No abstract

Tidal wetland mesocosms at Tijuana River National Estuarine Research Reserve failed to elucidate effects of hydrologic treatments (excluded, impounded, and fully tidal systems) for most parameters measuring Salicornia virginica (pickleweed). Although soil salinity increased where tidal flushing was excluded for 10 months (salinities rose ∼20 to 50%), pickleweed cover and algal chlorophyll did not differ among treatments. Effects were seen only in pickleweed growth rates (∼30% decrease where tides were excluded) and normalized difference vegetation index (NDVI) measurements. We failed to show any differences between impounded and fully tidal conditions, because the mesocosms had coarse sediments, and impounded water drained easily via subsurface flow. However, the problems that we encountered with the mesocosms led to the following advice for future wetland restoration projects: (1) Mesocosms are useful for testing restoration techniques before an actual restoration project takes place. (2) Mesocosms should be used to test factors that may lead to more successful restoration in the future, including planting techniques, substrate conditions, and hydrology. (3) Mesocosms should be used to develop new assessment methods for monitoring wetland ecosystems. Because of the ability to control some environmental parameters while maintaining seminatural conditions, mesocosms offer great potential for the future evaluation of experimental restoration techniques.

The authors explain an instructional framework that gradually releases responsibility from teachers to learners. The article illustrates with an example of real teaching from an arts classroom, and multimedia supplements (http://www.reading.org/General/Publications/Journals/JAAL/SupplementalContent/jaal_JAAL-53-1-Ross_supp-1.aspx) further demonstrate what modeling and gradual release of responsibility look like with teachers and teens. تلخيص البحث: يوفر هذا المخطوط القراء بمعلومات عن التعليم في إطار التنازل التدريجي عن المسؤولية. ويشرح المؤلفون النموذج التعليمي وثمة يضربون مثالاً لتعليم حقيقي من صف فنون. 本文是关于以渐进式责任解除为理论框架的教学方法。本文作者解释这教学方法的模式，及提供一个文科课堂的真实教学示例。 Cet article apporte aux lecteurs des informations sur l'enseignement dans un cadre comportant une responsabilité progressive. Les auteurs présentent leur modèle pédagogique puis apportent un exemple concret d'enseignement dans une classe d'enseignement des arts. Читатели получат информацию о методах обучения, основанных на постепенном перераспределении ответственности между учителем и учащимися – в пользу последних. Авторы объясняют учебную модель и приводят в пример работу учителя‐предметника на уроках художественного творчества и истории искусств. Este manuscrito presenta a los lectores con información sobre la enseñanza basada en el marco de liberación gradual de responsabilidad. Los autores explican el modelo de instrucción y proveen un ejemplo real en una clase de arte.

No abstract

Teachers grow from sharing their practice and receiving feedback, yet it can be difficult for teachers to welcome others into their classrooms without feeling judged. Observers need to enter teachers’ classrooms projecting respect and value for the challenging work of teaching. In this article, we share an approach to visiting classrooms, called Affirming Learning Walks, that differs in comparison to more typical learning walks, instructional rounds, or classroom observations. Affirming learning walks are hosted by teachers or administrators, conducted with other teachers, designed around eight practices known to support student achievement, and focused only on those productive practices that are present rather than on the absence of practices or areas for improvement. This approach provides an opportunity to value many of a teacher’s practices that are productive and encourages teachers to engage in more of the productive practices because they are highlighted and celebrated.