigating whether reflection on feedback generated using the instrument led to improvements in the learning environment
and (3) examining how teachers used the feedback. For the new learning environment instrument, validity was supported for a sample of 10,345 secondary students over 3 years (2,042 students in 2008, 4,467 in 2009 and 3,836 in 2010). To
investigate whether reflection on feedback from this instrument led to improvements in the learning environment, multivariate analysis of variance and effect sizes were used to examine pre-post differences. Statistically significant
improvements in students' views of the learning environment were found for 8 of the 11 scales. Finally, the authors examined how teachers used the student feedback. Of the 459 teachers, 45 focus teachers used the feedback as part of a
formal action research approach involving entries in reflective journals, written reports, discussions and participation at a forum. These data were analysed to provide an overview of the ways in which the information was used, and to
provide a more detailed account of the journey of one of the teachers. [Author abstract]
Journal Article
Perceptions of Middle School Special Education Teachers on the Impact of Induction Programs
Teacher induction programs are used within districts across the nation to support and prepare novice instructors to fully participate in an instructional community, effectively teach students the skills they need to increase achievement, and develop the skills they need to continue to grow as instructional personnel. The use of these programs within school districts has influenced the retention and attrition of teachers from different instructional backgrounds. However, even with the support of induction programs, teacher turnover rates remain high for special area teachers, including special education teachers. Special education teachers have different responsibilities compared to teachers of other areas that can influence their career decisions and whether they will remain in the field of education. The purpose of this applied dissertation was to examine the perceptions of novice special elementary and middle school teachers toward district implemented induction programs. A case study was used to gather quality data through semistructured in-person interviews. Participants reported induction programs have a positive influence on the decisions of novice special education teachers, but additional supports are needed to better prepare special education teachers. The teachers deemed collaboration and support from mentor instructors as critical throughout the course of the induction program. Recommendations include using the data from the study to develop and implement more supports for special education teachers during induction programs, developing more consistent district induction programs over a 3-year period, and developing a web-based format for induction programs to better support novice instructors across the district.
Dissertation
DISCUSSION, LIMITATIONS AND FUTURE DIRECTIONS
The large-scale research program involved the use of a multi-method design that was comprised of two concurrent and interrelated investigations. The first (Part A) investigated the development and validation of the two instruments, one to assess students’ perceptions of the learning environment and another to assess their attitudes and academic self-efficacy beliefs.
Book Chapter
USING STUDENT PERCEPTION DATA TO GUIDE TEACHER ACTION RESEARCH
Whereas the purpose of the previous chapter was to report the development and validation of the two instruments developed as part of the research program, the COLES and the ASBS, this chapter describes how teachers used student feedback, generated using the two instruments, to improve the classroom learning environment.
Book Chapter
STUDENTS’ VOICES: ASSESSING THE LEARNING ENVIRONMENT, STUDENTS’ ATTITUDES AND SELF-BELIEFS
A key component of the research program focused on the development of two instruments: one to assess students’ perceptions of the learning environment and another to assess their attitudes and academic self-efficacy beliefs.
Book Chapter
STUDENT PERCEPTION DATA, TEACHER ACTION RESEARCH AND SCHOOL IMPROVEMENT
One of the seven focus schools, the critical instance school, linked their involvement in the research program to one component of their multi-faceted school improvement plan which aimed to foster and develop a culture of improvement within the school.
Book Chapter