Prevalence of Vitamin D Deficiency in a Pediatric Hospital of Eastern India     

Surupa Basu  Ruchi Gupta  Monjori Mitra  Apurba Ghosh 《Indian journal of clinical biochemistry : IJCB》2015,30(2):167-173

Vitamin D deficiency is highly prevalent in Indian children of northern, western and southern states. Serum 25 hydroxy cholecalferol (ng/ml) was analyzed in 310 children and adolescents of pediatric hospital of Kolkata, India. Serum calcium (mg/dl), phosphorous (mg/dl) and alkaline phosphatase (IU/L) data was obtained. Median 25(OH)D was 19 ng/ml. 19.2 % of population had serum 25(OH)D < 10 ng/ml (severe deficiency), 52.9 % had <20 ng/ml (deficiency), 24.5 % had 20–29 ng/ml (insufficiency) and 22.6 % had >30 ng/ml (optimum). Deficiency was highest in adolescents (86.1 %), followed by school children (61.0 %), lowest in pre-school children (41.6 %). 25(OH)D concentrations was lowest in winters (P = 0.002) and spring (P = 0.03) compared to summer. There was no correlation with calcium (P = 0.99), phosphorous (P = 0.23) and ALP (P = 0.63). There is high prevalence of vitamin D deficiency in children and adolescents of eastern India. Prevalence was lower in younger subjects. 25(OH)D did not correlate with bone mineral markers.  相似文献   

The Community of Inquiry framework meets the SOLO taxonomy: a process‐product model of online learning     

Peter Shea  Mary Gozza‐Cohen  Sedef Uzuner  Ruchi Mehta  Anna Valentinova Valtcheva  Suzanne Hayes 《Educational Media International》2013,50(2):101-113

This paper presents both a conceptual and empirical investigation of teaching and learning in online courses. Employing both the Community of Inquiry framework (CoI) and the Structure of Observed Learning Outcomes (SOLO) taxonomy, two complete online courses were examined for the quality of both collaborative learning processes and learning outcomes. The study examines evidence beyond learner reported satisfaction and learning, instead measuring both learning inputs and outcomes. Analysis of input includes quantitative content analysis of discussions using the CoI framework. Analysis of outcomes looks at both the quality of student learning artifacts such as case studies using the SOLO taxonomy as well as instructor‐assigned grades of specific related assignments. Results suggest that understanding of online instructional effort, processes, and learning outcomes can be improved through this more comprehensive, conceptually driven approach.  相似文献   

Teachers’ construction of meanings of signed quantities and integer operation     

Ruchi?S. KumarEmail author  K.?Subramaniam  Shweta?Shripad?Naik 《Journal of Mathematics Teacher Education》2017,20(6):557-590

Understanding signed quantities and its arithmetic is one of the challenging topics of middle school mathematics. The specialized content knowledge (SCK) for teaching integers includes understanding of a variety of representations that may be used while teaching. In this study, we argue that meanings of integers and integer operations form the foundation for the construction of SCK about representations used to teach integers. We report that teachers’ concerns about teaching the topic of integers implicate issues of meaning, although this may not always be explicitly acknowledged by teachers. We develop a framework of integer meanings synthesizing previous research, and describe how the framework allowed teachers to investigate a wide range of representations including contexts and thereby construct SCK in a professional development setting. Teachers constructed SCK by connecting various meanings of integers with one another and with representations including contexts. Teachers made two important shifts, from exclusively using the state meaning of integers to including the application of change meaning to representations and from exclusive use of formal models to including contexts to teach integer addition and subtraction. An implication of the study is that frameworks of meaning for key mathematical topics could be an important component of pre- and in-service teacher education.  相似文献   

Scaffolding group explanation and feedback with handheld technology: impact on students’ mathematics learning     

Jeremy Roschelle  Ken Rafanan  Ruchi Bhanot  Gucci Estrella  Bill Penuel  Miguel Nussbaum  Susana Claro 《Educational technology research and development : ETR & D》2010,58(4):399-419

Based on strong research literatures, we conjectured that social processing of feedback by cooperating in a small group setting—with social incentives to ask questions, give explanations and discuss disagreements—would increase learning. We compared group and individual feedback, using two technologies: (1) Technology-mediated, Peer-Assisted Learning (TechPALS), which uses wireless handheld technology to structure feedback in small groups as they solve fractions problems and (2) a popular desktop product, which provides feedback to individual students as they solve fractions problems individually. Three elementary schools participated in a randomized controlled experiment conducted in the 2007–2008 school year. Students in the TechPALS condition learned more than did the control group students, with effect sizes ranging from d = 0.14 to d = 0.44. Analysis of observational data confirmed that students in the TechPALS condition participated socially in questioning, explaining, and discussing disagreements, whereas students in the individual condition did not. We conclude that an integration of technology, cooperative activity designs and broader educational practices can lead to impact on students’ mathematics learning.  相似文献