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In this paper, we extend our previous work on challenges teachers face when engaging with proportional reasoning contexts to investigate two contexts that included four problems for middle grades teachers to solve as well as eight student solutions. Analysis included coding for correct solving of the problem as well as making sense of and determining reasonableness of the associated student work. Results indicate that making sense of student work was not dependent on correctly solving the problem. Determining reasonableness of student work was more challenging for our 32 participants. The think aloud interview, we argue, mimics responding to student thinking in a live setting. Implications for teacher knowledge as well as professional development and teaching will be discussed. [For the complete proceedings, see ED630060.]

In this study we extend our prior exploration focused on the extent to which middle school teachers appropriately identified proportional situations and whether there were relationships between attributes of the teachers and their ability to identify proportional situations. For this study, we analyzed both a larger dataset (n = 32) and two dynamic scenarios in which participants were asked to consider aspects of the relationship shown in the diagrams. We found teachers who were correctly able to discern that a situation was not proportional were more likely to use important knowledge resources to evaluate the tasks. [For complete proceedings, see ED581294.]

In this exploratory study we considered how one teacher's understanding of proportional reasoning related to his teaching. We used Epistemic Network Analysis to consider the teachers' knowledge organization and connections between knowledge resources as a way to make sense of his understanding. Then, we examined how his understanding was reflected in his teaching. From our analysis, we found key aspects of the teacher's proportional reasoning from two interviews related to his lesson. We concluded that this teacher's knowledge organization influenced his ability to teach lessons in coherent ways. This has implications for professional development. [For the complete proceedings, see ED583608.]

In this study we explored to what extent middle school teachers were able to appropriately identify proportional situations when presented with various mathematical structures and if there were relationships between attributes of the teachers and their ability to identify proportional situations. Interestingly, there were no strong relationships aside from teachers' perception of their knowledge of mathematics and their ability to identify proportional situations. Teachers were also found to correctly identify proportional situations significantly more often than non-proportional situations. Nearly one third of the teachers misidentified non-proportional linear situations as proportional. Thirteen participants' responses to such a situation were analyzed qualitatively resulting in some common knowledge resources that they appeared to use when attempting to identify whether a situation was proportional or not. [For the complete proceedings, see ED583608.]

In this paper, we present Epistemic Network Analysis of 32 teachers knowledge resources used to solve two different tasks. Using Drijver’s (2018) framework about ways technology can be used for learning, we argue that using technology supports teachers to activate more knowledge resources and to use them in connected ways. We propose that this may offer insight into the design of professional development aimed at supporting teachers in the development of connected knowledge. [ABSTRACT FROM AUTHOR]

Referent unit is foundational knowledge for rational numbers and quantity. This exploratory study examined how sixteen practicing teachers reasoned about a mathematical situation during an interview requiring the use of referent unit. Half of the teachers correctly reasoned with referent unit and a quarter made a referent unit error. This error may have been connected to a previous interview question as opposed to indicating a misunderstanding about referent unit. However, attending to details, particularly language, is important. Considerations for professional development and preservice education are discussed. [ABSTRACT FROM AUTHOR]

In this exploratory study we considered how one teacher's understanding of proportional reasoning related to his teaching. We relied on Knowledge in Pieces as a lens for considering the teacher's knowledge organization as a way to make sense of his understanding. We did so by collecting data from two instruments and using Epistemic Network Analysis to identify the connections between knowledge resources that the teacher used when solving tasks. Then, we examined how his understanding was reflected in his teaching. From our analysis, we found key aspects of the teacher's proportional reasoning from interviews related to his lesson. We concluded that this teacher's knowledge organization influenced his ability to teach lessons in coherent ways. This has implications for professional development.

Teachers' attention and flexibility on referent unit is important to better understand fractions and fractions operations while it is documented that teachers struggle with it. In this study, we explored teachers' different levels of identifying referent unit in a fraction multiplication problem involving a drawn representation. By analyzing data from five pilot interviews with five middle school mathematics teachers, we found out that teachers attended referent unit differently. Moreover, their different levels of mastering referent unit related to what they view as a whole through their thinking. [ABSTRACT FROM AUTHOR]

The basis for mid-career changes is investigated and ways in which academic counselors can help adults make the transition to a postsecondary educational institution are examined. Two general areas for initiating midcareer changes can be identified: personal motivations and environmental pressures. Nancy Schlossberg (1984) has developed a comprehensive model that serves as a guide for understanding the nature of adult transitions and determining how academic counselors can assist adults in transition. The model has these components: the transition itself, the environment in which the transition occurs, and the personal characteristics, psychological resources, and coping responses of the individual. Despite the requirements of long preparation time and high starting qualifications, high technology careers are popular targets for adults in mid-career changes because of the good employment outlook and compatible job duties. An informal survey conducted with nontraditional degree-seeking new students at the Ohio State University indicates that these students entering college face other transitions in their lives. To help adults in transition, academic counselors should be aware of the issues and use counseling skills effectively. Program changes should be made to ease the transition to college for adult students. Counselors should make the adult assume responsibility for all decisions, keep counseling general, focus counseling on the academic program, focus on removing educational barriers, and determine the adult's life and career development stages. (YLB)

This exploratory study offers a unique qualitative approach to exploring a teacher's knowledge of proportional reasoning and how that knowledge appears in the classroom. Using two theoretical frameworks, Knowledge in Pieces and the Knowledge Quartet, the study analyzes one middle grades teacher's proportional reasoning knowledge in two content interviews as well as in classroom data. Results suggest the teacher has both procedural and conceptual knowledge. Interestingly, the teacher tended to rely on procedural approaches with a preference for efficiency. This was evident across data types. A challenge was coordinating the teacher's understanding with classroom practice and raises questions about needed modifications to the Knowledge Quartet to include approaches to teaching that are less didactic. [ABSTRACT FROM AUTHOR]

In this report, we consider whether there are differences in the fine-grained understandings teachers use to reason about proportional situations. To examine these differences, we divided a group of 32 teachers into one of three groups based on their performance on the Proportional Reasoning LMT assessment. Then, we used a knowledge in pieces lens to analyze the teachers’ performance on a series of proportional reasoning tasks. Based on that analysis, we were able to use Epistemic Network Analysis to determine which knowledge resources were most commonly connected for the groups of teachers. Implications for teacher development will be discussed. [ABSTRACT FROM AUTHOR]

In this paper we extend our previous work acknowledging teachers, like students, struggle to make sense of a pseudoproportional situation. For this study, we further analyzed to determine the significance of this problem in terms of teachers’ abilities to support a range of students’ thinking. We found teachers who were able to reason appropriately about the original situation were also able to make sense of students’ varied approaches to solving the task, whereas teachers who struggled to reason about the situation were less able to make sense of students’ thinking. Implications for teaching and professional development will be discussed. [ABSTRACT FROM AUTHOR]

In this paper, we rely on Epistemic Network Analysis to examine the connections between knowledge resources to understand the coherence of teachers' knowledge resources used in solving proportional reasoning tasks. Our findings show that teachers who scored lower on the LMT tended to use more knowledge resources and to coordinate knowledge resources in less systematic ways than those teachers who scored higher on the LMT. We also noted a shift from strategies suggest additive reasoning to strategies that focus on the multiplicative nature of proportions. Implications for teacher development and for further research are included. [ABSTRACT FROM AUTHOR]

In this study, we consider the knowledge resources invoked by middle school teachers as they solve two related proportional reasoning tasks. For one task, teachers were asked to think aloud about a situation in which an artist is asked to create a larger image. The other task was administered in a clinical interview setting and asked questions about the relationship in size between bears in a dynamic sketch in which one bear dilated. Analysis focused teachers' reasoning. Findings focus on the knowledge resources that were invoked. Implications focus on why the knowledge resources matter and opportunities for additional research. [ABSTRACT FROM AUTHOR]

Taking the perspective that a robust understanding is necessary for middle grades mathematics teachers, this study explores what particular knowledge resources teachers make use of in their own problem solving. We analyzed the knowledge resources used by 17 middle grades teachers as they solved proportional reasoning tasks in two protocols designed for this purpose. We report on how the occurrences of these knowledge resources were related to teacher performance on proportional reasoning LMT items. [ABSTRACT FROM AUTHOR]

In this exploratory study we considered how one teacher's understanding of proportional reasoning related to his teaching. We used Epistemic Network Analysis to consider the teachers' knowledge organization and connections between knowledge resources as a way to make sense of his understanding. Then, we examined how his understanding was reflected in his teaching. From our analysis, we found key aspects of the teacher's proportional reasoning from two interviews related to his lesson. We concluded that this teacher's knowledge organization influenced his ability to teach lessons in coherent ways. This has implications for professional development. [ABSTRACT FROM AUTHOR]

In Norway, as internationally, Open Access (OA) policy states that officially funded research should be open to the public. This paper touches upon the EU's new OA-initiative (Horizon 2020) before giving a short description of the guidelines from the Norwegian Government and the National Research Council of Norway, as well as NTNU's and other Norwegian Universities' OA policies. Through the Norwegian CRIStin database, which was established in 2010, Norway has a national system for registration of academic publishing. Reporting these and other data concerning academic activities to the government partially dictates funding. Together with institutional archives for realizing green OA and funds for gold OA, the CRIStin database provides a sound basis for openness. NTNU is the second largest university in Norway. In 2012, its researchers published more than 3000 scientific papers and review articles. Only a few of them were published OA and even less were archived as green OA. Do guidelines and measures provide a clear mandate for convincing researchers to publish OA? NTNU University library took the initiative in 2012 to create a publication fund for financing APCs in gold OA publications. The fund was launched March 1 2013 with the library as administrator. This paper describes the implementation process and goals achieved so far. [ABSTRACT FROM AUTHOR]

Mason Biodiesel, LLC was a family business that opened in the spring of 2006 as the first biodiesel manufacturer in the state of Rhode Island. Phil Mason was already the owner of a Service Master Clean franchise, but was looking for another source of revenue and more predictable work hours. Acting on the initiative of his middle son, Phil studied the emerging biodiesel industry, wrote a business plan, and borrowed about $700,000 from a local bank. With the help of his three sons he designed and built a manufacturing facility that was certified for production in the summer of 2007. [ABSTRACT FROM AUTHOR]

Earlier research and theorizing often cast cosmetic surgery as an expression of human agency, since so many patients tend to dismiss "external influences" on their decision-making, claiming they "did it for themselves." Feminist philosophers of health care ethics argue instead for a higher standard of autonomous agency, one that requires the recognition of and ability to resist unjust norms and social influences. Based on survey data of 182 respondents, 67 of whom have had cosmetic surgery procedures, we found that recipients are most clearly distinguished from non-recipients in their lower self-esteem, their greater use of entertainment media, and greater levels of aging anxiety. On a series of attitude questions as well, recipients were more likely to endorse ideas that configured cosmetic surgery as a (relatively) harmless beauty device and significantly less likely to support statements that identified the unfair societal conditions (e.g. racism, sexism, ageism) that lead some to seek "the surgical fix." In these respects, then, cosmetic surgery recipients reveal the clear distinction between agency and autonomy in patients' health care choices. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

In 2000, Alicia Grandey proposed a model for emotion regulation in the workplace. In her model, situational cues lead to the emotion regulation process, which result in long-term consequences. In this paper, we test the Emotion Regulation Model empirically with quantitative and qualitative responses from 452 registered nurses. [ABSTRACT FROM AUTHOR]

Qualitative studies on cosmetic surgery often find that women who receive surgery argue they are empowered by doing so. This paper explores issues of agency versus autonomy in relation to women (and men's) support of cosmetic surgery as one form of human enhancement. Based on a survey of 100 respondents in southern California, it attempts to match attitudinal questions regarding cosmetic surgery with these broader philosophical and sociological concepts, and to determine the social conditions which shape an autonomous and agenic position on cosmetic surgery. The paper is innovative on several fronts: it merges sociological concerns with philosophical considerations; it is the first sociological study of cosmetic surgery to utilize quantitative data in a subject area dominated by qualitative work; and it complicates our understandings of the notion of agency so central to ongoing debates about gender, bodies, health and empowerment. [ABSTRACT FROM AUTHOR]

The scant research in family sociology on adult sibling ties is conducted through one of two non-overlapping lens: either from the point of view of sibling relationships themselves, or from the angle of parent care and how (typically) the failing health of a parent acts as a catalyst for change in adult sibling ties. This paper links these two parallel lines of research by assessing the degree to which parents shape sibling relationships over the life course, either in terms of their actions when their children were young, or in the contemporary context, both when parents require care and when they do not. [ABSTRACT FROM AUTHOR]

In this case study, we uncover that a key taken-as-shared concept, quantity, may not have the shared understanding assumed in the literature. We discuss implications for research and practice if this teacher is typical. [ABSTRACT FROM AUTHOR]

Today, diabetes is one of the most common chronic diseases in American school-aged children, affecting about 1 in every 400 to 500 young people under the age of 20. Now outpacing type 1 in prevalence, type 2 accounts for up to half of all newly diagnosed cases in children, and disproportionately impacts children of color-particularly Blacks, Latinos, Asian Americans and newly-immigrated children to the U.S. In this paper, we sketch some of the broader social and cultural underpinnings that shape children's risk of developing type 2 diabetes, as identified by a racially and economically diverse sample of parents and their children who reside in Anaheim, California. The issues we elucidate include how these adults and children "frame" health and well-being, the political economy of their food and exercise landscape, and the institutional tensions they experience between work, family, schools and medical care. These factors, when viewed together, offer a broader angle on the political ecology of risk of type 2 diabetes in children, as well as the need for a more politicized conversation regarding prevention strategies and public health practices. [ABSTRACT FROM AUTHOR]