SCWDS Briefs: Volume 24, Number 4 (January 2009)

Table of Contents: HD in 2007: A Year to Remember Ecology of AIV in Shorebirds New USDA Brucellosis Proposal TWS Seeks Comments on Draft Lead Policy Unusual Eagle Death New SCWDS Grad Students Tennessee Director Retiring 3rd International CWD Symposium Another SCWDS Student Award

SCWDS Briefs: Volume 24, Number 3 (October 2008)

Table of Contents: Piroplasmosis in Florida Horses Bovine TB Update Newcastle Disease in Cormorants Frog Virus in a Box Turtle SCWDS Vesicular Stomatitis Research Update Faculty and Staff Changes at SCWDS Lead Study Results Reported Lead Ammo and Tackle Review Our Energizer Bunny

SCWDS Briefs: Volume 23, Number 4 (January 2008)

Table of Contents: Orbiviruses New & Old - What Do We Need to Know? Orbivirus Vector Surveys Studies on H5N1 HPAI Virus in Swans and Geese Dr. Justin Brown Awards Impacted Turkey Gizzard Regional Disease Workshops in 2008-09 Dove Disease Research at SCWDS Some Staff Changes

SCWDS Briefs: Volume 23, Number 1 (April 2007)

Table of Contents: SCWDS History Continued: The Domestic Animal Connection WNV Still With Us: Other Arboviruses May Follow Avian Influenza Update – Spring 2007 Scholarship in Memory of Ed Couvillion Chronic Lead Poisoning in Raptors Unusual Deer Tumor Kevin Keel Receives Award New Edition of Wild Bird Diseases Book

SCWDS Briefs: Volume 22, Number 4 (January 2007)

Table of Contents: SCWDS Celebrates 50 Years More Bovine TB in Minnesota Developments in CWD Surveillance and Research Federal CWD Rule Update Tularemia in Backyard Wildlife Osteochondromas in Two Deer Invasive Exotic Animals in the Southeast New Field Manual Sales

A Preliminary Note on Trichinosis Investigations in Alaska

Trichinosis in the arctic regions of the world has received considerable attention during recent years, particularly since the work of Roth (1948) in Greenland. In Connell's (1949) review of arctic trichinosis some Alaskan and Canadian records were included but, until now, little has been known of the status of the disease in Alaska. Information available at the present time indicates that the incidence of trichinosis is high in circumpolar carnivores and that marine mammals have a definite place in its epizootiology. Present knowledge cannot explain the survival of trichinosis in marine mammal populations, but it is evident that they may serve as important sources of human infection. Up to the present time the following mammals from Alaska have been found to be infected: From the arctic coast-polar bear, Thalarctas maritimus; arctic fox, Alapex lagapus irmuitus; red fox, Vulpes fulva alascemis; white whale, Delphinapterus leucas; Eskimo dog. From south of the Brooks Range--brown and grizzly bears, Ursus spp.; wolf, Canis lupus ssp.; wolverine. Gula l. luscus. At the time of writing, nearly ail species of land carnivores in Alaska have been examined as well as many other mammalian species less likely to be infected, including various rodents, shrews, and others.

Connections Between Communication and Math Abilities

In this action research study of my Class I School’s 5th and 8th grade mathematics, I investigated students’ connections between communication of math skills and their math abilities. I discovered that students can increase their math abilities with the opportunities to discuss their thinking as well as evaluate thinking and strategies of other students. Electronic communication can be a valuable source for students to communicate further to other students.

Precise Mathematical Language: Exploring the Relationship Between Student Vocabulary Understanding and Student Achievement

In this action research study of my classroom of fifth grade mathematics, I investigate the relationship between student understanding of precise mathematics vocabulary and student achievement in mathematics. Specifically, I focused on students’ understanding of written mathematics problems and on their ability to use precise mathematical language in their written solutions of critical thinking problems. I discovered that students are resistant to change; they prefer to do what comes naturally to them. Since they have not been previously taught to use precise mathematical language in their communication about math, they have great difficulty in adapting to this new requirement. However, with teaching modeling and ample opportunities to use the language of mathematics, students’ understanding and use of specific mathematical vocabulary is increased.

Creating Meaningful Homework and Implementing Homework Presentations to Aid in Mathematics Instruction

In this action research study of sixth grade mathematics, I investigated the use of meaningful homework and the implementation of presentations and its effect on students’ comprehension of mathematical concepts. I collected data to determine whether the creating of meaningful homework and the implementation of homework presentations would have a positive impact on the students’ understanding of the concepts being taught in class and the reasoning behind assigning homework. The homework was based on the lesson taught during class time. It was grade-level appropriate and contained problems similar to those students completed in class. A pre-research and post-research survey based on homework perceptions and my teaching practices was given, student interviews were conducted throughout the research period, weekly teacher journals were kept that pertained to my teaching practices and the involvement of the students that particular week, and homework assignments were collected to gauge the students’ understanding of the mathematics lessons. Most students’ perceptions on homework were positive and most understood the reasoning for homework assignments.

Discourse and Cooperative Learning in the Math Classroom

In this action research study of my 6th grade math classroom I investigated the effects of increased student discourse and cooperative learning on the students’ ability to explain and understand math concepts and problem solving, as well as its effects on their use of vocabulary and written explanations. I also investigated how it affected students’ attitudes. I discovered that increased student discourse and cooperative learning resulted in positive changes in students’ attitudes about their ability to explain and understand math, as well as their actual ability to explain and understand math concepts. Evidence in regard to use of vocabulary and written explanations generally showed little change, but this may have been related to insufficient data. As a result of this research, I plan to continue to use cooperative learning groups and increased student discourse as a teaching practice in all of my math classes. I also plan to include training on cooperative learning strategies as well as more emphasis on vocabulary and writing in my math classroom.

Improving Communication about Mathematics through Vocabulary and Writing

In this action research study, where the subjects were my 6th grade mathematics students, I investigated the impact of direct vocabulary instruction on their communication and achievement. I strategically implemented the addition of vocabulary study into each lesson over a four-month time period. The students practiced using vocabulary in verbal discussions, review activities, and in mathematical problem explanations. I discovered that a majority of students improved their overall understanding of mathematical concepts based on an analysis of the data I collected. I also found that in general, students felt that knowing the definition of mathematical words was important and that it increased their achievement when they understood the words. In addition, students were more exact in their communication after receiving vocabulary instruction. As a result of this research, I plan to continue to implement vocabulary into daily lessons and keep vocabulary and communication as a focus of my 6th grade mathematics class.

Reviewing, Rethinking and Revising Homework Expectations in a Seventh Grade Math Class

In this action research study of my seventh grade mathematics class, I investigated whether de-emphasizing homework assignments as daily grades while stressing them as daily practice encouraged students to focus more on the learning rather than the daily grade. As part of this study, I also looked at how this change in homework expectations affected my daily teaching. I discovered that having students keep notes, examples, practice problems and homework assignments in a notebook helped them concentrate more on the process of getting answers and why they may of had an incorrect answer. Students were more likely to discuss with their peers how answers were found when comparing answers showed differences. When we reviewed the answers, they were more willing to ask questions about why their answer was wrong and then make corrections. As a result of this research, I plan to continue having seventh graders keep using notebooks to organize their notes, examples and assignments.

Writing in the Mathematics Classroom: Does It Have an Effect on Students’ Mathematical Reasoning?

In this action research study of my classroom of 5th grade mathematics, I investigate how to improve students’ written explanations to and reasoning of math problems. For this, I look at journal writing, dialogue, and collaborative grouping and its effects on students’ conceptual understanding of the mathematics. In particular, I look at its effects on students’ written explanations to various math problems throughout the semester. Throughout the study students worked on math problems in cooperative groups and then shared their solutions with classmates. Along with this I focus on the dialogue that occurred during these interactions and whether and how it moved students to a deeper level of conceptual understanding. Students also wrote responses about their learning in a weekly math journal. The purpose of this journal is two-fold. One is to have students write out their ideas. Second, is for me to provide the students with feedback on their responses. My research reveals that the integration of collaborative grouping, journaling, and active dialogue between students and teacher helps students develop a deeper understanding of mathematics concepts as well as an increase in their confidence as problem solvers. The use of journaling, dialogue, and collaborative grouping reveals themselves as promising learning tasks that can be integrated in a mathematics curriculum that seeks to cultivate students’ thinking and reasoning.

Summarization in Math Class

This action research study of twenty students in my sixth grade mathematics classroom examines the implementation of summarization strategies. Students were taught how to summarize concepts and how to explain their thinking in different ways to the teacher and their peers. Through analysis of students’ summaries of concepts from lessons that I taught, tests scores, and student journals and interviews, I discovered that summarizing mathematical concepts offers students an engaging opportunity to better understand those concepts and render that understanding more visible to the teacher. This analysis suggests that non-traditional summarization, such as verbal and written strategies, and strategies involving movement and discussions, can be useful in mathematics classrooms to improve student understanding, engagement in learning tasks, and as a form of formative assessment.

Student Problem Solving

The purpose of this study is to determine if students solve math problems using addition, subtraction, multiplication, and division consistently and whether students transfer these skills to other mathematical situations and solutions. In this action research study, a classroom of 6th grade mathematics students was used to investigate how students solve word problems and how they determine which mathematical approach to use to solve a problem. It was discovered that many of the students read and re-read a question before they try to find an answer. Most students will check their answer to determine if it is correct and makes sense. Most students agree that mastering basic math facts is very important for problem solving and prefer mathematics that does not focus on problem solving. As a result of this research, it will be emphasized to the building principal and staff the need for a unified and focused curriculum with a scope and sequence for delivery that is consistently followed. The importance of managing basic math skills and making sure each student is challenged to be a mathematical thinker will be stressed.