Special Issue of Educational Psychologist - Educational Psychology in the Open Science EraRecently, scholars have noted how several “old school” practices—a host of well-regarded, long-standing scientific norms—in combination, sometimes compromise the credibility of research. In response, other scholarly fields have developed several “open science” norms and practices to address these credibility issues. Against this backdrop, this special issue explores the extent to which and how these norms should be adopted and adapted for educational psychology and education more broadly.

This books lays the foundation for prospective teachers to learn about various teaching methodologies and covers material typically found in many teacher training programs. Chapters in the text can be assigned either from beginning to end, as with a conventional printed book, or they can be selected in some other sequence to meet the needs of particular students or classes. In general the first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. But the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate. Chapter 2 is about learning theory, and Chapter 3 is about development; but as we point out, these topics overlap with each other as well as with the concerns of daily teaching. Chapter 4 is about several forms of student diversity (what might be called individual differences in another context), and Chapter 5 is about one form of diversity that has become prominent in schools recently—students with disabilities. Chapter 6 is about motivation, a topic that is heavily studied by psychological researchers, but that also poses perennial challenges to classroom teachers.

These are slides for a masters-level course with the following course description:An intensive course in which students will create sophisticated work in multiple modalities (e.g. text, images, audio, etc.) that develops and expresses ideas focused on the needs of the audience to increase its knowledge, foster understanding, or promote a change in its attitudes.The audience for this course was primarily working professionals with a wide range of prior knowledge of these practices, so this material could easily be (and was) adapted for undergraduate students. I think it would also be possible to adapt for high schoolers, if desired.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Diet has a strong influence on our gut microbiota, even stronger than that of host genetic background. Caloric restriction is a specific diet change that can delay the development of metabolic disorders and has been shown previously to delay immune senescence, which is the shift towards more immune memory cells with age. However, the interactions among caloric restriction, the microbiota, and the immune system are not well understood. To close this gap, researchers examined the impact of fecal microbiota transfer from a woman in a research diet trial to germ-free mice. The fecal samples were collected before (AdLib) and eight weeks into a very low-calorie formulated diet (CalRes). CalRes-microbiota recipients had a restructured gut microbial community compared to AdLib-microbiota recipients. These mice also had reduced body fat accumulation and improved glucose tolerance compared to the AdLib-microbiota recipients..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This word document is intended to be used as an assessment for elementary students conducting biography research.  It is a document that mimics a Facebook page and the students use the information they have found while conducting research to populate the various fields.  They also have the opportunity to create conversations that this famous person would have had with his/her contemporaries that can demonstrate whether or not the student understands the actions and intentions of the character that have explored.

Elementary Ergonomics is an introduction to basic physical ergonomics theory and practice for students of other - than Industrial Design Engineering of Delft University of Technology - institutes for higher learning, such as Dutch universities, universities of EU and non-EU countries, and universities of applied sciences. The course consists of the following topics: anthropometry (1D, 2D, 3D including digital human modelling), biomechanics, and comfort.

Furthermore, the role of user involvement in the design process (evaluation of existing products and environments and of created concepts, models and prototypes) will be explained. Moreover, the meaning and representation of use cues in product design will be highlighted.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Insulin resistance and its progression to type 2 diabetes mellitus is an important public health concern. Both endoplasmic reticulum (ER) stress and reduced levels of the regulatory protein PGC-1α have been implicated in insulin resistance, but little is known about any interactions between them in this context. A recent study used cultured human skeletal muscle cells and mouse experiments to examine these potential interactions. In both cultured cells and mice, induced ER stress led to a decrease in PGC-1α and an increase in expression of ATF4, a transcription factor. To see if ATF4 was influencing PGC-1α expression, researchers increased ATF4 expression without ER stress, which also decreased PGC-1α expression, and reducing ATF4 before inducing ER stress blocked the drop in PGC-1α. ER stress activated mTOR, a major regulatory protein, and reduced levels of CRTC2, which is a transcription co-activator that increases PGC-1α transcription..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

The course (supported by the European Union's Horizon 2020 Programme and Seventh Framework Programme) will help understand and justify the importance of public engagement as a key dimension of responsible research and innovation and open science. It provides tools to design, implement and assess a public engagement strategy within research funding and performing organizations.

Upon completion of this course, you will be able to:

Understand what is public engagement for RRI and Open Science.
Assess the level of engagement that your current R&I practice promotes.
Understand the importance of public engagement for RRI and Open Science.
Be aware of tools, resources and skills needed to start and implement public engagement processes.

Students are introduced to polymer science and take on the role of chemical engineers to create and test a plastic made from starch. After testing their potato-based plastic, students design a product that takes advantage of the polymer’s unique properties. At the end of the engineering design process, students present their product in a development “pitch” that communicates their idea to potential investors.

This resource includes seven independent modules that focus on essential skills for engineering including how to find, understand, evaluate, and document information sources that are commonly used by engineers such as journal articles, patents, standards/guidelines, books, and webpages.

The resource has been created as a series of self-learning modules to support all undergraduate engineering students, regardless of their level of study. Since each online module focuses on building different skills, they can be used in combination or individually.

The seven modules included in this OER include:
1. Evidence-based practice
2. Books
3. Web Information
4. Journal Articles
5. Patents
6. Standards
7. Citation

This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca

This is an assignment for an argumentative essay with the use of research and proper incorporation of MLA citations.

This is an assignment for a comparison contrast essay for a Composition I class.

This is an assignment for a proposal essay to be used in a composition I class.

Composition 2 is an expository writing course requiring more advanced writing skills than Composition 1, yet reviewing and incorporating some of the same skills. This course teaches research skills by emphasizing the development of advanced analytical/critical reading skills, proficiency in investigative research, and the writing of persuasive prose including documented and researched argumentative essays. A major component of this course will be an emphasis on the research process and information literacy.

A required course emphasizing analysis, argumentation, and research. Texts and materials will vary from section to section and will be employed as the basis for a range of essays. Successful completion of a research essay is required to pass this course.

The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.

Who decides who among us is civilized? What rules should govern immigration into the United States? Whom should we let in? Keep out? What should we do about political refugees or children without papers? What if they would be a drain on our economy?

ACCOMPLISHMENTS

Students read William Shakespeare’s play The Tempest and write a short argument about who in the play is truly civilized.
Students participate in a mock trial in which they argue for or against granting asylum to a teenage refugee, and then they write arguments in favor of granting asylum to one refugee and against granting it to another.
Students read an Independent Reading text and write an informational essay about a global issue and how that relates to their book.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What role do national identity, custom, religion, and other locally held beliefs play in a world increasingly characterized by globalization?
How does Shakespeare’s view of human rights compare with that in the Universal Declaration of Human Rights?
Who is civilized? Who decides what civilization is or how it’s defined?
How do we behave toward and acknowledge those whose culture is different from our own?

What are the requirements for a written argument? In this lesson, students will draft an essay arguing in favor of granting asylum to one refugee in the Granting Refuge Activity and against granting it to another. They’ll share their writing and get feedback.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"RhoB is a rescue enzyme activated by toxins, stress, and inflammation and has been found to enhance the clearance of UTI-causing E. coli. Given these roles, researchers wondered whether RhoB might be a useful signal of other diseases—namely, ulcerative colitis. To find out, the team examined colon tissue from patients with ulcerative colitis, as well as mice with drug-induced colitis. They discovered that RhoB was enhanced in both humans and mice, with gut microbes contributing to that increase. Unlike in other studies, here RhoB was found to play an antagonistic role: compared with control mice (WT), colitis tended to recede in mice with low RhoB (RhoB-/-). A similar trend was observed in organs artificially grown from the tissue of mice without the gene that codes for RhoB. In these RhoB-less organoids, cells showed an increased ability to repair colon tissue compared with tissue from untreated control mice..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Coronary heart disease is a serious condition, and its prognosis is largely determined by the degree of myocardial ischemia/reperfusion (MI/R) injury. MI/R injury occurs when blood returns to cardiac tissues and is partly a function of calcium overload and endoplasmic reticulum (ER) stress. There is growing evidence that estrogen is protective against MI/R injury and a recent study examined the potential mechanisms of this protective effect in rats and cultured cells. Reducing estrogen levels by removing both ovaries exacerbated MI/R injury and reduced levels of SERCA2a, a critical calcium ion pump, but SERCA2a could be increased to nearly normal levels by estrogen supplementation (17β-estradiol). Both supplemental estrogen and exogenous SERCA2a overexpression decreased signs of ER stress and alleviated myocardial damage. Conversely, reducing SERCA2a expression exacerbated ER stress and myocardial damage, and adding estrogen after that reduction could not protect against the damage or ER stress..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.