Dedication Preface Foreword PART I: FRAME OF REFERENCE We begin with the idea of giving students the tools that increase their capacity for learning. The primary role of education is to increase student capacity for personal growth, social growth, and academic learning. Models of Teaching is an avenue to liberate student learning capacity and, by doing so, to help teachers take charge of their lives as teachers. CHAPTER 1: BEGINNING THE INQUIRY Creating Communities of Expert Learners On the whole, students are in schools and classes within those schools. Both need to be developed into learning communities and provided with the models of learning that enable them to become expert learners. We study how to build those learning communities. CHAPTER 2: WHERE MODELS OF TEACHING COME FROM Multiple Ways of Constructing Knowledge The history of teacher researchers comes to us in the form of models of teaching that enable us to construct vital environments for our students. Models have come from the ages and from teacher-researchers who have invented new ways of teaching. Some of these are submitted to research and development and how teachers can learn to use them. Those are the models that are included in this book. CHAPTER 3: STUDYING THE SLOWLY-GROWING KNOWLEDGE BASE IN EDUCATION A Basic Guide Through the Rhetorical Thickets We draw on descriptive studies, experimental studies, and experience to give us a fine beginning to what will eventually become a research-based profession. Here we examine what we have learned about how to design good instruction and effective curriculums. And, we learn how to avoid some destructive practices. CHAPTER 4: MODELS OF TEACHING AND TEACHING STYLES Three Sides of Teaching--Styles, Models, and Diversity We are people and our personalities greatly affect the environments that our students experience. And, as we use various models of teaching our selves -- our natural styles -- color how those models work in the thousands of classrooms in our society. Moreover, those models and our styles affect the achievement of the diverse students in our classes and schools. PART II: THE INFORMATION-PROCESSING FAMILYOF MODELS How can we and our students best acquire information, organize it, and explain it? For thousands of years philosophers, educators, psychologists, and artists have developed ways to gather and process information. Here are several live ones. CHAPTER 5: LEARNING TO THINK INDUCTIVELY Forming Concepts by Collecting and Organizing Information Human beings are born to build concepts. The vast intake of information is sifted and organized and the conceptual structures that guide our lives are developed. The inductive model builds on and enhances the inborn capacity of our students. CHAPTER 6: ATTAINING CONCEPTS Sharpening Basic Thinking Skills Students can develop concepts. They also can learn concepts developed by others. Concept attainment teaches students how to learn and use concepts and develop and test hypotheses. CHAPTER 7: THE PICTURE-WORD INDUCTIVE MODEL Developing Literacy across the Curriculum Built on the language experience approach, the picture-word inductive model enables beginning readers to develop sight vocabularies, learn to inquire into the structure of words and sentences, write sentences and paragraphs, and, thus, to be powerful language learners. In Chapter 19 the outstanding results from primary curriculums and curriculums for older struggling readers are displayed. CHAPTER 8: SCIENTIFIC INQUIRY AND INQUIRY TRAINING The Art of Making Inferences From the time of Aristotle, we have had educators who taught science-in-the-making rather than teaching a few facts and hoping for the best. We introduce you to a model of teaching that is science on the hoof, so to speak. This model has had effects, among other things, on improving the capacity of students to learn. We concentrate on the Biological Sciences Study Group, where for 40 years science teachers have shared information and generated new ideas. And, Inquiry training is a "best yet" model for teaching basic inquiry skills. CHAPTER 9: MEMORIZATION Getting the Facts Straight Memorization has had something of a bad name, mostly because of deadly drills. Contemporary research and innovative teachers have created methods that not only improve our efficiency in memorization, but also make the process delightful. CHAPTER 10: SYNECTICS The Arts of Enhancing Creative Thought Creative thought has often been thought of as the province of a special few, and something that the rest of us cannot aspire to. Not so. Synectics brings to all students the development of metaphoric thinking -- the foundation of creative thought. The model continues to improve. CHAPTER 11: LEARNING FROM PRESENTATIONS Advance Organizers Learning from presentations has almost as bad a name as learning by memorization. Ausubel developed a system for creating lectures and other presentations that will increase learner activity and, subsequently, learning. PART III: THE SOCIAL FAMILY OF MODELS Working together might just enhance all of us. The social family expands what we can do together and generates the creation of democracy in our society in venues large and small. In addition, the creation of learning communities can enhance the learning of all students dramatically. CHAPTER 12: PARTNERS IN LEARNING From Dyads to Group Investigation Can two students who are paired in learning increase their learning? Can students organized into a democratic learning community apply scientific methods to their learning? You bet they can. Group Investigation can be used to redesign schools, increase personal, social, and academic learning among all students, and -- is very satisfying to teach. CHAPTER 13: THE STUDY OF VALUES Role Playing and Public Policy Education Values provide the center of our behavior, helping us get direction and understand other directions. Policy issues involve the understanding of values and the costs and benefits of selecting some solutions rather than others. In these models, values are central. Think for a moment about the issues that face our society right now -- research on cells, international peace, including our roles in Iraq and the rest of the Middle East, the battle against AIDS, poverty, and who controls the decisions about pregnancy and abortion. Not to mention just getting along together. PART IV: THE PERSONAL FAMILY OF MODELS The learner always does the learning. His or her personality is what interacts with the learning environment. How do we give the learner centrality when we are trying to get that same person to grow and respond to tasks we believe will enhance growth? CHAPTER 14: NONDIRECTIVE TEACHING The Learner at the Center How do we think about ourselves as learners? As people? How can we organize schooling so that the personalities and emotions of students are taken into account? Let us inquire into the person who is the center of the education process. CHAPTER 15: DEVELOPING POSITIVE SELF-CONCEPTS The Inner Person of Boys and Girls, Men and Women If you feel great about yourself, you are likely to become a better learner. But you begin where you are. Enhancing self concept is a likely avenue. The wonderful work by the SIMs group in Kansas (see Chapter 3) has demonstrated how much can be accomplished. PART V: THE BEHAVIORAL SYSTEMS FAMILY OF MODELS We are what we do. So how do we learn to practice more productive behaviors? Let's explore some of the possibilities. CHAPTER 16: LEARNING TO LEARN FROM MASTERY LEARNING Bit by bit, block by block, we climb our way up a ladder to mastery. CHAPTER 17: DIRECT INSTRUCTION Why beat around the bush when you can just deal with things directly? Let's go for it! However, finesse is required, and that is what this chapter is all about. CHAPTER 18: LEARNING FROM SIMULATIONS Training and Self-Training How much can we learn from quasi-realities? The answer is, a good deal. Simulations enable us to learn from virtual realities where we can experience environments and problems beyond our present environment. Presently, they range all the way to space travel, thanks to NASA and affiliated developers. PART VI: INDIVIDUAL DIFFERENCES, DIVERSITY, AND CURRICULUM The rich countryside of humanity makes up the population of our schools. The evidence suggests that diversity enhances the energy of schools and classrooms. However, some forms of teaching make it difficult for individual differences to flourish. We emphasize the curriculums and models of teaching that enable individual differences to thrive. CHAPTER 19: LEARNING STYLES AND MODELS OF TEACHING Making Discomfort Productive By definition, learning requires knowing, thinking, or doing things we couldn't do before the learning took place. Curriculums and teaching need to be shaped to take us where we haven't been. The trick is to develop an optimal mismatch in which we are pushed but the distance is manageable. CHAPTER 20: EQUITY Gender, Ethnicity, and Socioeconomic Background The task here is to enable differences to become an advantage. The best curriculums and models of teaching do just that. In other words, if differences are disadvantages, it is because of how we teach. CHAPTER 21: CREATING AND TESTING CURRICULUMS The Conditions of Learning Robert Gagne's framework for building curriculums is discussed and illustrated. This content is not simple, but it is powerful. CHAPTER 22: TWO WORDS ON THE FUTURE The Promise of Distance Learning and Using Models of Teaching to Ensure that No Child is Left Behind. Afterword APPENDIX PEER COACHING GUIDES Related Literature and References Index

教学模式 = Models of Teaching

Nitrite anions comprise the largest vascular storage pool of nitric oxide (NO), provided that physiological mechanisms exist to reduce nitrite to NO. We evaluated the vasodilator properties and mechanisms for bioactivation of nitrite in the human forearm. Nitrite infusions of 36 and 0.36 μmol/min into the forearm brachial artery resulted in supra- and near-physiologic intravascular nitrite concentrations, respectively, and increased forearm blood flow before and during exercise, with or without NO synthase inhibition. Nitrite infusions were associated with rapid formation of erythrocyte iron-nitrosylated hemoglobin and, to a lesser extent, S-nitroso-hemoglobin. NO-modified hemoglobin formation was inversely proportional to oxyhemoglobin saturation. Vasodilation of rat aortic rings and formation of both NO gas and NO-modified hemoglobin resulted from the nitrite reductase activity of deoxyhemoglobin and deoxygenated erythrocytes. This finding links tissue hypoxia, hemoglobin allostery and nitrite bioactivation. These results suggest that nitrite represents a major bioavailable pool of NO, and describe a new physiological function for hemoglobin as a nitrite reductase, potentially contributing to hypoxic vasodilation.

Nitrite reduction to nitric oxide by deoxyhemoglobin vasodilates the human circulation.

We present a new adaptive kernel density estimator based on linear diffusion processes. The proposed estimator builds on existing ideas for adaptive smoothing by incorporating information from a pilot density estimate. In addition, we propose a new plug-in bandwidth selection method that is free from the arbitrary normal reference rules used by existing methods. We present simulation examples in which the proposed approach outperforms existing methods in terms of accuracy and reliability.

Kernel density estimation via diffusion

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Introduction- Life Course Data in Criminology- The Nondurable Goods Index- Bone Shapes from a Paleopathology Study- Modeling Reaction Time Distributions- Zooming in on Human Growth- Time Warping Handwriting and Weather Records- How do Bone Shapes Indicate Arthritis?- Functional Models for Test Items- Predicting Lip Acceleration from Electromyography- Variable Seasonal Trend in the Goods Index- The Dynamics of Handwriting Printed Characters- A Differential Equation for Juggling

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Applied Functional Data Analysis: Methods and Case Studies

BACKGROUND AND OBJECTIVE: There is limited information on overweight and obesity in Saudi children and adolescents. The objective of this study was to establish the national prevalence of overweigh...

Prevalence of overweight and obesity in Saudi children and adolescents.

The ability of cells to move, divide, and carry out other processes depends on networks of protein filaments and motor proteins collectively known as the cytoskeleton. The motor proteins can move along the filaments to transport molecules and larger structures around the cell, or to rearrange the filaments themselves. The cytoskeleton of animal, plant, and other eukaryotic cells contains two main types of filaments, known as actin filaments and microtubules. Both types of filament have distinct ends, known as the plus and minus ends. Previous studies have revealed that networks of actin filaments can rapidly contract to drive the movement of muscles and other processes. However, it is not known whether networks of microtubules can also contract. Foster et al. studied the microtubules in extracts made from the eggs of a frog called Xenopus laevis. The experiments show that these microtubules form networks that can spontaneously contract. Foster et al. propose that this contraction is caused by the minus ends of the microtubules clustering together due to the activities of a motor protein called dynein. To test this idea, Foster et al. developed a mathematical model based on an 'active fluid' theory. This model makes predictions that agree very well with the experimental data. The next step in this work is to find out if this model of microtubule contraction applies to other networks of microtubules.

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Active contraction of microtubule networks

An institution's trauma survival rate can be compared with that predicted by TRISS using definitive outcome-based evaluation. This examines W, the difference between actual and predicted survival rates; Z, the statistical significance of this difference; and M, a measure of the similarity of injury severity mix to the prediction data base. However, it is possible for two institutions with the same survival rate within each band of injury severity to have very different W and Z scores whilst retaining a similar M score. Clearly this is unsatisfactory. A new statistic, Ws, is therefore proposed, which is standardized with respect to injury severity mix, producing more accurate comparisons between different institutions. Confidence intervals are used to graphically illustrate the magnitude of Ws, its direction, accuracy, and statistical significance. Data from the U.K. Major Trauma Outcome Study are used to demonstrate the calculations and presentation of Ws and its advantages.

Standardized comparison of performance indicators in trauma: a new approach to case-mix variation

Without correction, kernel density estimates suffer from boundary effects. Many boundary corrections now exist, but almost all those with good theoretical performance allow the corrected estimator to become negative. An exception is provided by some recently proposed sophisticated transformation methodology. In this paper, we propose much simpler nonnegative boundary corrected estimators which are analogues of the wide class of simple, but possibly negative, boundary corrections based on generalized jacknifing.

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A simple nonnegative boundary correction method for kernel density estimation

Gram-negative bacteria have an outer membrane that serves as a barrier to noxious agents in the environment This protective function is dependent on lipopolysaccharide, a large glycolipid located in the outer leaflet of the outer membrane Lipopolysaccharide is synthesized at the cytoplasmic membrane and must be transported to the cell surface To understand this transport process, we reconstituted membrane-to-membrane movement of lipopolysaccharide by incorporating purified inner and outer membrane transport complexes into separate proteoliposomes Transport involved stable association between the inner and outer membrane proteoliposomes Our results support a model in which lipopolysaccharide molecules are pushed one after the other in a PEZ dispenser–like manner across a protein bridge that connects the inner and outer membranes

Peter J. Foster

Papers

Prevalence of overweight and obesity in Saudi children and adolescents.

Active contraction of microtubule networks

Standardized comparison of performance indicators in trauma: a new approach to case-mix variation

A simple nonnegative boundary correction method for kernel density estimation

Lipopolysaccharide is transported to the cell surface by a membrane-to-membrane protein bridge