Search

Poorer adolescent readers are often regarded by teachers as unable to read whole narratives and given short, simplified texts, yet are expected to analyse every part in a slow laborious read through. This article reports on a mixed methods study in which 20 English teachers in the South of England changed their current practice to read two whole challenging novels at a faster pace than usual in 12 weeks with their average and poorer readers ages 12-13. Ten teachers received additional training in teaching comprehension. Students in both groups made 8.5 months’ mean progress on standardised tests of reading comprehension, but the poorer readers made a surprising 16 months progress but with no difference made by the training programme. Simply reading challenging, complex novels aloud and at a fast pace in each lesson repositioned ‘poorer readers’ as ’good’ readers, giving them a more engaged uninterrupted reading experience over a sustained period. However, the qualitative data showed that teachers with the additional training provided a more coherent faster read and better supported poorer readers by explicitly teaching inference, diagnosed students’ ‘sticking places’ mid-text and created socially cohesive guided reading groups that further supported weaker readers but also stretched the average/good readers.

Mothers’ use of mental state talk (MST) is linked to young children’s performance on false belief tests of theory of mind (ToM) and to their behaviour in social contexts. However, little is known about MST beyond the early years. This investigation is the first to examine continuity in both mother and child MST from preschool (age 3–4 years) to middle childhood (age 10) and examines the role of early maternal MST in children’s later ToM and use of MST. We examine the novel association between MST and children’s behavioural adjustment from pre‐school into late childhood. Participants were mother–child dyads from a 7‐year longitudinal study. Measures of MST, ToM, and language were administered at home when children were 3 and 4 years old and again at the age of 10. Also at 10, behavioural adjustment was measured using the Strengths and Difficulties Questionnaire. Mother and child MST were highly stable from preschool to later childhood. Early maternal MST accounted for unique variance in later child MST and behavioural adjustment at 10 years of age; children whose mothers used more MST, specifically references to cognitions, when they were 3 or 4 experienced fewer behavioural difficulties (externalising behaviour) when they were 10 years old.

Guidelines for managing children with type 1 diabetes (TIDM) at summer camp (ADA, 2007) has been clearly outlined by the American Diabetes Association (ADA) and is similar to day care or school guidelines except for the acknowledgement of increased physical activity. Diabetes camp allows opportunities for school-aged children and adolescents to interact with peers who also have diabetes but also provides an opportunity for them to live and learn more about their chronic condition in a safe environment. Self-management is promoted in a relaxed setting. Camp provides parents a respite from the pressures of day-to-day diabetes management. Recent empirical studies suggest improved short term (after 7 months) glycemic control for adolescents, especially girls with T1DM after attending summer camp (Wang, Stewart, Tuli, & White, 2008). Typically, there is an experienced medical director at the camp who oversees the daily diabetes care of the children in partnership with the nursing staff educators, nutritionists, and in some instances, nursing, medical and pharmacy students (Condren, 2003). Camp counselors are also a critical group to the functioning of the camp and the day-to-day management of each child’s diabetes as they have 24/7 contact with the children. They should be very familiar and comfortable with the identification and management of hypo-/hyperglycemia including administering glucagon(ADA, 2007). For the Joslin and Barton Diabetes camps, diabetes education for the camp staff occurs prior to start of camp. The camp staff have had varying exposure with diabetes, some have T1DM and have attended camp themselves, others have no personal experience with T1DM. Training includes overall review of pathophysiology, signs and symptoms of hypoglycemia and hyperglycemia with associated treatment (including emergency treatment), glucose monitoring, insulin injections, pump therapy, nutrition, insulin use and exercise, and psychological issues (ADA, 2007). Human Patient Simulation (HPS) has been used in medical education (Alinier, Hunt, Gordon, & Harwood, 2006) for almost four decades, but only in the past ten years has nursing employed this educational strategy to enhance student nurse education (Dunn, 2004). In particular, the ability to improve critical thinking, decision making and clinical skills makes it potentially a viable teaching strategy to help teach caregivers of children with special health care needs (and in this case, T1DM). These life-sized computerized manikins can provide real time diabetes management experiences for parents in a controlled health care setting. Using this teaching strategy may help caregivers more quickly learn and become confident in managing the chronic condition. No reports could be found where this teaching technology has been used to educate camp staff. We were especially interested in those counselors who had not been exposed to T1DM and its management and to see if HPS would augment their learning experiences at the beginning of the camp orientation. Therefore, the purpose of this study was to pilot test the use of HPS with young adult camp staff. The aims included: To test the feasibility of teaching camp counselors with a learning vignette on hypoglycemia using the HPS compared to the standard education experience To measure differences between the experimental and control group on their diabetes knowledge and self-efficacy To explore differences controlling for baseline exposure of caring for individuals with T1DM.

The Science Explorations program was developed by the Milwaukee Public Museum (MPM) out of a desire to use the unique resources of MPM to advance informal science education and to address a community need of local and national concern: improving science education and accessibility for underserved audiences. In 2002, with support from the National Science Foundation (NSF) and private donors, MPM launched this after-school program for a target group of urban, mostly minority, middle school girls, a group at risk for underachievement in science and technology. The museum staff built a combined program with five middle schools and also sought to reach out to family members of the participating girls in order to increase support for the young women's science endeavors. A three-year evaluation of the Science Explorations program demonstrated positive findings from primarily quantitative data. An aim of this article is to present findings from the qualitative data to shed light on the reasons this program met nearly all of its targets. Findings from case studies and qualitative interviews suggest that the museum staff's efforts to demystify science—a process that provided ongoing access to real scientific endeavors and invited personal contact with scientists—influenced the program's success. Findings also suggest that strong school liaisons may help increase family support for young women's scientific pursuits, which can in turn play a role in their success in this program.

Bone morphogenetic proteins (BMPs) are required for the development of retina, but their role in the mature eye is unknown. We therefore examined the expression of BMP-7 in adult human retina and assessed its effects on horizontal cells cultured from adult human retina. BMP-7 expression was detected in all retinal layers, with high levels of expression being present in the inner and outer nuclear layers. Human horizontal cells, found in the inner nuclear layer, possess both AMPA and kainate receptors, and glutamatergic agonists that activate these receptors induce prominent inward currents. Exposure to BMP-7 suppresses the kainate receptor current but enhances the AMPA receptor current. BMP-6, activin, and cartilage-derived morphogenic protein-2 (CDMP-2) have similar effects to BMP-7 and act just as rapidly (< 1 s). In contrast BMP-2 and transforming growth factor-beta2 are inactive. The actions of BMP-7 on both AMPA and kainate receptors were blocked by the nonselective kinase inhibitor, staurosporine. In contrast, the serine/threonine kinase inhibitors blocked only the effects of BMP-7 on the AMPA current. Thus, BMPs rapidly and differentially regulate two ionotropic glutamate receptors through distinct pathways, neither of which involves nuclear regulatory activity. These observations suggest that BMPs might modify synaptic function in the mature nervous system.

issues and purpose.To examine the day-to-day experiences of mothers raising children 4 years of age and younger with type 1 diabetes. design and methods.The descriptive design compared mothers of children with (n = 25) and without diabetes (n = 25). Mother-child observations were completed for children with diabetes. results.Mothers of children with diabetes are very skilled in reading their children's behavioral cues. Mothers'concerns included the fear of hypoglycemia and seizure activity, access to daycare centers, and babysitting services capable of caring for their children's condition. These responses significantly differed from the control group mothers. practice implications.Nurses can affirm that hypoglycemia-related fears are normal and help mothers identify community resources that might ease the burden of care required, especially during the early postdiagnosis period.