Artykuły w czasopismach na temat „Southern California Teacher Education Project”

This study explored the beliefs and behaviors of elementary physical education providers in California relative to the purpose and function of elementary physical education. Research on these types of beliefs and behaviors is important because of the implications on physical education programs conducted in the elementary schools. Properly implemented physical education has been demonstrated to have a positive impact on the fitness levels and motor skill development of students, and such education may lead to the habituation of lifelong physical activity. Randomly selected teachers in southern California school districts completed a three-part questionnaire assessing their beliefs and behaviors regarding the ideal purpose and actual function of elementary physical education. Results of this study indicate that participants were aware of the importance of physical education, but overall, failed to exhibit behaviors that matched their beliefs. These results are pertinent because, in many school districts, primarily nonspecialists will be providing physical education instruction at the elementary level. Understanding the beliefs of non-specialists will help university teacher education programs identify programmatic changes to better prepare elementary school teachers.

For the past decade, researchers affiliated with the National Science Foundation-funded High Performance Wireless Research and Education Network (HPWREN) have been working with Native American education communities on an array of Internet-enabled activities, including the Live Interactive Virtual Explorations (LIVE) pilot project. One of the communities involved with the pilot LIVE project is the Pala Native American Learning Center, which is located in rural San Diego County, California. This paper discusses five case studies encompassing LIVE activities between Pala tribal community members and field scientists/educators throughout southern California. Using laptops equipped with off-the-shelf accessories and freeware, the five pilot case studies demonstrate the advantages and disadvantages of utilizing the LIVE concept for real-time distance education programs at rural Native American communities.

The School and Teacher Programs of the Natural History Museum of Los Angeles County have partnered with the La Brea Tar Pits and Museum (LBTPM) and the Invertebrate Paleontology (LACMIP) collection to create two “citizen curation” exercises dubbed “Project Paleo”. Classroom kits were created with unsorted fossils from either LBPTM or from a local invertebrate paleontological field site, to be sorted and identified by local elementary and middle school students and then returned to the museum for curation, analysis, and research purposes. Each kit contains background information about the project and fossils, and an identification guide to assist the students and teachers. The “Project Paleo: Rancho La Brea” kit contains three tablespoons of unsorted fossil matrix from LBTPM’s Project 23. Groups of students learn about past and present food webs of the Los Angeles Basin, then sort the matrix into several categories (bones, plants, other fossils, and rocks) using a guide with drawn examples of each. An online iNaturalist (inaturalist.org) project also serves as an identification resource as well as a platform by which students can contribute photos for identification by staff researchers. This project is aimed at middle schoolers and over 700 students have used the sorting kits. Results will help to recreate past ecosystems of Southern California and help to inform a National Science Foundation (NSF) funded project, “A Mouse’s Eye View of Rancho La Brea”. The “Project Paleo: Marine Invertebrates of Southern California” kit produced by LACMIP, contains approximately two cups of washed but unsorted coarse fossil matrix from a salvaged (now destroyed) construction site. This kit is aimed at 5th grade Los Angeles Unified School District classrooms and homeschooling families. Students are asked to sort fossils by species and use included identification cards to identify the sorted fossils to the best of their ability. Results of this project will be included in an NSF funded digitization project and will contribute to research on the paleoecology of Pleistocene Southern California. Early evaluation of both kits has shown positive feedback from students and educators, as well as some room to improve instructions to students. These kits are designed to conform to Next Generation Science Standards while generating useful data for museum scientists. Collections staff are able to outsource the curation of critical data to students who get the experience of handling real museum fossils and contributing to the body of paleontological research.

The Universal Teacher for Orchestra and Band Instruments ( UT), a class method by Joseph E. Maddy and Thaddeus P. Giddings published by the Conn Musical Instrument Company in 1923, was the subject of this study. Research questions focused on (1) details surrounding the writing and publishing of the UT; (2) philosophical, psychological, and pedagogical principles behind the method; (3) the influence of the UT on class teaching and subsequent books; and (4) implications of this research for modern practice. Maddy and Giddings wrote the UT from 1920 to 1922 while teaching summer methods courses together at Chautauqua, New York, and at the University of Southern California. The authors designed the book to appeal to children by applying the song method from elementary vocal music to instrumental instruction. This pedagogy differed from previous instrumental methods in that instructional material consisted entirely of melodies rather than scales and exercises. The UT also employed a detailed, systematic series of procedures intended to maximize the use of class time, hold students accountable for their progress, and allow independent learning with as little teacher intervention as possible.

The article describes the experience of a strategic reflection of the Southern Federal University participation in the project of modernization of teacher education. It analyses how theoretical, methodological and organizational-activity basis of “Cultural-Historical Psychology and Activity Approach in Education” research master’s program designed by Moscow State University of Psychology & Education relates to the strategic objectives of Southern Federal University. Priorities and forward-looking statements in the strategy for the training of specialists in education based on action-competence approach, integrative principle of educational modules construction, network forms of cooperation of educational institutions are shown. Basic methodological ideas of cultural-historical psychology and activity theory and their applicability to the needs of modern education objectified in the draft are specially considered. The article presents the preliminary test results of integrative modules of research master’s program for Southern Federal University.

This study examined collaboration practices of resource programs at middle/junior high school levels in southern California.' Participants were 124 resource teachers from 69 schools responding to a survey that asked about the collaboration model at their school site. Results indicate that resource programs at the middle/junior high school level are a combination of collaboration and traditional pull-out models. The majority of teachers viewed the collaboration model positively. Administration support was evident. Teacher attitude and teacher personality were ranked as more important than the degree of severity of the student's disability as important factors for a successful collaboration model. These results may have important implications for policy decisions regarding integration of students with disabilities into general education programs.

This study intends to investigate PHS phone and its application in an elementary school. The interview process targeted on the projector who directed the plan of PHS phone from an experimental elementary school located in Kaohsiung County, southern Taiwan. She joined all of digital experimental project and observed interaction between the parents and their own children in that specific elementary school. In the experimental period, the projector observed each parents using a PHS phone through message transmission and mobile net communication, and the parents discussed and shared feelings with the teacher and other parents through using PHS phone. The research summarized the projector’s ideas and provided references opinion information to instruction designers and mobile learning projectors to develop further innovative instruction.

Project LINK (A Live and Interactive Network of Knowledge), is a collaboration of Eureka Scientific, Inc., the San Francisco exploratorium Science Museum, and NASA/Ames Research Center. Project LINK has demonstrated video-conferencing capabilities from the Kuiper Airborne Observatory (KAO) to the San Francisco Exploratorium in the context of science education outreach to K-12 teachers and students. The project was intended to pilot-test strategies for facilitating the live interface between scientists and K-12 teachers aboard the KAO with their peers and students through the resources and technical expertise available at science museums and private industry. The interface was based on Internet/macintosh video conferencing capabilities which allowed teachers and students at the Exploratorium to collaborate in a live and interactive manner with teachers and scientists aboard the KAO. The teachers teams chosen for the on-board experiments represented rural and urban school districts in California. The teachers interfaced with colleagues as part of the NASA-Funded Project FOSTER (Flight Opportunities for Science Teacher Enrichment).

The burgeoning interest in the use of microcomputers in the education of special needs students raises a number of new issues for program administrators. Reactions of special education administrators to microcomputer technology in terms of the development of policies and practices governing adoption and use of microcomputers were investigated. A representative sample of special education administrators in a 4-county area in Southern California responded to a comprehensive survey dealing with several aspects of microcomputer technology. Levels of adoption of microcomputers varied widely across districts, with half the sample reporting no special education ownership of microcomputers while others had acquired a number of machines. Decision-making policies and practices indicated high levels of cooperation between special and regular education programs in acquiring hardware and software and in providing teacher training. Implications for subsequent directions for microcomputer innovation are discussed. In particular, training efforts for special education personnel need to become more specific to the instructional uses of microcomputers with special needs students.

When engaged in doctoral research (1972) on urban squatter settlements in the Philippines, Feldman’s approach was guided by the pedagogy of Paulo Freire (2005[orig.1970]), which gratefully steered his behaviour away from the typical ‘Ugly American’ abroad in the world at the time (during the Vietnam War). Feldman became aware of the notions of ‘teacher-student’ and of ‘student-teacher’ primarily through his discussions with two Filipino doctors, Jess and Trini de la Paz (a husband and wife team), who organised a health education and training programme for volunteer participants from 12 squatter settlements in Davao City on the southern island of Mindanao. They invited him to serve as a social science consultant for their project. They explained that their approach to health education and training was grounded in, and would always adhere to, Freire’s insistence that oppressed people should be viewed as teachers for anyone engaging in their instruction or assistance, requiring that their teachers also become their students in understanding or assisting their lives.

Abstract There has been a growing interest in describing higher education academic literacy. In our study, literacy is conceived as multi-layered phenomena, multiple in its character, denominated “multiliteracies” (Cope & Kalantzis, 2013). Furthermore, within the multiliteracies frame, multilingual literacies (Martin-Jones & Jones, 2000) are distinguished and discussed in the present paper, in particular the development of biliteracy in local academic settings. This paper explores connections between the teachers’ perceptions on literacy, teachers’ own biliteracy development as publishing authors and researchers. The research draws on the data obtained through a questionnaire applied in the first phase of the project to 100 participants from three public universities from northern, central and southern part of Mexico, which was completed by analysis of narratives gathered through interviews from a reduced sample of participants (31). The results seem to indicate that language teachers-researchers perceive their L2 literacy in wider terms, beyond mere reading-writing skills development and decodification of the text, which seems to be apparent in academics with higher academic credentials.

This study examined types of activities available to children and how classes were organized when elementary P.E. was taught by nonspecialist classroom teachers. Observations were conducted in 84 elementary schools in southern California. The observation instrument was validated by having independent observers code three videotaped classes and compare their responses to those of three teacher educators specializing in observation methods and elementary P.E. Interobserver reliabilities were 96.3 on the activity selection and 83.3 on class organization. Results indicated that when students were involved in an organized class activity, they usually participated as an entire class in game-type activities such as relays, kickball, and dodgeball. The children had few opportunities to engage in skill practice or gymnastics and dance activities. Frequently, teachers dropped P.E. classes from the day’s schedule or permitted children to engage in free play. Fitness related activities were prominent during less than 3% of the classes.

Writing from her position as the Office of Indian Affairs (OIA) Superintendent at the Potrero School on the Morongo (Malki) reservation in southern California in 1909, Clara D. True concluded an article on her experiences as an Anglo teacher working with American Indian populations in the United States: The more one knows of the Indian as he really is, not as he appears to the tourist, the teacher, or the preacher, the more one wonders. The remnant of knowledge that the Red Brother has is an inheritance from a people of higher thought than we have usually based our speculation upon. It is to be regretted that in dealing with the Indian we have not regarded him worthwhile until it is too late to enrich our literature and traditions with the contribution he could so easily have made. We have regarded him as a thing to be robbed and converted rather than as a being with intellect, sensibilities, and will, all highly developed, the development being one on different lines from our own as only necessity dictated. The continent was his college. The slothful student was expelled from it by President Nature. Physically, mentally, and morally, the North American Indian before the degradation at our hands was a man whom his descendants need not despise.

During the 1960s, the University of California, Los Angeles (UCLA) hosted research surveys focused on two of Southern California’s largest communities of color: the Japanese American Research Project (JARP, 1962–1970) and the Mexican American Study Project (MASP, 1964–1968). While conceived in separate sectors of the university’s research apparatus, JARP and MASP together exemplify UCLA’s gradual institutionalization of racial diversity over the course of the decade. In the years before UCLA could claim a critical mass of nonwhite scholars and students, these projects inaugurated campus-community relations with local civil rights organizations as both collaborators and critics. Together, JARP and MASP demonstrate that the multiracial integration of California’s higher education system was a prolonged process, first requiring the state’s predominantly white public universities to develop institutional vocabularies of racial difference where none existed prior.

This research attempts to measure the impact of service-learning on community recipients – at-risk high school students in urban Southern California. The service-learning project, an integrative, six-week assignment, involves upper-division business majors delivering the Options: Business Education and Life Skills curriculum to at-risk students in two local alternative education high schools. In addition to delivering business education and life skills, a critical design component of the curriculum is the opportunity for college students to be role models and provide mentoring guidance to at-risk high school students. This study used surveys to gather data on student perceptions of four constructs: (1) strengths and values, (2) school and work-related skills, (3) business etiquette and resume building, and (4) future life and career planning. Pre-tests and post-tests were administered to gauge differences in perception during the six-week service-learning project. Results indicated positive effects of the service-learning curriculum overall. Further, the data revealed statistically significant results with particularly noteworthy outcomes in the planning for the future and preparing for the world of work responses.

Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (di) program in Southern California as a background, and from the perspective of bilingual education teachers and professors, this article presents a theoretical model called Dual Immersion Digital Instruction (di2) that could serve that purpose. The model includes the five dimensions involved in just, equitable, and inclusive education: Technological, content, social, linguistic, and pedagogical. The article also analyzes the pedagogical opportunities and challenges that teachers in di programs face in regards to each of these dimensions when all instruction becomes fully online. Finally, the article discusses how the shift to online teaching in di classrooms could impact bilingual teacher education programs.

Classroom pivotal response teaching (CPRT) is an evidence-based practice (EBP) adapted for classroom use. A recent effectiveness trial of CPRT involved training 98 special education classrooms in Southern California. The Exploration, Planning, Implementation, and Sustainment (EPIS) conceptual framework illustrates the impact of inner- and outer-context factors on implementation outcomes. This article evaluates how teacher factors (including attitudes toward EBP) and organizational factors (implementation climate and district support) influence training outcomes (fidelity of intervention, report of use, sustainment, and satisfaction). Teachers’ ratings of training quality were related to higher fidelity during their follow-up year, β = .34, t(78) = 2.97, p < .004, and rating of intervention ease of use was related to higher daily CPRT use. Teacher ratings on the appeal scale of the attitudes measure were associated with individual sustainment, β = .35, t(55) = 2.76, p < .01. Leader involvement at recruitment meetings, β = .35, t(48) = 2.58, p = .01, and provision of CPRT training space, β = .44, t(48) = 2.73, p < .01, were significantly related to school sustainment. Teachers’ overall attitudes toward the intervention were significantly related to satisfaction with CPRT training, β = .41, t(80) = 3.96, p < .01. This study makes important preliminary contributions to understanding the impact of inner-context implementation determinants of a classroom-based EBP for students with autism spectrum disorder.

Many educators have become accustomed to using the deficit model of thinking to illustrate the challenges faced by African American students, frequently interpreting their academic struggles as personal failures and lack of resilience. In 2007, a public university in Southern California established the Learning Habits Project (LHP), a study designed to assess the ongoing efforts of university academic programs and to provide data on fostering student success through successful learning habits. This study documented the strategic approaches that foster academic success and resilience employed by 19 African American female college students. Viewed through the lens of Black Feminist Standpoint and Resiliency theories, the results of this study can be used to guide students and educators seeking to improve academic success and resiliency in higher education.

PurposeThis paper aims to discuss the practical application of critical librarianship through a critical literacy framework using a Teaching and Learning Grant. The purpose of this project was to provide teacher candidates in The College of Education at Georgia Southern University-Armstrong Campus, with tools to understand and practice reading through the lens of critical literacy. The project also serves as an example of how an instruction librarian can work with students outside of the traditional one-shot instruction session.Design/methodology/approachStudents in the Fall 2016 section of EDUC 2120, Exploring Socio-Cultural Perspectives on Diversity in Educational Contexts were introduced to the concept of critical literacy and participated in a series of interactive faculty-facilitated small group discussions with the librarian and College of Education faculty. They concentrated on an analysis of Does My Head Look Big in This? by Randa Abdel-Fattah (2008).FindingsStudents provided positive feedback after the project. Many stated that they learned a great deal about the reading process in general and how to read from a critical literacy perspective. Students also stated that they began to think about looking more critically at information in general. Additionally, these pre-service educators now have more tools to use to help their future students become critical thinkers who can read their world for deeper meanings and understandings.Originality/valueThis project fills a need to help college students understand how to use critical literacy skills and become critical consumers of information. The initiative also fostered meaningful collaboration between a Reference and Instruction Librarian and colleagues in the College of Education while expanding on the one-shot instruction technique.

This descriptive study documents the effects of response-to-intervention type practices in four first-grade classrooms of English learners (ELs) from 11 native languages in three schools in a large urban school district in southern California. Observations and interviews in four classrooms across two consecutive years were compared to first-grade gains in oral reading fluency ( N = 111). Reading fluency data were examined in relation to ratings of literacy practices, including the degree to which Tier 1 alone or Tier 1 plus Tier 2-type instruction was implemented. The correlation between classroom ratings on the English Learners Classroom Observation Instrument (ELCOI) and gain from pre- to posttest in first grade on oral reading fluency was moderately strong in both Year 1 ( r = .61) and Year 2 ( r = .57). The correlation between Cluster II teacher ratings and ORF gains was strong in both Year 1 ( r = .75) and Year 2 ( r = .70), suggesting a strong relationship between Tier 2-type literacy practices and end-of-first-grade oral reading fluency. Results indicated a strong correlation ( r = -.81) between the number of students below DIBELS benchmark thresholds at the end of first grade and the teacher rating on the amount of instruction provided for low performers. Followup data at the end of third grade in oral reading fluency and comprehension indicate moderate correlations to first-grade scores ( N = 51). Patterns of practice among first-grade teachers and patterns among ELs who were ultimately labeled as having learning disabilities are discussed. Educational implications and recommendations for future research are also presented.

Jimmy Gene Harris died in Seattle on 30 September 2012, at the age of 82. He led a remarkable life. He was a soldier of fortune, a champion for human rights, an exacting phonetic fieldworker, an observer of human nature, a teller of stories, a teacher and a mentor. Raised in the Arkansas Ozarks, he began his international adventures as a US Marine Corps sergeant in the Korean War. He pursued his linguistic education in Mexico City and at the University of Washington, with an MA in 1966 specializing in Japanese and Asian Studies, while also carrying out fundamental language revitalization fieldwork with the Stó:lō Nation (Salish) in the Fraser River Valley of BC. In 1973, he obtained an MEd from the University of Southern California. On leave from his duties in the field from 1976 to 1978, he spent time refining his phonetic knowledge with David Abercrombie in Edinburgh and with Eugénie Henderson in London.

Between 1953 and 1961 Myles Horton's Highlander Folk School developed the Citizenship Education Program (CEP) beginning in the Sea Islands of South Carolina. Within the program from 1957 onwards Septima Clark and Bernice Robinson developed Citizenship Schools centered on literacy classes. By slowly developing local leaders, like Esau Jenkins, the CEP evolved as an educational framework for social mobilization, which was later used by the Civil Rights Movement as a whole. In the summer of 1961, since the Folk School faced closure by Tennessee state authorities, Highlander transferred the CEP to the Southern Christian Leadership Conference (SCLC). Between 1961 and 1970, hundreds of civil rights activists from across the South attended the SCLC's Citizenship School teacher training courses at the Dorchester Center near Savannah in south-east Georgia. Moreover, in the mid-1960s the Southwide Voter Education Project enabled civil rights activists from across the region to study the political organization that the CEP had spawned in Charleston county as a model for their own community work. Given its widespread influence, the CEP's work was a vital aspect of the Civil Rights Movement itself and constituted Highlander's chief contribution to it.

This qualitative study presents examples of information about and analysis of stories of children and the early childhood teacher education students working with them. The data from the stories problematize the neocolonial roots of our conceptions of children and families, particularly institutional systems, pedagogies, assessments, and daily life realities. This current study considers evolving theoretical stances to early childhood work with children and families based upon a third space that combines aspects of the Global South and the Global North. Participants are student teachers in an early childhood teacher education program and the children they work with in Southern California. Many are bi-national and their histories and current lived experiences are reflective in many ways of communities around the world where intergenerational participants of two or more cultures and language groups with different economic and political histories find themselves learning together. Many participants, both children and adult student teachers, are living and studying in the Global North and yet, they bring with them generations of family history, knowledge, linguistic perspectives, and lived experiences from the Global South. Findings suggest that through stories there is ongoing problematizing of the neocolonial roots of our conceptions of children and families and the resulting learning experiences accessible to them. The work led us to matters of concern, Latour who urges “an understanding of common worlds as worlds in the process of ‘progressive composition’.” In other words, this research illustrates a focus on relations as generative encounters with others and shared events that have mutually transformative effects.

With the continued influx of Mexican immigrants to the United States, especially to Southern California, health concerns and needs have increased among this population over the last several years. California State Polytechnic University, Pomona (Cal Poly Pomona) obtained a federal grant that provided resources to establish the Community Outreach Partnership Center (COPC). COPC consists of comprehensive efforts to improve the overall well-being of the Angela Chanslor area within the City of Pomona in East Los Angeles. Focus areas of the project include 1) Education and Integrated Services, 2) Community Planning and Capacity Building for Neighborhood Revitalization and Safety, and 3) Job Development and Training. The focus of this paper is health promotion activities within Education and Integrated Services. The primary objective of this portion of the program was to provide residents with physical examinations and health screenings, health education, and medical and social service referrals. Topics discussed are the target community, general overview of COPC, Family Services Information and Referral Program (i.e. health promotion program within Education and Integrated Services), program impact and results, and suggestions for continued implementation and future efforts. / Con la influencia continua de inmigrantes Mexicanos a los Estados Unidos, especialmente al sur de California, ciertas necesidades con respecto a la salud han incrementado en esta poblacion en los ultimos anos. California State Polytechnic University, Pomona (Cal Poly Pomona). Obtuvo ayuda Federal para establecer El Community Outreach Partnership Center (COPC). El centro COPC consiste de esfuerzos conprensivos para mejorar el bienestar del area Angela Chanslor que esta ubicado en la Ciudad de Pomona en la parte Este de Los Angeles. Las partes enfocadas del proyecto incluyen, 1) Educacion y servicios Integrados, 2) Plan para la Comunidad y un Edificio de Capacitacion para la comunidad que dara revitalizacion y seguridad, 3) Y habrira trabajos y entrenamientos. El enfoque de este proyecto es de actividades en Promocion de Salud aliadas con educacion y Servicios Integrados. El objetivo principal de esta porcion del programa era de proveer a los residentes con examinaciones fisicas, educacion para la salud, y eran referidas a servicios medicos y sociales. Los topicos que son tratados son: La comunidad que sera ayudada, El enfoque general de COPC, informacion del programa para referir a servicios familiares, el impacto del programa y resultados, y sugerencias para implementar futuros esfuerzos.

With the continued influx of Mexican immigrants to the United States, especially to Southern California, health concerns and needs have increased among this population over the last several years. California State Polytechnic University, Pomona (Cal Poly Pomona) obtained a federal grant that provided resources to establish the Community Outreach Partnership Center (COPC). COPC consists of comprehensive efforts to improve the overall well-being of the Angela Chanslor area within the City of Pomona in East Los Angeles. Focus areas of the project include 1) Education and Integrated Services, 2) Community Planning and Capacity Building for Neighborhood Revitalization and Safety, and 3) Job Development and Training. The focus of this paper is health promotion activities within Education and Integrated Services. The primary objective of this portion of the program was to provide residents with physical examinations and health screenings, health education, and medical and social service referrals. Topics discussed are the target community, general overview of COPC, Family Services Information and Referral Program (i.e. health promotion program within Education and Integrated Services), program impact and results, and suggestions for continued implementation and future efforts. / Con la influencia continua de inmigrantes Mexicanos a los Estados Unidos, especialmente al sur de California, ciertas necesidades con respecto a la salud han incrementado en esta poblacion en los ultimos anos. California State Polytechnic University, Pomona (Cal Poly Pomona). Obtuvo ayuda Federal para establecer El Community Outreach Partnership Center (COPC). El centro COPC consiste de esfuerzos conprensivos para mejorar el bienestar del area Angela Chanslor que esta ubicado en la Ciudad de Pomona en la parte Este de Los Angeles. Las partes enfocadas del proyecto incluyen, 1) Educacion y servicios Integrados, 2) Plan para la Comunidad y un Edificio de Capacitacion para la comunidad que dara revitalizacion y seguridad, 3) Y habrira trabajos y entrenamientos. El enfoque de este proyecto es de actividades en Promocion de Salud aliadas con educacion y Servicios Integrados. El objetivo principal de esta porcion del programa era de proveer a los residentes con examinaciones fisicas, educacion para la salud, y eran referidas a servicios medicos y sociales. Los topicos que son tratados son: La comunidad que sera ayudada, El enfoque general de COPC, informacion del programa para referir a servicios familiares, el impacto del programa y resultados, y sugerencias para implementar futuros esfuerzos.

Abstract OBJECTIVE: The primary aim of this project is to reduce the incidence of 3 Fr. Groshong™ PICC occlusions through focused nursing education. BACKGROUND: The use of Peripherally Inserted Central Catheters (PICC) has become an essential tool in the care of pediatric patients. The small lumen and long length of PICCs requires specialized skill and knowledge in proper care, maintenance and flushing in order to prevent catheter occlusion and other complications. Occluded catheters compromise patient care and increase costs. Reducing the incidence of catheter occlusion, will have a significant impact on the quality of patient care; patient, family and nursing satisfaction, patient outcomes, and costs. METHODS: A pre-test/post-test design using a convenience sample of all the core staff nurses working on the medical/surgical unit at a Southern California Children's Hospital was utilized. Objective measures included a written assessment of nursing knowledge, direct observations of nurses' flushing technique, and retrospective chart review to determine the rate of total catheter occlusion. RESULTS: Mean written test scores improved from 0.78 to 0.93 (p=0.00) Mean observation scores improved from 0.88 to 0.95, (p=0.004). The pre-test occlusion rate was 21.11/1000 catheter days. The post test occlusion rate was 15.49/1000 catheter days (p=0.057). CONCLUSION: Focused nursing education contributed to reducing 3F Groshong™ PICC occlusions and the associated costs due to PICC occlusions.

The purpose of this study was to determine whether early childhood students who participated in the Healthy for Life/PE4ME program experienced significant changes in their age-adjusted body mass index (BMI) percentiles, obesity-related behaviors, and identification of healthy foods and physical activities. The school-based program included nutrition education and physical activity components implemented by the teacher and program dietitian. Participants were 356 children and their parents, in17 Southern California schools with a high percentage of ethnically diverse, low income students. Parents completed a survey assessing their children’s demographics; family medical history; and obesity-related lifestyle behaviors; at pre-test and post-test. Students completed a picture scale activity to assess their ability to identify healthy versus. unhealthy foods and active vs. less active physical activities. BMI percentiles significantly decreased among children who were overweight or obese at pre-test; they also significantly decreased their junk food consumption (e.g., soda, Cheetos©). Obese children at pre-test significantly decreased their consumption of whole milk and increased their consumption of low-fat milk. Normal weight children significantly increased their consumption of milk and their physical activity. These findings provide preliminary evidence that the Healthy for Life/PE4ME program may be effective in reducing the childhood obesity trend in Orange County preschool children.

Background: Italy is a country showing low math achievement, especially in the Southern regions. Moreover, national student assessments are recent and rigorous policy evaluation is lacking. This study presents the results of one of the first randomized controlled trials implemented in Italian schools in order to measure the effects of a professional development (PD) program for teachers on student math achievement. The program was already at scale when it was being evaluated. Objective: Assessing the effects of a PD program for math teachers on their students’ achievement and making suggestions for future policy evaluations. Design: A large-scale clustered randomized control trial has been conducted. It involves 175 lower secondary schools (sixth - eighth grade) in four among the Italian lowest performing regions. Alongside national standard math assessments, the project collected a wide amount of information. Subjects: Math in lower secondary schools. Measures: Math achievement as measured by standardized tests provided by the National Education Assessment Institute (Istituto Nazionale per la Valutazione del Sistema di Istruzione e Formazione); teacher and student practices and attitudes collected through questionnaires. Results: Findings suggest that the program had no significant impact on math scores during the first year (when the program was held). Nonetheless some heterogeneity was detected, as the treatment does seem “to work” with middle-aged teachers. Moreover, effects on teaching practice and student attitudes appear. Conclusion: Some effects attributable to the intervention have been detected. Moreover, this project shows that a rigorous approach to evaluation is feasible also in a context lacking attention towards evidence-based policies, such the Italian school system.

Abstract At the end of life, adults with advanced illness frequently rely on surrogate decision makers to make health care decisions. Surrogate decision makers often have anxiety related to the difficulty and complexity of making end of life decisions. This project evaluated whether an educational intervention focused on creating a specific plan of care for hospice patients would reduce anxiety among their surrogate decision makers. The Geriatric Anxiety Scale (GAS), the State Trait Anxiety Inventory–State Anxiety Scale (STAI-S), and a single question about decision-making anxiety were used to measure surrogate decision maker anxiety before the intervention, immediately after the intervention, and 2 weeks following the intervention. After completing an informed consent, 12 patients (age 80 ± 14.7 years) and 18 surrogate decision makers (age 60 ± 12.9 years) from a Southern California hospice organization participated in the educational intervention. Immediately following the intervention surrogate decision maker anxiety decreased. Mean GAS anxiety scores decreased (p = 0.003) from 21.3 ± 9.8 to 16.6 ± 7.6 and STAI-S scores decreased (p = 0.003) from 43.3 ± 11.5 to 38.1 ± 9.9. However, when surrogate decision maker anxiety was measured 2 weeks post-intervention, anxiety had increased again, so that it was no longer significantly different from pre-intervention levels. Qualitative analyses showed high satisfaction, with 85% of decision makers reporting that the education was very or extremely helpful This project demonstrated that an educational intervention in the hospice setting can be effective in creating a short-term decrease in surrogate decision maker anxiety levels.

The Invertebrate Paleontology Collection at the Natural History Museum of Los Angeles County (NHMLA) has received support from the United States National Science Foundation (NSF DBI 1702342) to digitize the museum’s unique and historic collection of 28,000+ fossil insects. The primary goal of this project, “Fossil Insects of L.A.”, is to increase access to these collections for both research and education. Key collections to be become discoverable through iDigBio and iDigPaleo include the Georg Statz Collection (Oligocene, Rott Formation, Germany) and three faunas from Southern California: Barstow (Miocene), Rancho La Brea (Pleistocene), and McKittrick (Pleistocene). Fossil Insects of L.A. constitutes the final contribution to the Fossil Insect Collaborative Thematic Collections Network (TCN), a consortium of institutions that have been digitizing the largest fossil insect collections in the United States. As a project beginning at the tail-end of the TCN’s active funding, Fossil Insects of L.A. is actively leveraging existing TCN knowledge and resources to streamline workflows and efficiently achieve project goals. In addition to basing imaging and preservation protocols on those designed by TCN partners, Fossil Insects of L.A. is using a layered approach to provide high-quality taxonomic information without sacrificing the pace of specimen digitization. Previously unidentified specimens are initially identified only to Order, allowing them to quickly continue through the digitization process; specimens can then be re-examined by experienced project participants and external experts, who are able to reference the specimen images generated during digitization. A critical and novel aspect of this component of the project’s workflow is the concurrent digitization of the literature associated with the Statz Collection. These data will be used as a test case for the "Enhancing Paleontological and Neontological Data Discovery API" (ePANDDA) project (NSF ICER 1821039), which seeks to associate related datasets found in iDigBio, iDigPaleo, and the Paleobiology Database. Fossil Insects of L.A. will digitize and make 10,960 specimens publically available online, of which over 6,200 will include images. An additional 15,684 specimen records from the Rancho La Brea Tar Pits will also be included in the data mobilization. In doing so, Fossil Insects of L.A. intends to dramatically enhance the research potential of these formerly hidden collections, as well as synthesize and demonstrate digitization best practices generated through the TCN.

This article aims to understand how school management has been organizing professional development situations for teachers in the daily activities of actions planned and developed with peers. It is a qualitative research, carried out in a public school in the municipal education network, which has the partnership of an ONG and is located in a city in the southern region of Bahia. To collect data, we conducted semi-structured interviews with the school principal and pedagogical coordinator. From the analysis of the material produced in the interviews, it was possible to understand that the movement proposed by management for the professional development of teachers, in this case, those who teach Mathematics, is to allow, guarantee, encourage, participate and bring their teachers closer to external sources of training, such as the University and research groups, valuing the school culture, as a place for teaching and learning and for the proposals presented in the Pedagogical Project of the School, favoring the school space so that teachers can discuss and put into practice this formation and the reflection of the practice; professional development and social justice, as part ofthe working conditions necessary for the good performance of the teacher in the task of promoting learning to his students; and dialogue with teachers who teach mathematics to advance the construction of the student's mathematical knowledge and the professional development of teachers.

OBJECTIVES/SPECIFIC AIMS: The use of digital practices and approaches can potentially increase the quality and efficiency of all phases of the traditional clinical translational research (CTR) process. The purpose of this qualitative study was to describe key stakeholders’ perspectives on the need to: (A) formalize training in digital practices and approaches among CTR trainees; and (B) develop an aligned educational framework that defines core competencies, educational methods, and evaluation metrics. METHODS/STUDY POPULATION: Participants (n=66) were recruited via email from June to November 2017 using purposive and snowball sampling methods across 4 groups: (1) English speaking national and international experts from academic and private sector institutions with working experience in using digital practices and approaches in research (n=36), (2) CTR educators (n=8), (3) CTR trainees (n=13), and (4) Members of the Southern California Clinical and Translational Science Institute at the University of Southern California (n=9). Online focus groups were conducted using a semi-structured, open-ended interview guide through Google Hangouts and a conference call interface. Sessions were recorded and transcribed verbatim, and 2 research team members performed independent content analyses to identify before and emergent themes using an inductive analytic approach. Kappa was calculated for inter-rater agreement and repeated until agreement was at least 0.70. RESULTS/ANTICIPATED RESULTS: Participants’ average age (41.2 yrs, SD 9.26), gender (59% females), non-Hispanic (97%), race (72% White), and doctoral degree (67%). In total, 85% reported experience in teaching digital practices and approaches in research, although 70% were currently not teaching in this field. Participants reported that complementary teaching in digital practices and approaches across the 15 Clinical and Translational Science Award (CTSA) CTR competency areas was relevant, especially in literature review, research implementation, statistical approaches, biomedical informatics, regulatory support, responsible conduct of research, scientific communication, translational teamwork, cross-disciplinary training, leadership, and community engagement; and less so in literature critique, study design, sources of error, and cultural diversity. Additional competencies were identified, for example, online study recruitment, crowdfunding, team and project management, scholarly impact metrics (Altmetrics), ethical and regulatory guidance for conducting research using digital approaches. Five main educational practices were identified including online training sessions, flexible on-demand modules, in-person consultations and training, and project-oriented hands-on workshops. Among the identified challenges were the need for clear metrics in order to evaluate such a training program. DISCUSSION/SIGNIFICANCE OF IMPACT: There was consistent support for a structured program to help CTR trainees to develop competency in digital research practices and approaches. Our results indicate that an education program focused on digital practices and approaches should include a step-wise approach to meet different research and training goals, allowing attendees to increase their awareness and specialized hands-on practical experience.

127 Background: A Kaiser Permanente Southern California (KPSC) organizational goal is to achieve optimal timeliness of cancer care delivery. The purpose of this report is to present a process used for a multi-disciplinary physician led performance improvement exercise at the at the Los Angeles Medical Center and share initial learnings. Methods: A CME approved Performance Improvement (PI) program to examine timeliness of care delivery for newly diagnosed patients with lung cancer was created for physicians. The multi-disciplinary core group met for 6 three hour blocks of time to process map the patient centered flow. The physicians evaluated current practice, developed a future state and made structural changes. The group focused on two time intervals: time from suspicion of malignancy until pathology resulted, and time from pathology until the start of treatment. Results: Initial learnings included, that the work was meaningful as shown by physicians using their dedicated education time and consistency of participation; an electronic medical record was useful for the initial process mapping and ongoing monitoring; patient flow is complex and patients followed many different paths to diagnosis and treatment. Participating in this project benefitted team building, improved understanding of the challenges throughout the system, enhanced empathy for their colleagues and patients, and educated physicians about performance improvement methodology. Preliminary review of timeliness of care delivery shows improvements in timeliness at the two time points both during the year of instituting a PI program and with the first interventions. Conclusions: A physician led multi-disciplinary approach to review of timeliness of care delivery is feasible and productive.

Abstract Background There are more than one million international college students in the United States. The University of Southern California hosts about 5,000 Chinese International Students (CIS). HPV-related cancers are common in China and the HPV vaccine was only recently introduced to the Chinese population. CIS in the United States have low HPV vaccination rates upon arrival. Once these students become aware of the affordability and the accessibility of the vaccine, they often contact a provider to start the vaccination series. The HPV vaccine is available to all eligible students at the USC student health center and is free of charge to students with Aetna Student Health Insurance. We examined the impact of a peer-to-peer education program about HPV disease and vaccination amongst CIS and assessed the impact of the program via an analysis of HPV immunization rates amongst CIS. Methods The study was IRB approved. Mandarin-speaking USC students volunteered to serve as peer educators in response to an inquiry from academic advisors. 18 CIS were trained by MiOra as Immunization Community Health Educators (ICHE) on HPV disease and vaccination as well as sexually transmitted infections and prevention. CIS educated peers at tables set up throughout USC. Results Initial data from 100 CIS students who were surveyed and educated in April 2019 were analyzed. 59 out of 99 (59.6%) students reported that they have either received or are in the process of receiving the HPV vaccine. 93 out of 99 (93.9%) indicated “no knowledge” or “some knowledge” about HPV and HPV vaccine while only 6 students (6.1%) reported “a great deal of knowledge.” 56 out of 99 (56.6%) thought that it is “unlikely” or “impossible” for them to acquire HPV. 92 out of 97 (94.9%) said they would be interested in getting vaccinated if it were free. Conclusion Many CIS have limited understanding of HPV risk factors and HPV vaccine; however, when informed, the majority of students indicated they would likely vaccinate if it was covered by insurance. Peer-to-peer education was very effective. Of the first 400 students educated, 80 visited the student health center. This is an ongoing project. We will continue to collect and report data on the impact of the peer-to-peer education and factors influencing. Disclosures All authors: No reported disclosures.

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This paper presents a partnership among Brock University’s Faculty of Education, the Ontario College of Teachers and six school boards that resulted in a teacher induction project conceptualized to enable new teachers to self-affirm their professional capacities as teacher leaders. The new teacher participants from 6 district school boards in southern Ontario were engaged in critical thinking and retrospective analysis with experienced teacher mentors from these same school boards. The outcomes of the project suggest that the induction model validated new teachers’ meaningful contributions to their students and schools and heightened their sense of self-empowerment as reflective and active teacher leaders.

Secondary school teachers in the United States are facing urgent challenges in their increasingly heterogeneous classrooms where the presence of English language learners (ELLs) is becoming the norm. This study reports preliminary findings of a qualitative, interpretive case study of secondary school teacher candidates learning to teach English language learners through service-learning in Northern California. In a semester-long tutoring project, candidates focused on individual ELLs in their inquiry into language learning, in which they (re)constructed their sociolinguistic knowledge of English and their tutees’ home languages in context. Moreover, the mutually beneficial relationships among members of the language community encouraged candidates’ critical reflections on language learning. The study offers instructional experiences for teachers and teacher educators to develop sociolinguistic and pedagogical tools while supporting, and being supported by, the ELL communities. Keywords: teacher education, service-learning, sociocultural perspective, English language learners, secondary schools, teacher knowledge

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The majority of American educators are White, middle class, and female. Most textbooks and articles for pre-service teachers assume their readers reflect these characteristics. However, as the K-12 student population becomes increasingly diverse, so do the pre-service teacher candidates at our Southern California public university. This article describes a prerequisite education course on diversity, showing how its original assumption that students needed to be convinced of the importance of diversity changed to a focus on improving the academic achievement and opportunities for linguistically and culturally diverse K-12 students.

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In this era of reading as a priority, research has indicated that children with Down syndrome (DS) can indeed learn to read, attaining functional levels of literacy and beyond. Families of children with DS are also increasingly advocating for reading instruction for their children. However, few studies have examined what beginning educators know about reading and DS. This study explored the knowledge and perceptions of pre-service special educators about the reading needs and abilities of children with DS. Participants were 225 university students, enrolled in special education teaching credential programs in two southern California universities, who completed a survey designed to assess their knowledge of teaching reading to children with DS, as well as to describe their approach to reading instruction with these students. Results showed promising knowledge on the part of these future teachers, but also highlight the importance of adequate teacher preparation in teaching reading to children with DS.

This project identified gaps in policy and processes to improve patient outcomes related to workflow in the catheter-associated urinary tract infection policy and process at a 400-bed hospital in southern California. Even with an evidence-based infection prevention bundle in place, the current process was not working, as demonstrated by high catheter-associated infection rates for the last two years. This project answers the question: Does the use of a comprehensive evaluation of the current policy and process using the Lean Six Sigma quality improvement model influence a reduction in infection rates in patients who have an internal urinary catheter over 15 weeks? Despite published consensus guidelines for the diagnosis, prevention, and treatment of catheter-associated urinary tract infections; a single, evidence-based approach to the reduction of urinary tract infection does not exist. Avoiding the placement of catheters and encouraging early removal are the most effective interventions to prevent infection. The outcomes of the project resulted in a decrease in infections and significant cost reduction for the organization related to patient days and fines. Implementation of teams, nurse-driven protocols, and the establishment of bi-annual staff education were successful interventions. Lean Six Sigma played a significant role in the recognition of practical strategies required to ensure the effective use of proven infection prevention and to decrease the burden of disease correlated with indwelling urinary catheterization.

Background and Purpose: Rural youth experience high rates of teen pregnancy. Despite this increased health risk, little data exist on evidence-based sex education programs (EBPs) in rural communities. Using the Exploration, Preparation, Implementation, and Sustainment (EPIS) framework, we describe the challenges and community-derived solutions in implementing an EBP in rural Indiana schools, providing insight on rural EBP implementation. Methods: As part of a larger federally funded implementation project, an abstinence focused EBP (Making a Difference! and Guiding Good Choices) was taught at middle schools located in twelve counties in rural southern and eastern Indiana. Three community agencies implemented the curriculum over three years. Afterwards, SH and CM conducted interviews of the agency partners (n=13) and of key school stakeholders (n=6). Interviews were conducted via Zoom, audio-recorded, transcribed, field notes written, and all data analyzed using thematic analysis. Codes were developed from the EPIS framework and included outer contexts of communities, inner contexts of schools, preparation activities, implementation, and potential sustainability. We asked participants to identify challenges and solutions. Results: Challenges and solutions were mapped onto the EPIS framework. Outer context challenges included religion, conservative communities, outside agencies, and parenting beliefs. Inner context challenges included lack of teacher and administrator support. Preparational challenges included lack of communication with parents, lack of community outreach, and lack of parent education. Implementational challenges included teaching a 60-minute lesson in 45 minutes and classroom engagement of schoolteachers. Sustainment challenges included teacher discomfort with the topic. Community-derived solutions included building community trust before implementation, providing information to parents, inviting administrators to observe, offering a student question box, and training school staff to implement the program. Conclusion and Potential Impact: Many challenges emerged during implementation because of perceived lack of preparation. Future implementation of EBPs in rural communities should focus more on aspects of exploration and preparation.

Survey results from IEA PIRLS (2011),OECD PISA (2012) and by further research conducted by the University of Salerno, have shown that the reading performance of Southern Italian students is below the national average. This worrying scenario led to a research initiative aimed at creating inclusive didactic methods and tools to aid in the development of reading competence on the basis of simplex didactics. This theoretical framework sustains our assumption that reading is an ability that does not form part of the natural development of the individual but needs to be learnt; hence is considered as an adaptive strategy (Berthoz, 2012). Therefore, simplex didactics, understood as a method based on the principles that guide the organisms' adaptation to the surrounding environment, was a natural choice. The research project is divided into four main phases: a preliminary phase, a design phase, field research, followed by the analysis and evaluation of results. It is important to highlight that the scope of this article is to present the initial phase of the research and is intended to:1. provide an analysis of the context to assess the effective need to introduce a teaching method able to face the critical situation described;2. explore possible mapping between reading competence and simplex didactics to provide teachers with initial didactic guidelines;3. introduce the research perspectives upon which the project will be developed.Keywordsreading competence; didactics; inclusion; simplexity; teacher education