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Little research addresses the schooling experiences of non-binary students; no prior work explores their experiences in cyber schools. Using unique data from a US multi-state cyber charter school, we compare the factors parents of non-binary students and parents of other students stated as reasons for leaving their prior schools to attend a cyber charter school in fall 2019 (before the COVID-19 pandemic). Despite a small sample size, we found statistically significant differences, with parents of non-binary students two to three times more likely to indicate mental health, safety, and bullying related concerns as motivating their choice of cyber schooling. There were no significant differences regarding physical health, and few involving academic concerns. We also note implications, and directions for future research. [ABSTRACT FROM AUTHOR]

Full time virtual schools may offer help for at-risk students through personalized learning options where students can catch up with past work in a non-traditional environment. Thus, we need to understand the reasons at-risk learners choose a virtual school as well as their expectations and experiences in such schools. This research study implemented focus groups with 16 parents of at-risk students enrolled in virtual schools to understand their perceptions of at-risk learners’ choices to attend and experiences in a virtual school. Results showed that parents of at-risk students chose a school for safety, medical/health, student behavior and academic reasons. [ABSTRACT FROM AUTHOR]

Existing research on facilitators in K-12 schools has focused on supplemental online programs where on-site personnel work with online students in a local brick-and-mortar school. While some insightful research exists focused on online facilitators at full-time cyber schools, additional research is needed to examine facilitators using synchronous support. The purpose of this study was to determine whether and how the role of a facilitator in a full-time cyber school could help to address students' cognitive, behavioral, and affective engagement needs during the COVID-19 pandemic. We conducted qualitative interviews with two administrators and four advocates during Spring 2020, using the Academic Communities of Engagement Framework as a lens to understand the advocates' role. Findings confirmed the need for a facilitator role to support online student engagement. This type of research will provide insights to full-time cyber schools and will be insightful to those seeking to engage students during emergency remote learning. [ABSTRACT FROM AUTHOR]

Czechs have animated the inanimate onstage through puppets, objects, and robots (R.U.R.) for centuries. More recently, a generation of theatre-makers has reversed that traditional imaginary, exploring possibilities within human-becoming-object that engage Peter Schumann's assertion that "[o]bject exists only because we are deceived into being subject." Through digital and material means, Czech "New Theatre" productions reconceive dormant Czech theatrical traditions to open space between subject and object that explores possibilities of being human beyond the boundaries that humanism's binary definitions allow. Such rethinking has become urgent in an age when AI, technologically enhanced bodies, corporations recognized as "persons," and anthropogenic global warming challenge previous understandings of human agency and composition. Drawing on puppetry studies and posthumanist theory, this essay analyzes the means used by three productions of Czech New Theatre to expose and yet imagine beyond the omissions, assumptions, and inequities within commonly accepted figurations of the human. Through digital puppets, physical composite characters, and transformations into objects, these productions question the composition of bodies and selves, seduction of the object, function of agency, and creation of character. They challenge us to consider how the exceptionalism, autonomy, and agency that humanism asserts for human subjects limits our ability to imagine being human otherwise. Illustrating how critical models of posthumanism can manifest onstage, the essay explores the process of human-becoming-object as one in which, contrary to humanist views, political and social agency can exist. [ABSTRACT FROM AUTHOR]

Recent Center for Research on Education Outcomes (CREDO) analyses find that cyber charter schools in seventeen states show consistently low reading and mathematics value-added test scores compared to traditional public schools serving comparable students. This generally accords with prior research. We hypothesize that the relatively poor measured academic value-added of cyber charters reflects artificial testing conditions for students in those schools. Accordingly, we have collected testing information from the seventeen CREDO states. State-level analyses find that cyber student persistence, which likely indicates school quality, correlates moderately and significantly with the cyber student academic value-added as measured by CREDO. Further, we find evidence of lower cyber school value-added in states which permit cybers to use narrow testing windows, perhaps reflecting testing fatigue on the part of test-takers. We discuss implications, and suggest next steps for research exploring whether testing conditions affect measured cyber charter performance. [ABSTRACT FROM AUTHOR]

The article reviews a performance "Adhd" directed by Rostislav Novák at the Jatka 78 Theatre, Prague, Czech Republic on 6 March, 2019.

Online education has grown over the last ten years and with it has been an increase in diverse learners. In an effort to understand how online teachers meet the needs of diverse learners, researchers surveyed teachers in two cyber schools. 118 participants were asked their definition of differentiation and how differentiation is seen in their practice. After the survey was collected, NVivo qualitative software was used to continually reduce the data through constant comparison. The results from the survey data revealed that online teachers defined differentiation from two distinct perspectives: a) why a student needs differentiation, and b) what a student needs differentiated. Online teachers stated learning styles as their primary reason for differentiation. This result was not only different from findings in face-to-face classrooms, but does not support research on what impacts student achievement. Online teachers also cited when they differentiate, they adjust content, product, and process (63% coverage). Finally, noticeably absent from the data were references to using assessments in the classroom to inform differentiation. Future research should consider how online teachers differentiate in their learning environments and how they make day-to-day decisions as they adjust instruction to meet the needs of their learners. [ABSTRACT FROM AUTHOR]

Research indicates that traditional public schools are less effective in serving Latino students. Yet latino students, but not their parents, exhibit greater school satisfaction than do their counterparts. The purpose of this study was to examine Latino student and parent satisfaction with their cyber school and prior traditional public school using results from surveys of students (53.7% response; n-269) and parents (n-2 3 2 ; response - 48.7%). ANOVA indicate that Latino parents rated their cyber school and prior traditional public schools more positively than other parents. Ixitino students rated the cyber school but not their prior traditional public schools more positively. We discuss implications and directions for further research. [ABSTRACT FROM AUTHOR]

Research suggests that homework has moderately positive impacts on student learning in brick-and-mortar schools (Marzano & Pickering, 2007), but no prior research has explored such relationships in cyber schools. We surveyed parents (n = 232) and students (n = 269) at an American cyber school, and collected student achievement data. For students and parents, findings indicate modest direct relationships between homework and grades and retention. For parents we also find evidence of direct relationships between homework and perceived school quality. Stronger relationships are found for the students’ prior traditional school than for the cyber school, suggesting the inchoate nature of homework in a setting where the home is the school. [ABSTRACT FROM AUTHOR]

In this paper, we discuss some concerns and recommendations of Saultz and Fusarelli (2017), offering nuanced and detailed views of online schooling from a different perspective. This includes addressing challenges regarding online learning such as fluctuating enrollments, financial concerns, quality assurance, and accountability. In addition, we propose recommendations related to funding, better quality data, and oversight and monitoring. We conclude with a short discussion of the need for differentiated research for specific online learning contexts. [ABSTRACT FROM AUTHOR]

Food safety training is utilized in the food industry to provide employees with the needed knowledge on how to prevent foodborne illnesses. However, although there is evidence that current food safety training is effective in increasing employee knowledge, employees’ observed behaviors often do not change and, therefore, the risk of foodborne illness is not decreased. In this review we discuss several motivational theories and propose a unique use of augmented reality for training to increase compliance of employees in regards to safe handling of foods. [ABSTRACT FROM PUBLISHER]

As cyberschooling options expand, it is vital that we understand the nuances of these particular learning opportunities. Because little research exists on leaders of K-12 cyberschools, this exploratory case study had two purposes. We first examined how 18 cyberschool leaders in the United States obtained their position. Second, we explored the perceptions of cyberschool leaders regarding the differences between their job and that of a traditional brick-and-mortar school leader. We found that cyberschool leaders tend to be predominantly new, technology savvy administrators who have some background in online learning. Main differences between cyberschool leadership and brick-and-mortar school leadership included interactions with students, teacher supervision, provision of professional development, and management of the day-to-day operations. [ABSTRACT FROM AUTHOR]

Children across the United States of America are maturing in a media-saturated society. Unfortunately, this often results in poor content choices and evaluative skills. North American schools have attempted to address this problem through information literacy skills. One role key to teaching these skills is the role of the school librarian. Unfortunately, although much research is available on this role in traditional schools, little research was found on the school librarian's role and responsibilities in a fully online school. In this study, two online school principals were interviewed regarding skills required to teach information literacy; who in their school was responsible for teaching these skills and how these skills were taught. Results indicate that although there is much potential for teaching information literacy in a fully online school, the reality often falls short due to a chopping up of school librarian duties into tasks assigned to several individuals. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to measure the association between the efficacy/efficiency of digital information retrieval among community family physicians at the point of care and information and computer literacy. Methods: This study is a part of a cross-sectional anonymous online survey-based study among community family physicians who reported no affiliation with an academic institution in eight Arab countries. Results: A total of 72 physicians were included. The mean total score for the information literacy scale was 59.8 out of 91 (SD = 11.4). The mean score was 29.3 (SD = 5.6) out of 55 on the computer literacy scale. A one-way ANOVA revealed a statistically significant association between information literacy and information retrieval efficacy (F (2,69) = 4.466, p = 0.015) and efficiency of information retrieval (F (2.69) = 4.563, p = 0.014). Computer literacy was not associated with information retrieval efficacy or efficiency. Conclusion: The information and computer literacy scores of community family physicians in eight Arab countries are average. Information literacy, rather than computer literacy, is positively associated with the efficacy and efficiency of information retrieval at the point of care. There is room for improvement in evidence-based medicine curricula and continuous professional development to improve information literacy for better information retrieval and patient care. [ABSTRACT FROM AUTHOR]

Communicating complex scientific and technical information presents a challenge for food science educators. The most efficient learning occurs when all senses are engaged, one reason that many educators believe that scientific principles are best taught with hands-on laboratory experiences. Today there are many challenges to the continuation of these 'wet labs' including the cost of building the labs as well as equipment, materials, and personnel to run them. Many current e-learning technologies are based on 2-dimensional delivery systems, and are often inadequate to provide a substitute for a laboratory exercise. However, recent advances in technology have evolved to more closely reflect the kinds of learning experiences that students typically have in a laboratory class. This review describes the role of these emerging technologies as teaching tools for educators, with the clear understanding that similar concepts can be utilized by management of technical teams in the work place. [ABSTRACT FROM AUTHOR]

Abstract: While critics offer concerns that cyber charter schools under-enroll special education students, such schools may offer advantages for these students, and some cyber schools have identified this market niche. Little is known about such schools. We surveyed parents (n =232; 48.7% response rate) and students (n =269; 53.7% response rate) at a cyber charter school that we will call SunTech, where special education students account for 26% of the student body. Findings indicate that special education students and their parents were more likely than general education peers to mention behavioral issues as influencing their decision to choose SunTech. Compared to general education counterparts, special education students and parents reported somewhat higher levels of satisfaction in the school and somewhat lower levels of satisfaction in their prior schools. Implications are discussed. [Copyright &y& Elsevier]

Virtual charter schools have the potential to transform teacher personnel management. However, there is currently little evidence that they are doing so. This study examined how 89 teachers at two virtual charter schools perceived school personnel practices and leadership. Survey analysis indicated that teachers perceived personnel practices as resembling those of their previous 'brick and mortar' public schools. The results also showed that these teachers had a more positive view of school leaders and the school climate than they had at their previous schools. Implications are discussed in light of teacher education and personnel management literature. Additional research is recommended, as is development of the preparation of school administrators to include online, flexible, and distance learning, and related innovative leadership practices. [ABSTRACT FROM AUTHOR]

Opportunities for K-12 students to choose virtual and blended learning experiences continue to grow. All 50 states including Washington, D.C., now offer some virtual experience in K-12 education. Of these, 40 states have state virtual schools or state-led online learning initiatives. In addition, federal and state support for this type of learning continues to expand. Field experiences are beginning to be available for virtual school teachers; however, little information is available on field experiences for pre-service administrators in virtual K-12 settings. This study provides a status report on the state of school administrator preparation for K-12 online and blended learning programs in the United States. This research was conducted by surveying initial certification Educational Leadership programs regarding the extent that pre-service administrators are exposed to K-12 online learning environments. Results indicate that very few Educational Leadership programs provide any administrator preparation for leading a K-12 virtual school or teachers of online courses. Important ramifications exist for Educational Leadership programs preparing educators to lead fully online and blended learning programs. [ABSTRACT FROM PUBLISHER]

A literature review of 121 peer-reviewed articles, books, and conference proceedings was conducted to determine the signature pedagogies of social studies education and technology integration. The authors found that the signature social studies pedagogy is based on two primary instructional models: direct-instruction and inquiry-based, student-centered learning. Technology can be used to support both models, although its potential lies more in enabling inquiry-based, student-centered learning. Future trends and study ideas are offered in helping practitioners and researchers to advance technology integration into the signature social studies pedagogy. [ABSTRACT FROM AUTHOR]

The American College of Physicians (ACP), Society of Hospital Medicine (SHM), Society of General Internal Medicine (SGIM), American Geriatric Society (AGS), American College of Emergency Physicians (ACEP) and the Society for Academic Emergency Medicine (SAEM) developed consensus standards to address the quality gaps in the transitions between inpatient and outpatient settings. The following summarized principles were established: 1.) Accountability; 2) Communication; 3.) Timely interchange of information; 4.) Involvement of the patient and family member; 5.) Respect the hub of coordination of care; 6.) All patients and their family/caregivers should have a medical home or coordinating clinician; 7.) At every point of transitions the patient and/or their family/caregivers need to know who is responsible for their care at that point; 9.) National standards; and 10.) Standardized metrics related to these standards in order to lead to quality improvement and accountability. Based on these principles, standards describing necessary components for implementation were developed: coordinating clinicians, care plans/transition record, communication infrastructure, standard communication formats, transition responsibility, timeliness, community standards, and measurement. [ABSTRACT FROM AUTHOR]

The article discusses the benefits of the use of learning management systems (LMS) software products in universities and colleges in the U.S. The author relates that one side of the LMS represents its face validity and the raw functionality of the system. Most LMSs consist of fairly generic tools such as quiz/test options, forums, scheduling tools and grading mechanism. The ability to interact with students using the LMS provides faculty with a layer of security that is absent when a class is completely online.

Focuses on the efficacy of the Czech theater from 1975 to 1989. History of the theater movement; Impact of political changes on performing arts; Revolution as performance and manifestation; Conceptions of theater efficacy; Conduct of rehearsals.

Discusses the theater company Divadlo Husa na provazku in the Czech Republic. Company's escape from political notice during its formation; Development of irregular dramaturgy; Self-censorship; Professional status of the company; Production of previously forbidden plays in 1989; Disappearance of the sense of community after June 1990 elections.

The article focuses on the transformative role of Prague's Archa Theatre in reshaping Czech theatre beyond its communist-era practices. Topics include the theatre's struggle for domestic acceptance despite its historic contributions, its commitment to international and innovative performances, and its evolution from a flood-damaged space to a hub for cultivating young artists and fostering cross-cultural collaborations.

This study is based on Jumana Antoun's PhD thesis at Walden University, USA examining the information retrieval behaviour of 72 community family physicians' at the point of care in eight Arab countries in the Eastern Mediterranean. The key findings were that participants looked for digital clinical information at the point of care on average 14.0 times per week with the majority (80.3%) using a mobile phone. Clinical information about medication dosage and side effects was the most sought clinical question, and patient education was the least. Almost half of the participants considered that they often found relevant (55.6%), useful (56.9%) and unbiased (58.3%) information. Whilst none of the factors examined predicted the physicians' self‐reported effectiveness and efficiency at information retrieval, the implication for practice points clearly to the barriers and the need for curricula to focus on search strategies using free resources at the point of care. [ABSTRACT FROM AUTHOR]

Cyber charter schools may increase access to a range of educational offerings, but they substantially underperform traditional public schools on measured academic performance, as demonstrated in a range of studies with distinct samples and methods. Artificial testing conditions offer a possible explanation. In contrast to face-to-face students, for cyber charter students standardized testing occurs in unfamiliar locations, often hours from the location of instruction (home), possibly leading to fatigue and lesser performance. Geocoding home locations and testing sites for 2015–18 mathematics, ELA, and science test scores from 5,493 cyber school students in a northern state, we test whether drive times affect performance, controlling for student characteristics. Save for marginal statistical impacts on mathematics tests, we find no evidence that drive times affect cyber student measured academic performance. Implications are discussed. [ABSTRACT FROM AUTHOR]

One of the most pressing issues for many land grant institutions is the ever increasing cost to build and operate wet chemistry laboratories. A partial solution is to develop computer-based teaching modules that take advantage of animation, web-based or off-campus learning experiences directed at engaging students' creative experiences. We used the learning objectives of one of the most difficult topics in food chemistry, enzyme kinetics, to test this concept. Students are apprehensive of this subject and often criticize the staid instructional methods typically used in teaching this material. As a result, students do not acquire a useful background in this important subject. To rectify these issues, we developed an interactive augmented reality application to teach the basic concepts of enzyme kinetics in the context of an interactive search that took students to several locations on campus where they were able to gather raw materials and view videos that taught the basics of enzyme kinetics as applied to the production of high fructose corn syrup (HFCS). The students needed this background to prepare for a mock interview with an HFCS manufacturer. Students and instructors alike found the game to be preferable to sitting in a classroom listening to, or giving, a PowerPoint presentation. We feel that this use of gaming technology to teach difficult, abstract concepts may be a breakthrough in food science education and help alleviate the drain on administrative budgets from multiple wet labs. [ABSTRACT FROM AUTHOR]

The purpose of this case study was to examine challenges faced by virtual school leaders in the United States. Through semistructured interviews, the researchers explored challenges faced by eighteen leaders of fully online or blended online programs. Analysis revealed six main challenges: funding, staff, accountability, time, parents, and professional development. The researchers found virtual school leaders face many of the same categorical challenges as leaders in brick-and-mortar schools. The nuances of the challenges, however, are distinct. The researchers concluded that the field of educational leadership must respond to the needs of these leaders through preservice training, in-service professional development, policy reform, and additional research. [ABSTRACT FROM PUBLISHER]

Blood flow is essential for normal bone growth and bone repair. Like other organs, the regulation of blood flow to bone is complex and involves numerous physiologic mechanisms including the sympathetic nervous system, circulating hormones, and local metabolic factors. Our studies addressed the following questions: (1) Which endogenous vasoconstrictor agents regulate in vivo blood flow to bone? (2) Does a decrease in bone vascular reactivity to vasoconstrictor hormones account for the increase in blood flow during bone healing? (3) Does the endothelium influence bone arteriolar function? An intact bone model was developed in the rat to assess hormonal regulation of in vivo bone blood flow and in vivo bone vascular reactivity. An isolated, perfused bone arteriole preparation was employed to characterize the responsiveness of small resistance-size arterioles (diameter < 100 μm) to vasoconstrictor hormones and to evaluate the role of the vascular endothelium to modulate vascular smooth muscle reactivity. Our results indicate that: (1) though exogenous endothelin is a potent constrictor of the in vivo bone vasculature, endogenous endothelin does not actively regulate in vivo blood flow; (2) the increase in blood flow to a bone injury site is not due to a decrease in bone vascular sensitivity to norepinephrine, and (3) isolated bone arterioles of young rats are very sensitive to vasoconstrictor hormones but exhibit only modest endothelium-mediated vasodilation.Copyright © 2001 S. Karger AG, Basel [ABSTRACT FROM AUTHOR]

Information and communication technologies (ICT) have been widely adopted in the intervention literature for individuals with Autism Spectrum Disorder (ASD). The systematic and predictable nature of ICTs make them particularly attractive for individuals with ASD. One ICT that has potential promise for individuals with ASD is virtual reality (VR). However, to date there is limited evidence of intervention effects for individuals with ASD when delivered via VR. The aim of this study was to extend the literature on the use of VR with individuals with ASD by presenting the design, implementation, and formative evaluation of a spherical video-based virtual reality (SVVR) mobile app. Using Design Based Research methods, we conducted a formative evaluation to investigate the SVVR app from the perspectives of (1) user experience, (2) feasibility, (3) relevance, and (4) usability for adults with ASD. The evaluation was conducted in two phases and consisted of expert review with four content experts and structured usage testing with five adults with ASD. Results indicate that participants with ASD found the SVVR app to be easy to use and reported an overall positive user-experience; results from expert review suggest a feasible, relevant, and easy-to-use intervention. The pedagogical and theoretical footing that informed the design and implementation of the SVVR mobile app for individuals with ASD is presented and discussed. [ABSTRACT FROM AUTHOR]

It is often difficult to offer food chemistry students traditional, hands-on laboratory experiences due to lack of funds for equipment, insufficient laboratory space, or the nature of distance education. A traditional wet laboratory exercise was developed to demonstrate the effects of the physical properties of ice formation when making high-quality sorbets, varying the amounts of sugar, water, and stabilizer. This wet lab was compared to a simulated, detective-based crime scene investigation (CSI) of why a famous food scientist's sorbet had become a 'stiff.' Forty-six food chemistry students were randomly assigned to groups, completing either the traditional wet lab or the simulated lab 1st before completing the 2nd type of laboratory. While there were preferences for one lab over another, there were no differences in the learning outcomes between the 2 laboratory formats. Students who preferred the simulated lab felt they could move at their own pace and were able to stop and review the simulation to understand the concepts more clearly. Traditional wet lab proponents liked working in groups and having immediate access to instructors. From the initial evaluation it appears that simulations could be used as replacements for hands-on laboratory experiences or could serve as effective introductions to laboratory principles and concepts, resulting in increased student learning. [ABSTRACT FROM AUTHOR]

Abstract: Background: The specialty of emergency medicine (EM) continues to experience a significant workforce shortage in the face of increasing demand for emergency care. Summary: In July 2009, representatives of the leading EM organizations met in Dallas for the Future of Emergency Medicine Summit. Attendees at the Future of Emergency Medicine Summit agreed on the following: 1) Emergency medical care is an essential community service that should be available to all; 2) An insufficient emergency physician workforce also represents a potential threat to patient safety; 3) Accreditation Council for Graduate Medical Education/American Osteopathic Association (AOA)-accredited EM residency training and American Board of Medical Specialties/AOA EM board certification is the recognized standard for physician providers currently entering a career in emergency care; 4) Physician supply shortages in all fields contribute to—and will continue to contribute to—a situation in which providers with other levels of training may be a necessary part of the workforce for the foreseeable future; 5) A maldistribution of EM residency-trained physicians persists, with few pursuing practice in small hospital or rural settings; 6) Assuring that the public receives high quality emergency care while continuing to produce highly skilled EM specialists through EM training programs is the challenge for EM''s future; 7) It is important that all providers of emergency care receive continuing postgraduate education. [Copyright &y& Elsevier]