We examined a 35-year transition in the breeding bird community at a successional study site in a reforesting landscape in southwestern New York, USA. Changes in the successional plot were compared with those in two additional census plots, one in undisturbed forest and the other in a managed tree farm. The territories of 7,429 singing male songbirds were mapped on the census plots. The most dramatic changes in community structure were in the successional plot where total number of territories declined between the beginning of the study (x ¯ = 95.8 territories, 1969–1973) and end of the study (x ¯ = 57.2 territories, 1999–2003); grassland/shrub nesting species were nearly extirpated, and the number of neotropical migrant territories increased from zero in 1969 to 30 in 2003. The average number of neotropical migrant territories in the undisturbed forest plot declined from the beginning of the study (x ¯ = 54.0, 1975–1979) to the end (x ¯ = 44.8, 2003–2007). The average number of territories increased in the managed tree farm from the beginning of the study (x ¯ = 53.6, 1983–1987) to the end (x ¯ = 104.0, 2003–2007) largely due to increases in abundance of temperate zone migrants and resident species. Counts of individual species in the census plots were not highly correlated with counts from regional Breeding Bird Survey routes.
ABSTRACT Mist nets deployed in a standard ground-level fashion capture birds approximately 0.5–2.6 m above the ground. In habitats where the vegetation extends above this height, standard mist net deployment may inadequately sample the targeted avian community and age- and sex-classes within species. Such sampling biases may raise questions regarding studies based on data from mist-net captures. To determine if birds were equally likely to be captured by mist nets at different heights, we constructed a series of paired ground-level and elevated mist nets (hereafter “net rigs”) at a research station in western New York State. Net rigs were operated during 14 migration seasons from 2000 to 2006 (spring and fall each year), and 19,735 birds of 118 species were captured. Capture rates were significantly higher in ground-level nets, but 12 species were only captured in elevated nets. Of 44 species with at least 50 captures, 25 species were more likely to be captured in the ground-level nets and two species in the elevated nets. For four of 18 species, more birds were captured in the elevated nets during fall migration than during spring migration. We conclude that standard ground-level net placement was more efficient in capturing birds in the secondary growth habitats that we sampled. However, ground-level nets may not adequately sample the entire targeted community or all age- or sex-classes within species. Redes de niebla colocadas de forma estandar capturan aves que vuelan entre 0.5 y 2.6 m, sobre el nivel del suelo. En hábitats donde la vegetación se extiende sobre la altura previamente indicada, las redes de niebla colocadas de forma estandar, pudieran muestrear inadecuadamente la comunidad de aves y la estructura de edad y sexo en las poblaciones. Estos sesgos de muestreo pueden levantar interrogantes sobre estudios que utilizen de forma usual redes de niebla. Para determinar si las aves eran capturadas en igualdad de condiciones, con redes colocadas a diferentes alturas, colocamos redes contiguas, a la altura cotidiana y otras elevadas en una estación de investigación en el estado de Nueva York. De 2000–2006 operamos redes elevadas (durante la primavera y el otoño) para capturar individuos migratorios. Durante las 14 estaciones de estudio capturamos 19,735 pájaros representando a 118 especies. La tasa de captura resultó significativamente más alta en las redes de altura estandar, pero 12 especies de aves fueron capturadas solamente en las redes elevadas. Venticinco, de 44 especies que se capturaron al menos en 50 ocasiones, fueron más propensas a ser capturadas en redes bajas que en elevadas y dos especies resultaron lo inverso. Para cuatro de 18 especies, más individuos fueron capturados en redes elevadas durante la migración otonal que en la primaveral. Se concluye que las redes a alturas estandar son más eficientes para la captura de aves en hábitas de crecimiento secundario. Sin embargo, las redes al nivel del suelo no necesariamente muestrean adecuadamente la comunidad total de aves y la estructura de edad y sexo en las poblaciones.
Assigning conservation priorities to areas used by birds during migration requires information on the relative quality of areas and habitats. The rate at which migratory birds replenish energy reserves during stopover may be used as an indicator of stopover-site quality. We estimated the rate of mass gain of 34 landbird species during stopover at a near-shore terrestrial site on the south shore of Lake Ontario in New York during 12 migration seasons from 1999 to 2004. The average rate of mass gain was estimated by relating a measure of condition to time of capture (hour after sunrise) with linear regression. Data from 25,385 captures were analyzed. Significantly positive rates of mass change were detected for 20 of 30 species during spring migration and 19 of 21 species during autumn migration. No significantly negative trends were detected in either season. Daily rates of mass gain across all species averaged 9.84% of average lean body weight during spring migration and 9.77% during autumn migration. Our regression estimates were significantly greater than estimates from traditional analyses that examine mass changes in recaptured birds. Analyses of mass changes in recaptured birds revealed a mean daily change of −0.68% of average lean mass in spring and 0.13% in autumn. Because of sampling biases inherent in recapture analyses, the regression approach is likely more accurate when the assumptions of the method are met. Similar studies in various habitats, landscapes, and regions are required to prioritize conservation efforts targeting migratory stages of the annual cycle. Cambios de Peso Diarios de Aves Terrestres durante las Paradas Migratorias en la Costa sur del Lago Ontario
Abstract In 3 related studies, expert and nonexpert teachers were tested for their ability to judge student comprehension of instruction from visual, nonverbal behavior. When sufficient background and contextual information was present, expert teachers were more accurate in their judgments, especially when feedback about their performance was combined with discussion of judgments before the second test occasion. The experts were also more confident of their judgments after receiving feedback. Nonexpert teachers seemed to benefit from feedback only when they were not being influenced by more experienced teachers. Expert teachers were more likely to use objective information, prior knowledge, and classroom context when interpreting nonverbal cues, whereas nonexpert teachers relied upon other subjective experiences to interpret classroom behavior. Results are discussed in terms of the cognitive differences between the expert and nonexpert pedagogue, in which the experts demonstrate a more complex, well-integrated informational schemata about teaching and the classroom setting.
In this study we explored prospective social studies teachers’ memories of their middle and high school social studies teachers. Our goal was to determine what lessons, if any, their apprenticeships of observation taught them about teaching. Analysis of interviews with these prospective teachers indicated they talked about five ways of being a social studies teacher: an information giver, a content knowledge expert, a “character”, a caring, committed teacher, and “powerful.” After discussing these five ways of being a social studies teacher we present implications for teacher educators interested in building upon prospective teachers' initial conceptions of powerful social studies teaching and learning.
Like most teacher educators, we are aware that prospective teachers enter programs with many experiences in schools, and social studies classrooms in particular, that influence their beliefs about schooling, what means to teach, their subject, and students (Britzman, 2003; Pajares, 1992; Richardson, 1996). These experiences and beliefs inform how they then experience our program and, possibly, how they will teach. We in social studies have documented very little about exactly where our students are in their thinking when they begin their social studies methods courses. However, more on the inner workings of social studies teacher is needed (Adler, 1991, 2008; Armento, 1996). In the past, many have seen the apprenticeship of observation as a barrier to transformation in teacher (e.g., Labaree, 2000). Rather than viewing our prospective teachers' experiences as barriers, or as deficits to be overcome, we choose to embrace Segall's (2002) understanding that it is not whether or not teacher changes prospective views about teaching and learning, but rather, how and in what ways does so (p. 168). The larger study from which this piece arose was designed to look at these subtle changes teachers make in our program. In this article we report on our examination of their memories and visions of social studies as a way to see what they bring from their apprenticeships of observations. Theoretical Framework Theoretically our study is situated in two related discourses: social studies teacher and learning to teach as an apprenticeship of observation (Lortie, 2002). In the most recent handbook of in social studies education, Adler (2008) looked across the three previous reviews of (Adler, 1991, Armento, 1996; Banks & Parker, 1990), and highlighted how research has appeared to do little to inform teacher practices or provide an understanding of just what happens in teacher education (p. 330). After reviewing conducted between 1994 and 2005, Adler (2008) concluded that despite an increased focus on teachers' beliefs, there remain few conclusions for teacher educators to draw on when attempting to reframe the structure and coursework of their teacher programs. If we fail to find out where prospective teachers begin and what they think about social studies teaching (good or bad), then we can do little more than create a best guess or one-size-fits-all approach to teacher education. We miss the opportunity to examine the multiple apprenticeships that prospective teachers experience and bring with them when they enter our programs. As a field we bemoan the fact that prospective teachers do not change or that their teaching practice does not reflect what we taught. We have laid the blame on others (cooperating teachers, cultures of schools, the content area professors). We wonder, if we as a field do not understand where our prospective teachers begin, how can we expect to have the changes that we want? Research into learning to teach around specific disciplines or topics in social studies exists that helps teacher educators begin to understand the process of learning to teach social studies. For example, we are beginning to understand more about the nature of some aspects of how prospective teachers think about historical thinking (e.g., Yeager, 1997), technology (e.g., Keiper, Harwood & Larson, 2000; Molebash, 2002), and the middle school learner (e.g., Conklin, 2008). While this work has been helpful, a more direct focus on the apprenticeship of observation in social studies teacher is needed. Slekar (1998) brought these two worlds together for elementary social studies teacher education. He worked with two prospective elementary social studies teachers to gain an understanding of their apprenticeship of observation and what they would do as a teacher. …
Abstract Assigning conservation priorities to areas used by birds during migration requires information on the relative quality of areas and habitats. The rate at which migratory birds replenish energy reserves during stopover may be used as an indicator of stopover-site quality. We estimated the rate of mass gain of 34 landbird species during stopover at a near-shore terrestrial site on the south shore of Lake Ontario in New York during 12 migration seasons from 1999 to 2004. The average rate of mass gain was estimated by relating a measure of condition to time of capture (hour after sunrise) with linear regression. Data from 25,385 captures were analyzed. Significantly positive rates of mass change were detected for 20 of 30 species during spring migration and 19 of 21 species during autumn migration. No significantly negative trends were detected in either season. Daily rates of mass gain across all species averaged 9.84% of average lean body weight during spring migration and 9.77% during autumn migration. Our regression estimates were significantly greater than estimates from traditional analyses that examine mass changes in recaptured birds. Analyses of mass changes in recaptured birds revealed a mean daily change of −0.68% of average lean mass in spring and 0.13% in autumn. Because of sampling biases inherent in recapture analyses, the regression approach is likely more accurate when the assumptions of the method are met. Similar studies in various habitats, landscapes, and regions are required to prioritize conservation efforts targeting migratory stages of the annual cycle. Cambios de Peso Diarios de Aves Terrestres durante las Paradas Migratorias en la Costa sur del Lago Ontario
