Search

As more attention is placed on designing digital educational games to align with schools' academic aims (e.g., Common Core), questions arise regarding how professional development (PD) may support teachers' using games for instruction and how such integration might impact students' achievement. This study seeks to (a) understand how teachers use PD resources (e.g., technology personnel and game-use workshops) for integration; (b) determine how teachers integrate games into their instruction; and (c) examine how those teaching practices are associated with student achievement. This mixed method study used survey and interview responses from elementary school teachers (n = 863) with access to PD resources for implementing a math game intervention and standardized math-test scores from their second- through sixth-grade students (n = 10,715). Findings showed few teachers sought PD assistance for integration, but many desired such support. Some reported using integrative practices (i.e., referencing game and using game-generated progress reports) to identify struggling students, whereas several found integration challenging. Teachers' reordering of game objectives to align with lessons and viewing of game-based PD videos were associated with increased student math achievement in our OLS-analysis. However, this result was no longer statistically significant within a school fixed-effects model, suggesting school differences may influence how strongly teachers' practices are associated with student achievement.

OBJECTIVE: This study aimed to investigate the correlation of serum octapeptide cholecystokinin-8 (CCK-8), substance P (SP), and 5-hydroxytryptryptamine (5-HT) values with depression levels in patients with poststroke depression (PSD). It also aimed to explore the potential approach for the early diagnosis of PSD. PATIENTS AND METHODS: A correlation research between patients' biochemical indicators and depression levels was performed among 70 stroke patients during hospitalization from June 2021 to February 2022. The 70 stroke patients were selected and divided into post-stroke depression and non-depression groups according to the Hamilton Depression Scale (HAMD) score. The concentrations of CCK-8, SP, and 5-HT in both groups were measured, and the relationship between the values of CCK-8, SP, 5-HT and the depression levels was analyzed. RESULTS: Among the 70 stroke survivors, 35 were in the depression group and 35 were in the non-depression group. Significant differences were observed in the concentration of CCK-8, SP, and 5-HT between the patients in the depression and non-depression group (p < 0.05). Accompanied by an increase in the depression level, the SP value gradually increased, but the CCK-8 and 5-HT values gradually decreased. Spearman correlation analysis indicated that the order of the correlation between CCK-8, 5-HT, SP, and the depression levels was CCK-8 > SP > 5-HT. CONCLUSIONS: All the CCK-8, SP and 5-HT values were correlated with the depression levels in stroke survivors. Furthermore, the correlation between CCK-8, SP, and post-stroke depression levels was higher than that of 5-HT, suggesting that the early diagnosis of PSD may be reflected more precisely through the detection of CCK-8, and SP values, thus providing potential priority for biochemical detection in the diagnosis of PSD. [ABSTRACT FROM AUTHOR]

This paper analyses W. G. Sebald's "The Emigrants" and Norbert Gstrein's "Die englischen Jahre" from the perspective of intercultural identity. In Sebald's work, intercultural identity emerges as a political crisis that leads to a series of devastating personal crises: Sebald's protagonists' inability to fully abandon early ethnic and national identifications results in life-long melancholy whose issue can only be death. For Gstrein, the problem of intercultural identity is one of ethnic impersonation. Gstrein explores performative notions of identity, but is alert to the ethical dubiousness and, indeed, potentially regressive aspect of performance, in contradistinction to some contemporary theorists who see the performative approach to identity as emancipatory. In conclusion, the role of the narrator in the texts is examined. Both narrators thematise the question of empathy, from both an ethical and an epistemological point of view. Although they come to different conclusions about the value of empathic identification, their texts represent self-conscious attempts to develop a mode of intercultural narrative that seeks to do justice to the otherness of the other. (Contains 10 notes.)