As trusted health professionals in the school setting, school nurses are well positioned to identify students who may be victims of commercial sexual exploitation of children (CSEC). However, until recently this issue has been clouded by lack of awareness, stigma, and/or denial. Since nationally the average age of entry for girls into the commercial sex industry (specifically prostitution) is 12-15 years old, many of these young people continue to attend school although attendance may be sporadic. Additional continuing education is needed to increase school nurses' awareness that these young victims might be in their practices, whether they are located in urban, rural, or suburban communities. As primary sources of health care for children throughout the United States, school nurses have a pivotal role in helping an exploited girl move beyond invisibility to a path of safety and support-and a new life.
In this study, 53 middle school teachers and 28 prospective secondary school teachers worked either individually or in pairs to pose mathematical problems associated with a reasonably complex task setting, before and during or after attempting to solve a problem within that task setting. Written responses were examined to determine the kinds of problems posed in this task setting, to make inferences about cognitive processes used to generate the problems, and to examine differences between problems posed prior to solving the problem and those posed during or after solving. Although some responses were ill-posed or poorly stated problems, subjects generated a large number of reasonable problems during both problem-posing phases, thereby suggesting that these teachers and prospective teachers had some personal capacity for mathematical problem posing. Subjects posed problems using both affirming and negating processes; that is, not only by generating goal statements while keeping problem constraints fixed but also by manipulating the task's implicit assumptions and initial conditions. A sizable portion of the posed problems were produced in clusters of related problems, thereby suggesting systematic problem generation. Subjects posed more problems before problem solving than during or after problem solving, and they tended to shift the focus of their posing between posing phases based at least in part on the intervening problem-solving experience. Moreover, the posed problems were not always ones that subjects could solve, nor were they always problems with “nice” mathematical solutions.
Findingsfrom research studies provide some evidence that participation in Supplemental Instruction programs can have an effect in thefollowing areasfor students: course grades, rates of D and F grades and course withdrawals, and semester gradepoint averages.
This study explored the efficacy of visual input enhancement, specifically essay enhancement, for facilitating deaf college students' improvement in English grammatical knowledge. Results documented students' significant improvement immediately after a 10-week instructional intervention, a replication of recent research. Additionally, the results of delayed assessment documented students' significant retention of that improvement five and a half months beyond the instructional intervention period. Essay enhancement served to highlight, via a coding procedure, students' successful and unsuccessful production of discourse-required target grammatical structures. The procedure converted students' written communicative output into enhanced input for inducing noticing of grammatical form and, through essay revision, establishing form-meaning connections leading to acquisition. With its optimal design characteristics supported by theoretical and empirical research, essay enhancement is a highly effective methodology that can be easily implemented as primary or supplementary English instruction for deaf students. The results of this study hold great promise for facilitating deaf students' English language and literacy development and have broad implications for second-language research, teaching, and learning.
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