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Purpose: Hip arthroplasty with metal-on-metal bearings like hip resurfacing results in the release of metallic ions. In parallel, like every metallic implant, knee arthroplasty implants undergo passive corrosion. We analyzed blood levels of cobalt and chromium ions in patients who have a hip resurfacing arthroplasty and compared them to patients who have undergone knee arthroplasty at a minimum follow-up of one year. The hypothesis was that there is no difference in the ion release between hip resurfacing and knee arthroplasty. Methods: Sixty-three patients who underwent knee arthroplasty were compared to a cohort of 132 patients who underwent hip resurfacing. The blood levels of cobalt and chromium ions were determined preoperatively and at six and 12 months postoperatively and then compared between groups. We analyzed the relationship between ion release and the change in clinical outcome scores (Harris Hip score, Oxford Hip score, Merle D'Aubigné Postel score, Oxford Knee score, International Knee Society score), the BMI, sex, physical activity, implant size and inclination of the acetabular implant (hip resurfacing patients only). Mixed linear models were used to assess the changes in ion blood levels over time. Results: The cobalt blood levels were higher in the first 6 months in the resurfacing group (0.87 ug/L vs 0.67 ug/L; p = 0.011), while it was higher in the knee arthroplasty group at 12 months (1.20 ug/L vs 1.41 ug/L; p = 0.0008). There were no significant differences in chromium levels during the follow-up period. Conclusion: The increase in metal ion release after knee arthroplasty is as high as after hip resurfacing at the one year follow-up. The monitoring of this parameter probably should not be recommended in case of good clinicals outcomes. [ABSTRACT FROM AUTHOR]

There is a critical need to understand the factors that influence the development of students' skills for using the Internet to search for and locate information. Teachers play an important role in this process and there is a related impetus to identify the dynamics of instruction in information-seeking activities. This study investigated German and American middle and secondary school teachers' perceptions about preparing students to use the Internet as a tool for research. Utilizing theoretical thematic analysis, results indicated teachers from both countries felt specific student attributes contributed to and inhibited processes associated with online information searches. Importantly, there were also similarities and differences in the strategies teachers perceived as necessary for preparing students that were linked to pedagogical and contextually-specific factors. Implications for future investigations include incorporating observations of instruction and collecting teaching artefacts to further identify the pedagogical strategies implemented by teachers from each country. [ABSTRACT FROM AUTHOR]

Teacher self-efficacy is a construct that exerts a powerful influence on the behaviors of teachers. Yet, few studies have been conducted examining the impact of contextual structures within educator preparation programs on the development of general and domain-specific teaching efficacy. This study investigated the impact of an embedded internship in culturally- and linguistically-diverse elementary schools on self-efficacy for culturally responsive teaching. The results indicated candidates who participated in the internship demonstrated differences in self-efficacy for culturally responsive teaching that were significantly different in comparison to candidates who completed the traditional teacher education program. Implications are discussed as related considerations for teacher education programs as they seek to structure clinical experiences with focused opportunities for mastery experiences and relationship-building. [ABSTRACT FROM AUTHOR]

Teacher self-efficacy is a construct that exerts a powerful influence on the behaviors of teachers. Yet, few studies have been conducted examining the impact of contextual structures within educator preparation programs on the development of general and domain-specific teaching efficacy. This study investigated the impact of a yearlong internship for elementary education majors along several dimensions of teacher self-efficacy, including self-efficacy for classroom management, student engagement, and instructional strategies. The results indicate that candidates who participated in the internship demonstrated increases in efficacy that were significantly different in comparison to candidates who completed the traditional teacher education program. Implications are discussed as related considerations for teacher education programs as they seek to structure clinical experiences to maximize opportunities for mastery experiences and relationship building, thereby maximizing growth in candidates’ teaching self-efficacy. [ABSTRACT FROM AUTHOR]

Educator preparation programs are under pressure to demonstrate their effectiveness in producing teachers that impact P-12 student learning. As a result, programs must investigate organizational features that are powerful for preparing teacher candidates to enter the classroom. This manuscript describes the development of an intensive, structured field experience delivered in partnership with a local district. Using the CLASS observation instrument (Pianta et al., Upper elementary/secondary CLASS manual. Teachstone, 2012), the investigation compared student-teacher candidate interactions between those who participated in the experience and those who participated in the traditional preparation program. Results revealed that candidates who participated in the structured clinical experience scored higher than their peers on the CLASS observation instrument in the areas of supporting students' emotional needs, providing instructional opportunities, and learner engagement during the student teaching semester. Recommendations for future research include longitudinal analyses that utilize direct student-growth data as well as principal observations to measure direct impact on student learning. [ABSTRACT FROM AUTHOR]

Within the current educational context, educator preparation programs are under increasing pressure to demonstrate their effectiveness in producing teachers that impact P–12 student learning. As a result, programs must investigate organizational features that are powerful for preparing teacher candidates to enter the classroom. One facet is the clinical experience, which allows candidates to enact practices learned within the preparation program within an educational context. This article describes the development of an embedded, multi-semester internship that incorporated an intensive field experience delivered in partnership with a local district. It was theorized that the activities associated with the internship and the related partnership have the potential to be a powerful way to structure teacher learning to impact theory-practice connections and improve candidates' efficacy for teaching and learning. Preliminary data collection in the form of surveys and focus group meetings have revealed positive outcomes, including perceptions of readiness to teach and the development of relationships between various stakeholders. Subsequent analyses will examine the impact on observable classroom behaviors, performance on the edTPA, and impact on teacher self-efficacy. [ABSTRACT FROM AUTHOR]

Introduction: Injecting bone marrow or bone morphogenetic protein 7 (BMP) during core decompression for avascular osteonecrosis (AVN) may improve survival. We hypothesized that adding a complementary technique (injection of BMP and/or non-concentrated bone marrow) to core decompression would reduce the number of patients requiring a subsequent total hip arthroplasty (THA). Methods: We retrospectively reviewed 92 cases from 2003 to 2018 with a minimum of 2 years of follow-up and an average follow-up of 64 months (24–204). Twenty-four patients had a core decompression (CD) (26.1% (24/92)), 25 had a CD associated with reinjection of bone marrow and BMP (rhBMP7) (27.2% (25/92)), and 43 patients had a CD with bone marrow reinjection (46.7% (43/92)). Results: Hip survival after CD was 66.3% (61/92) at two years and 59.8% (55/92) at 10 years. CD with bone marrow and BMP reinjection had a better hip survival at ten years (HR: 0.492 (CI95%: 0.254–0.952) p = 0.035). A volume of necrosis greater than 30% (HR = 12.97 (CI95 [3.88–43.3] (p < 0.001))) and a Kerboul angle greater than 60° (HR: 12.5 (CI95 [2.84–54.6] (p < 0.001))) were risk factors for a subsequent THA. Conclusions: CD is an interesting non-invasive technique to preserve the native hip after AVN of the femoral head. Reinjection of bone marrow and/or BMP improved CD hip survival. [ABSTRACT FROM AUTHOR]

This study examined 388 elementary education teacher candidates (n = 388) across four semesters in one educator preparation program about their experiences completing the performance-based assessment edTPA. Candidates were in one of three programs at a large, public research university in the Southeast region of the United States. These programs included: a general undergraduate elementary education program, an undergraduate elementary/special education dual licensure program, and a post baccalaureate graduate certificate in elementary school teaching program. Findings indicate that candidates across all three programs reached consensus on the five biggest challenges of edTPA. The challenges included: (1) deeper thinking for students; (2) identifying the language function of the lesson sequence; (3) including discourse in the lesson plans; (4) including the syntax supports in their lesson plans; and (5) making connections to research and theory. While all three groups of candidates identified these five challenges, the order and the extent to which they were a challenge varied by group. Further, candidates expressed disproportionate periods of time dedicated to edTPA during student teaching. Candidates in the graduate certificate in teaching program reported that they felt less prepared than undergraduate students in the other programs. Implications include examining how to best support candidates in all three programs to increase their likelihood of success on edTPA. [ABSTRACT FROM AUTHOR]

Competent use of the Internet to locate information is an important skill for today's youth. Yet, many lack the knowledge and dispositions to engage in the processes necessary to effectively and efficiently find information on the Internet. As a result, various countries have incorporated references to the processes of online inquiry within their educational standards. Despite similarities in these standards, however, international comparisons are rare and have not produced insights into broader themes and patterns regarding how cognitive, metacognitive, and affective variables interact to influence outcomes on related measures of success, e.g., international assessments. The purpose of this research was two-fold: to examine the measurement invariance of a German-language version of the Survey of Online Reading Attitudes and Behaviors across a sample of participants from Germany and to compare the results with students from United States who completed the English-version of SORAB. The results justified comparisons across the samples with respect to the latent factor variables and comparisons yielded differences associated with cognitive and behavioral engagement, value/interest, and anxiety. No differences were noted with regard to self-regulation and efficacy for online reading. Implications are framed within broader contextual variables that may have been influential in producing the differences between the samples. [ABSTRACT FROM AUTHOR]

By integrating the model presented here into instruction, teachers can help students develop the knowledge, skills, and mindset necessary to become effective global citizens. [ABSTRACT FROM AUTHOR]

In this article, we examine the idea of Professional Development School partnerships in light of three of John Goodlad's Postulates (Goodlad, 1994) about teacher education as well as the Clinical Practice Report from the American Association for Colleges of Teacher Education (AACTE, 2018). We provide a description and synthesis of Goodlad's Postulates that we then relate to the Nine Essentials of Professional Development School partnerships and the Proclamations of the AACTE Clinical Practice Report. We end by examining two examples of partnerships as to the extent that they align with recommendations. [ABSTRACT FROM AUTHOR]

Educator preparation programs across the United States are increasingly adopting performance-based assessments, including edTPA, as a mechanism to measure candidates' development of the knowledge and skills necessary to enter the classroom upon program completion. Within this context, this investigation examined associations between elementary candidates' edTPA scores, background characteristics, preparation program features, and performance on practice tasks. EdTPA scores were collected for six cohorts of elementary teaching candidates, including 392 undergraduate and 115 graduate certificate candidates. Multiple imputation and ordinary least squares regression were used to assess associations. Better Grade Point Averages and performance on practice tasks were consistently associated with higher final edTPA scores for undergraduates. Perceived preparation from coursework predicted higher final edTPA scores in some cases. The results are discussed relative to their implications for identifying candidates who may require additional supports and for targeting program resources to supports that have the strongest associations with final scores. [ABSTRACT FROM AUTHOR]

Study abroad is an experiential learning pedagogy that has many positive outcomes. In the field of teacher education, study abroad provides opportunity for the development of global competencies and agency. Similarly, study abroad can help expand notions of what it means to be a global citizen. This article examines the effects of preservice teachers engaging in a study abroad program to South Africa. Critical Cosmopolitan Theory provides the article's theoretical frame for the investigation of the impact of this study abroad program. The study's participant sample comprised preservice teachers from a large research university located in the Southeast region of the United States (N = 21). Using a mixed-methods research design, the study examined the participants' perceptions of their study abroad and international teaching experiences. It was found that the study abroad experience was a catalyst for enhancing preservice teachers' global competencies, intercultural awareness, and cultural responsiveness as the participants widened their perspectives of what it means to be a critically cosmopolitan educator and citizen. [ABSTRACT FROM AUTHOR]

While Grow Your Own (GYO) programs have sought for decades to remedy teacher shortages across the United States, myriad factors, including the demographic shifts in public school populations, have in recent years exacerbated the need to recruit and retain teachers of color and of bilingual backgrounds. Amid models of precollegiate and university-based GYO programs, a unique early college program, the Charlotte Teacher Early College (CTEC), was developed in partnership between a large urban school district and an urban college of education to intentionally attract and support students historically marginalized from the profession. This article describes the innovative elements of the program, such as the curriculum, workshops, and mentorships, designed to build from previous GYO successes and to capitalize on assets offered by this particular community. Because CTEC is only in its second year of implementation, the authors present challenges and opportunities for growth and research both for this particular program and for the broader GYO teacher preparation movement. [ABSTRACT FROM AUTHOR]

Introduction: The SOFCOT symposium (2005) on periprosthetic fractures of the femur (PFFs) highlighted a high rate of dislocation (15.6% at 6 months) after change of prosthesis. So far, no study has ever proved the benefit of dual-mobility articulation during PFFs revisions. We conducted a comparative study on two prospective cohorts in order to (1) assess the influence of systematic acetabular revision in favor of a double mobility on dislocation rate (2) and in order to evaluate the rate of morbidity associated with this extra surgical procedure. Hypothesis: A systematic replacement of the cup in favor of a dual-mobility articulation enables to reduce the dislocation rate in PFFs revisions without increasing morbidity. Methodology: We compared two prospective multicenter cohorts over a year (2005 and 2015) using the same methodology. Any fracture around hip prosthesis which occurred 3 months at least after surgery was included. Data collection was clinical and radiological on preoperative, intraoperative and 6 months after surgery. The 2015 'bipolar' group ( n = 24) included patients who had a bipolar revision (both femoral and dual-mobility articulation). The 2005 'unipolar' group ( n = 25) included patients who had only a femoral implant revision. Patients were comparable by age ( p = 0.36), sex ( p = 0.91), ASA score ( p = 0.36), history of prosthetic revision ( p = 1.00), Katz score ( p = 0.50) and the type of fracture according to the Vancouver classification ( p = 0.55). Results: There was a 4% rate of dislocation in the 'bipolar group' while there was 21% rate of dislocation in the 'unipolar group' (8% of recurrent dislocation) ( p = 0.19). The rate of all-cause complications 6 months after surgery was not significantly different ( p = 0.07): 12.5% in the 2015 'bipolar' cohort (one dislocation, one non-symptomatic cup migration and one pseudarthrosis of the major trochanter) versus 35% in the 'unipolar' cohort (5 dislocations, 1 major trochanter fracture and 1 femur pseudarthrosis, 1 secondary displacement associated with a superficial infection). The surgical revision after 6 months was not significantly different (1/23 or 4% vs. 4/25 or 16%, p = 0.35). Conclusion: We confirm the low rate of dislocations after fitting a dual-mobility cup in case of revision of the femoral side in case of periprosthetic femoral fracture, as well as the need for additional cases to be carried out upon further studies to significantly confirm the interest of preventing instability after femoral revision. [ABSTRACT FROM AUTHOR]

This article reports on the development and initial validation of the Culturally Responsive Classroom Management Self-Efficacy Scale. Data from 380 preservice and inservice teachers were used to examine the psychometric properties of the instrument. Exploratory factor analysis results suggested a one-factor structure consisting of 35 items and the scores on the measure were highly reliable. Evidence of construct validity was obtained with two existing teacher self-efficacy measures. The results of the correlational analysis lend credence that the instrument developed by the research team was indeed measuring self-efficacy beliefs. The implications for teacher education and research are discussed. [ABSTRACT FROM AUTHOR]

We report a case of a 21-year-old male with massive hypertrophic ischial tuberosity non-union. Among multiple other lesions, the patient suffered an open avulsion of the ischial tuberosity in a severe traffic accident in adolescence. A conservative treatment was decided for the avulsion. Because of sciatic pain and difficulties while sitting since the age of 19, X-rays were realised and showed a massive hypertrophic non-union of the ischial tuberosity. To preserve hamstring origin with bone attachment, the non-union was mobilised, reduced by osteotomy and fixed by plate and screws. At the follow up of one year, the patient sits without pain and can work without interruption. Avulsion of the ischial tuberosity is infrequent and the diagnosis is often missed (Gidwani et al., BMJ 329:99-100, 2004; Hamada, Clin Orthop 31:117-130, 1963). This lesion is more often seen in adolescence as the consequence of a sport injury (Gidwani et al., BMJ 329:99-100, 2004). Treatment is generally conservative and outcome good. Surgical therapy is only needed in cases with severe displacement. Long-term problems are seldom and surgical therapy to solve these problems is the exception. [ABSTRACT FROM AUTHOR]

Teacher efficacy represents a powerful influence on the behaviors of teachers due to its impact on instructional choice, effort, and persistence. Yet few studies have been conducted examining differences in efficacy among groups of teachers with varying levels of experience, including those still engaged in teacher preparation programs. This study was conducted to examine such differences through a comparison of teacher efficacy among groups of preservice and inservice teachers with various levels of experience using the Teachers' Sense of Efficacy Scale. The results demonstrated that experienced teachers held the highest general teaching efficacy as well as the highest efficacy with regards to domain-specific areas such as student engagement and classroom management. No statistically significant differences were noted among preservice teachers and novice teachers. [ABSTRACT FROM AUTHOR]

Current legislation has exerted tremendous influence on the instructional methods used by reading teachers. Historically, however, neither mandated curriculum nor forced change has proven consistently successful in helping sustain long-term change in teachers' instructional practices or student achievement gains. Using theories of motivation and behavior change, we propose the intentional teaching model to support and facilitate fundamental change in the instructional practices of reading teachers for the benefit of the populations they serve. [ABSTRACT FROM AUTHOR]

The article offers an educational tool using podcasts to enhance science vocabulary development in fifth graders. The lack of research on podcasts in education and on vocabulary instruction in content area classrooms are addressed. The authors wished to discover how access to weekly podcasts of science-specific vocabulary affect students' vocabulary development compared to those who received only regular instruction and if students given access to podcasts consider them effective in enhancing their vocabulary development. How the authors organized their classroom instruction and created and incorporated podcasts into their classrooms are discussed.

The current educational spotlight on accountability has helped create a focus on teacher practices and their subsequent effects on student achievement. Professional development has been shown to be an effective vehicle to impact practices; however, research has only recently begun to provide an understanding of its impact in literacy instruction (Anders, Hoffman, & Duffy, 2000). The Intentional Teaching Model (INTENT) was created to provide a method of professional development aimed at promoting change in the instructional practices of reading teachers. This article outlines the phases of the model and provides research-validated evidence of its effectiveness in promoting teacher change and increasing student achievement. Implications for practices of several levels of educational stakeholders are presented as a context for using INTENT. [ABSTRACT FROM AUTHOR]

With one in three people likely to experience mental health problems during their lifetime, it is paradoxical that stigma and negative attitudes towards mental illness are so prevalent in the UK today. This systematic literature review was completed to investigate what the most common negative attitudes towards mental illness are, and the most common recommendations made to address them. The findings were used to inform teaching resources used in an National Health Service Direct call centre. Guidelines for undertaking a systematic review, produced by the Centre for Reviews and Dissemination, were used. Terms were set and a search of electronic databases and peer-reviewed academic journals was completed, from which 16 primary research papers (from the UK) were obtained and used. These were assessed, using evidence-based critical appraisal tools, to obtain data pertinent to the original question. This paper describes the process, including a detailed account of the methodologies employed to gather and analyse relevant data. Put into context, alongside key drivers (e.g. government papers), the findings are presented and discussed, along with underlying theories, where appropriate. Recommendations for professional practice are then presented. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to investigate the relationship between the number of Accelerated Reader points accumulated by students and their level of self-efficacy and value of reading. The fourteen week study examined 68 fourth grade students who attended an elementary school in a suburban location near a large Midwestern city. Self-efficacy and value of reading were assessed using the Motivation to Read Profile (Gambrell, Palmer, Codling, & Mazzoni, 1996). Results of a pre/post-test administration of the MRP showed the group of children who accumulated the largest number of points reported increases in reading self-efficacy, while the students in the groups who accumulated fewer than 35 points showed decreases in the same field. All three groups demonstrated decreases in their mean value of reading scores. [ABSTRACT FROM AUTHOR]