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"Leonard, Jacqueline"
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Recruiting, preparing, and retaining stem teachers for a global generation
\"There is a critical need to prepare diverse teachers with expertise in science, technology, engineering, and mathematics (STEM) with the skills necessary to work effectively with underrepresented K-12 students. Three major goals of funded STEM programs are to attract and prepare students at all educational levels to pursue coursework in the STEM content areas, to prepare graduates to pursue careers in STEM fields, and to improve teacher education programs in the STEM content areas. Drawing upon these goals as the framework for Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation, the 15 chapters contained herein highlight both the challenges and successes of recruiting, preparing, and sustaining novice teachers in the STEM content areas in high-need schools. Recruiting, retaining and sustaining highly-qualified teachers with expertise in STEM content areas to work in hard-to-staff schools and geographic areas are necessary to equalize educational opportunities for rural and urban Title 1 students. High teacher turnover rates, in combination with teachers working out-of-field, leave many students without highly-qualified teachers in STEM fields. Most of the chapters in this volume were prepared by scholars who received NSF funding through Noyce and are engaged in addressing research questions related to these endeavours\"-- Provided by publisher.
Book
Consolidation of the clinical and genetic definition of a SOX4-related neurodevelopmental syndrome
BackgroundA neurodevelopmental syndrome was recently reported in four patients with SOX4 heterozygous missense variants in the high-mobility-group (HMG) DNA-binding domain. The present study aimed to consolidate clinical and genetic knowledge of this syndrome.MethodsWe newly identified 17 patients with SOX4 variants, predicted variant pathogenicity using in silico tests and in vitro functional assays and analysed the patients’ phenotypes.ResultsAll variants were novel, distinct and heterozygous. Seven HMG-domain missense and five stop-gain variants were classified as pathogenic or likely pathogenic variant (L/PV) as they precluded SOX4 transcriptional activity in vitro. Five HMG-domain and non-HMG-domain missense variants were classified as of uncertain significance (VUS) due to negative results from functional tests. When known, inheritance was de novo or from a mosaic unaffected or non-mosaic affected parent for patients with L/PV, and from a non-mosaic asymptomatic or affected parent for patients with VUS. All patients had neurodevelopmental, neurological and dysmorphic features, and at least one cardiovascular, ophthalmological, musculoskeletal or other somatic anomaly. Patients with L/PV were overall more affected than patients with VUS. They resembled patients with other neurodevelopmental diseases, including the SOX11-related and Coffin-Siris (CSS) syndromes, but lacked the most specific features of CSS.ConclusionThese findings consolidate evidence of a fairly non-specific neurodevelopmental syndrome due to SOX4 haploinsufficiency in neurogenesis and multiple other developmental processes.
Journal Article
Diagnostic and management considerations in pseudohypoaldosteronism type 1b
Pseudohypoaldosteronism type 1B is a rare autosomal recessive disorder caused by dysfunction of amiloride-sensitive epithelial sodium channels (ENaCs). We present the case of a neonate with cardiogenic shock after cardiac arrest due to profound hyperkalaemia. Genetic testing revealed a novel homozygous variant in
We review diagnostic considerations including the molecular mechanisms of disease, discuss treatment approaches and highlight the possible significance of the diversity of pulmonary ENaCs.
Journal Article
Improving Communication and Collaboration Skills in Graduate Nurses: An Evidence-based Approach
New graduate nurses (NGN) often have an idealistic view of nursing compared to the reality of providing complex patient care. NGNs may lack communication and collaborations skills needed to effectively interact with challenging patients, families, and interdisciplinary teams, leading to stress and burnout. This evidence-based quality improvement project provided NGNs an opportunity to practice communication and collaboration techniques within a nurse residency program (NRP). Two scenarios with role-playing and debriefing were developed to practice communication techniques to enhance NGNs’ confidence. Results indicate the NRP improved these skills in NGNs. NRPs may assist NGNs transition to practice and successful integration into the registered nurse (RN) role.
Journal Article
Using GIS to Teach Placed-Based Mathematics in Rural Classrooms
The purpose of this article is to promote the use of GIS and place-based education (PBE) in rural mathematics classrooms. The pedagogy of place is disappearing from rural communities because of declining enrollments, lack of support, and federal mandates to focus more on basic academic skills. However, PBE does not stand in opposition to standards-based instruction and academic achievement; rather, it enhances instructional strategies for getting at these aims. We present examples of place that can be used to engage rural students in meaningful mathematics activities to improve their content knowledge and problem-solving ability. Barriers exist to full implementation of this work. Yet, we offer a vision of what is possible through the use of technological tools like GIS for teachers who teach in rural communities. Additional studies regarding the effect of using GIS are needed to bring the vision of situated place-based education closer to fruition.
Journal Article
Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation
Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation, showcases 15 chapters highlighting both the challenges and successes of recruiting, preparing, and sustaining novice teachers in the STEM content areas in high-need schools.
eBook
Why Diversity Matters in Rural America: Women Faculty of Color Challenging Whiteness
Using critical race theory as an analytical framework to examine White privilege and institutional racism, two teacher educators, in a rural predominantly White university tell counterstories about teaching for social justice in literacy and mathematics education courses. In sharing our counterstories in this paper, we, women faculty of color, challenge Whiteness and institutional racism with the hopes of: (1) promoting social justice teaching in order to globally prepare (pre-and-in-service) teachers and educational leaders to motivate and empower ALL students to learn; (2) dismantling racism to promote better wellbeing for women faculty of color; and (3) moving educational communities at large closer toward equitable education, which is a fundamental civil right. After analyzing the counterstories, we suggest that university leaders establish policies and practices to support (recruit, retain, and promote) faculty/leaders of color, not just mainstream academics. Working toward equity and justice, we strive to form alliances between Whites and Others.
Journal Article
Using Robotics and Game Design to Enhance Children's Self-Efficacy, STEM Attitudes, and Computational Thinking Skills
This paper describes the findings of a pilot study that used robotics and game design to develop middle school students' computational thinking strategies. One hundred and twenty-four students engaged in LEGO® EV3 robotics and created games using Scalable Game Design software. The results of the study revealed students' prepost self-efficacy scores on the construct of computer use declined significantly, while the constructs of videogaming and computer gaming remained unchanged. When these constructs were analyzed by type of learning environment, self-efficacy on videogaming increased significantly in the combined robotics/gaming environment compared with the gaming-only context. Student attitudes toward STEM, however, did not change significantly as a result of the study. Finally, children's computational thinking (CT) strategies varied by method of instruction as students who participated in holistic game development (i.e., Project First) had higher CT ratings. This study contributes to the STEM education literature on the use of robotics and game design to influence self-efficacy in technology and CT, while informing the research team about the adaptations needed to ensure project fidelity during the remaining years of the study.
Journal Article