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In special education, professional collaboration is viewed as a powerful tool for helping teachers serve students with disabilities. An underlying assumption is that general educators will improve practice if they have opportunities to participate in collaborative professional development aimed at improving instruction for students with disabilities. Although sustainability studies suggest that teachers benefit from such collaboration, evidence also demonstrates that they profit differently. This study examined how teachers who readily adapt and adopt strategies acquired in collaboration differed from those who do not. Findings revealed differences in knowledge of curriculum, pedagogy, student management, and student-centered instruction, as well as differences in ability to reflect on and adapt instruction. Implications for improving professional collaboration in schools are provided.

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Four forage treatments (45% corn silage, 33.75% corn silage plus 11.25% alfalfa hay, 11.25% bermudagrass hay, or 11.25% cottonseed hulls on a DM basis) were arranged factorially with no added fat, 12.5% whole cottonseed, or 2.5% tallow. Different diets were fed during three 28-d periods to 20 control Holstein cows and to 20 cows receiving yeast continuously in a split-plot design. Milk yield of cows fed cottonseed hulls with corn silage was 2.4 kg/d higher than with corn silage plus bermudagrass hay and .7 kg/d higher than with corn silage only or corn silage plus alfalfa hay. Whole cottonseed depressed milk yield by 1 kg/d. Cows fed yeast had increased DMI, and yeast interacted with forage so that more milk was produced by cows fed alfalfa diets. Yeast depressed milk protein percentage. Holstein cows in a commercial Florida dairy were fed no yeast or 10 g/d continuously for 60 d; milk fat percentage was greater (3.51 vs. 3.37%) with yeast. In summary, effects on milk and SCM were positive when cottonseed hulls were utilized with corn silage, negative with whole cottonseed, and neutral with supplemental tallow. Yeast effects on SCM, although not significant for either experiment, tended to be positive for both (mean +1.2 kg/d per cow).

Investigating a “problem of practice” is a signature feature of the EdD dissertation. Yet, little is known about how doctoral students derive their problems, the nature of the problems they study, and the impact studying problems of practice has on students’ local contexts. The purpose of this study was to investigate EdD students’ problems of practice through document analysis of 28 dissertations completed in one EdD program at a large, research-intensive university. Findings revealed that problems are derived from doctoral students’ felt difficulties and real-world dilemmas in three main categories: supporting marginalized students, increasing the quality of educator professional development, and supporting novices’ entry into the profession. Furthermore, five generic themes that describe the types of impact dissertation studies had on students’ local contexts are reported. Based on findings, four guidelines to assist EdD students in deriving problems of practice are offered.

Personal epistemologies, individuals' beliefs about the nature of knowledge and how one comes to know, can facilitate and constrain cognition, motivation, and learning (Pintrich, 2002). They are especially relevant in teacher education because preservice teachers will become responsible for the knowledge and knowing of others. This study investigated the question, How do preservice teachers approach their learning in a unified teacher education program? Through extensive interviews with 14 participants over the course of two semesters, the researchers gained insight into the preservice teachers' learning process and related epistemological beliefs. By understanding these beliefs, teacher educators may be able to improve instruction and learning in teacher education.

The effects of whole cottonseed (WCS) in the diet and the administration of bovine somatotropin (bST) on ovarian follicular dynamics and plasma progesterone (P4) concentrations were examined in cows during a period of synchronized follicular growth. Lactating Holstein cows (n = 28) were randomly assigned to treatments in a 2 x 2 factorial arrangement. Diets consisted of WCS (15% of dry matter) or no WCS, and bST at a dose of 0 or 208 mg/14 d. Dietary treatments began within 24 h of calving and bST treatments began within 7 d postpartum. Cows received GnRH at 65 +/- 3 d postpartum (d 0), PGF2alpha, (d 7), a second dose of GnRH (d 9), and were inseminated 16 h later (d 10). Ovarian changes were monitored daily by ultrasonography from d 0 to 9. On d 9,93% of cows had a preovulatory follicle and 86% ovulated. For Class 2 (6 to 9 mm) follicles, a diet x bST interaction was detected, with bST stimulating Class 2 follicles in cows fed WCS, but not in cows on the control diet. Neither diet nor bST affected numbers of Class 1 (2 to 5 mm) or Class 3 (> or = 10 mm) follicles or sizes of the subordinate and dominant follicles. During the luteal phase of the cycle, lactating cows fed WCS tended to have elevated concentrations of plasma P4, whereas bST was without effect. Plasma concentrations of high-density lipoprotein cholesterol were increased in cows fed WCS. Number and diameter of corpora lutea did not differ among treatments.