In this study, a team of researchers conducted multiple observations in 12 third- and seventh-grade reading classrooms in both urban and suburban school districts over a 9-month period. These observations focused on whether talented readers received differentiated reading curriculum and/or instructional strategies. Talented readers were defined as students reading at least two grades above their chronological grade placement who also had advanced language skills and advanced processing capabilities in reading. Results indicated that talented readers received some differentiated reading instruction in 3 of the 12 classrooms. In the other nine classrooms, no challenging reading material or advanced instruction was provided for these students during regular classroom reading instruction. Appropriately challenging books were seldom made available for talented students in their classrooms, and they were rarely provided with more challenging work. Different patterns did emerge across districts. For example, the three classroom teachers who did provide some level of differentiation all taught in suburban schools.
Given the course of the DNC along the medial aspect of the ischiopubic ramus, the out-in technique may be safer. The in-out technique is the closest to the obturator canal.
The low representation of culturally, linguistically, and ethnically diverse (CLED) and high-poverty students in gifted and talented programs has long been an area of concern. This qualitative study investigated methods to increase successful participation of CLED students in gifted programs across the nation. Twenty-five programs were selected for inclusion in the study. Of those, 7 programs were selected for in-depth site visits that included interviews with administrators and teachers, as well as observations. Data suggested five categories that contributed to the successful identification and participation of CLED students in gifted programs. These categories included modified identification procedures; program support systems, such as front-loading (identifying high-potential children and providing opportunities for advanced work prior to formal identification); selecting curriculum/instructional designs that enable CLED students to succeed; building parent/home connections; and using program evaluation practices designed to highlight avenues to CLED students' success.
Clinical gait analysis incorporating three-dimensional motion analysis plays a key role in planning surgical treatments in people with gait disability. The position of the Hip Joint Centre (HJC) within the pelvis is thus critical to ensure accurate data interpretation. The position of the HJC is determined from regression equations based on anthropometric measurements derived from relatively small datasets. Current equations do not take sex or age into account, even though pelvis shape is known to differ between sex, and gait analysis is performed in populations with wide range of age. Three dimensional images of 157 deceased individuals (37 children, 120 skeletally matured) were collected with computed tomography. The location of the HJC within the pelvis was determined and regression equations to locate the HJC were developed using various anthropometrics predictors. We determined if accuracy improved when age and sex were introduced as variables. Statistical analysis did not support differentiating the equations according to sex. We found that age only modestly improved accuracy. We propose a range of new regression equations, derived from the largest dataset collected for this purpose to date.
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