Showing that Early Childhood Education Works: Lessons from Italy, China, and the USA

Lessons from around the world; What does it matter about early childhood education? Why the controversy about public support for early childhood education? What process or system should be used to determine what works in early education? Can the same process be used to improve services? What is the role of government? Alternatives: 1. Consumers should determine… (What happens when private choices drive the market for early childhood services?) Observed quality of care in four Midwestern states; Parent data: “All things considered, how would you grade the quality of the care your child is receiving from his/her current caregiver?” Role of government What is a Quality Rating System? Ten states have implemented statewide systems (e.g. Colorado, Kentucky, Oklahoma, North Carolina) Findings 2. Objective science should determine… Firm findings from empirical research 3. Something else is needed: Some differences between Italian and American models. Teacher action research (and documentation) from a Reggio-inspired preschool in South Korea by Misuk Kim. Teacher Action Research at the Ruth Staples CDL. Can we now answer our opening questions? What process or system should be used to determine what is best for young children? Can the same process be used to improve the quality of services? Conclusions: The free market does not work well to determine quality in early education and care; Licensing, accreditation, and quality rating systems can help improve the market; Empirical research is useful for measuring what works; Teacher action research (reflective practice) is necessary for fostering continuous quality improvement. The tower of quality.

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.

Reading as a Learning Strategy for Mathematics

In this action research study of 55 sophomore and junior students in my Algebra II/Trigonometry classrooms, I investigated a reading strategy of learning mathematics. Students were given background information about reading and explored the benefits of reading for themselves. Next, students were taught to read their textbook, analyzing one section of the textbook at a time. Throughout the research project, students were given reading guides to fill out during class with whole class discussion following the reading time. I discovered that students are able to read a mathematics textbook with understanding and students who are gone for activities can learn independently. Teacher observations, student surveys, and student interviews provide quantitative evidence of increased student understanding and achievement. As a result of this research, I plan to continue utilizing the reading guides and incorporating reading as a method of learning mathematics within my classrooms.

Measurement, Simulation, and Analysis of the Mechanical Response of Railroad Track

Increased railroad traffic volumes, speeds, and axle loads have created a need to better measure track quality. Previous research has indicated that the vertical track deflection provides a meaningful indicator of track integrity. The measured deflection can be related to the bending stresses in the rail as well as characterize the mechanical response of the track. This investigation summarizes the simulation, analysis and development of a measurement system at the University of Nebraska (UNL) to measure vertical track deflection in real-time from a car moving at revenue speeds. The UNL system operates continuously over long distances and in revenue service. Using a camera and two line lasers, the system establishes three points of the rail shape beneath the loaded wheels and over a distance of 10 ft. The resulting rail shape can then be related to the actual bending stress in the rail and estimate the track support through beam theory. Finite element simulations are used to characterize the track response as related to the UNL measurement system. The results of field tests using bondable resistance strain gages illustrate the system’s capability of approximating the actual rail bending stresses under load.

Scraping Behavior in Male White-tailed Deer as a Potential Means of Transmitting Chronic Wasting Disease

Chronic wasting disease (CWD) has become a concern for wildlife managers and hunters across the United States. High prevalence of chronic wasting disease (CWD) in older male white-tailed deer (Odocoileus virginianus) suggests that sex-specific social behavior may contribute to the spread of the disease among males. Scraping is a marking behavior performed by male white-tailed deer during the rut in which a pawed depression and associated over-hanging branch are marked with saliva, glandular secretions, urine, and feces. We placed 71 and 35 motion-activated cameras on scrapes in DeSoto National Wildlife Refuge in western Nebraska and eastern Iowa from Oct. – Nov. 2005 and Sept. – Nov. 2006, respectively. We recorded 5009 encounters and 1830 direct interactions. We developed an ethogram of behaviors of interest at scrapes. We found that males interacted with scrapes more frequently than females (P < 0.001). Male interactions were more complex, with 69% consisting of ≥2 observed behaviors versus 25% and 13% for females and fawns. We identified individual male deer ≥2.5 years old and determined the minimum number of different scrapes individuals visited and the number of individuals that visit a single scrape. Individuals that appeared on camera ≥5 times visited a mean of 3.9 scrapes (range = 1-15) and traveled a mean minimum distance of 978 m between consecutive scrapes. A mean of 5.1 individuals visited a single scrape, and up to 43% of individuals returned to a scrape previously visited at least once. We modeled Risk Values based on frequency of occurrence, duration, and Threat Values of each behavior, for contacting and transmitting CWD prions at scrapes. Adult males had the highest total Risk Values for contacting CWD prions (114.1) and shedding prions (59.4). The “grasp-lick branch” behavior had the highest Risk Value for adult males for both contacting and transmitting prions. Our study reveals a sex specific social behavior in male white-tailed deer that has the potential to spread chronic wasting disease between adult males in the population.