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Are high school students ready for their postgraduate education or a career that may not have been invented yet? As teachers focus on career prep and the necessary future-ready skills in the classroom, teachers are using technology to hone skills necessary for students' future success. Success in higher education or career pursuits requires students to develop a combination of technology through student-centered, project-based learning around the 4Cs (critical thinking/problem solving, communication, collaboration, and creativity/innovation). The literature on technology skills and 4C skills has historically focused on one set of skills or the other in isolation. This research addresses this gap in the literature by comparing the acquisition of the two skill sets to each other in the same (1:1 technology) environment. This is a mixed methods study using survey data collected from pre-service teachers in an education course. The study aims to understand what technology and 4C skills pre-service teachers who graduated from a 1:1 technology high school possess. The findings of this study showed that the respondents are more prepared and comfortable using their 4C skills than their technology skills. The potential implications of technology and 4C skills deficiencies and strengths on future teaching practices are discussed. technology) environment.

Artificial Intelligence (AI) has been part of every citizen's life for several years. Still, the emergence of generative AI (GenAI), accessible to all, has raised discussions about the ethical issues they raise, particularly in education. GenAI tools generate content according to user requests, but are students using these tools ethically and safely? Can teachers guide students in this use and use these tools in their teaching activities? This paper argues that teacher professional development (TPD) is an essential key trigger in adopting these emerging technologies. The paper will present an integrative literature review that discusses the components of TPD that may empower teachers to guide their students towards the ethical and safe use of GenAI. According to the literature review, one key component of TPD should be AI literacy, which involves understanding AI, its capabilities and limitations, and its potential benefits and drawbacks in education. Another essential component is hands-on activities that engage teachers, their peers, and students in actively using these tools during the training process. The paper will discuss the advantages of working with GenAI tools and designing lesson plans to implement them critically in the classroom.

Study abroad comes with challenges, yet it is not clear how language proficiency may longitudinally predict students' social engagement and well-being. Recent changes in international student demographics, including age decreases and increased international school backgrounds, may also affect students' well-being. This study views language as a culturally specific symbolic tool that serves cognitive, social, and emotional interactions, both interpersonal and intrapersonal. By surveying 387 international students from 14 U.S. universities over 1.5 years, this study explored the role of English proficiency in facilitating students' adaptability to psychosocial challenges and well-being. The findings suggested that both English proficiency and prior-to-admission second language educational experience predict well-being, while the latter may have afforded more nonacademic adjustment to international students' continuous social engagement. In addition, the onset of social engagement and sense of belonging showed a likely importance which highlights the value of pre-study-abroad programming for facilitating international students' continuous social engagement.

School context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from 16,000 U.S. Grade 3 students in a community-based supplemental reading intervention program to investigate the degree to which school context factors (percentage eligible for free/reduced-price lunch [FRPL], school-level achievement) relate to the differences in triannual reading fluency growth rates between students actively receiving supplemental intervention (active recipients) and those that formerly received intervention (and therefore only received general class instruction at this time; former recipients). Using Bayesian multilevel modeling, our findings indicate that school-level FRPL eligibility played a more prominent factor in growth rate differences between these two groups than school-level reading achievement. However, school-level reading achievement was much more strongly related to reading fluency differences between active and former intervention recipients at the beginning of the school year (when controlling for FRPL). Implications for investigating school-level heterogeneity in intervention response and sustainability are discussed.

Research Findings: This study illustrated whether and how ecological environments are associated with language-minority students' (N = 12,500) math and reading development from kindergarten to the eighth grade. Results identified the robust effects of preschool type, kindergarten length, classroom activities, parent-child reading, parent expectation, and teacher-child relationship on reading and math outcomes. In third and fifth grade, all significant predictors of reading outcome are at the family level: parent-child reading time and parent's expectations. Additionally, parent-child reading time also significantly predicts LMSs' reading in kindergarten. Meanwhile, predictors for math outcomes have a different pattern in the mid to late elementary periods. All predictors during this period are at the family level: parent-child reading time, parent showing love to children, and parent's expectations. Lastly, the only significant predictor for eighth grade math is teacher-child closeness. Practice or Policy: The significant findings at different grade levels suggest a multifaceted approach to policy development, including (a) supporting parent engagement, (b) high-quality preschool, and (c) multicultural teacher education and professional development.

The study investigated the promotion of academic relationship leadership practice and productivity of lecturers in public universities in Delta and Edo states, Nigeria. Adopting an ex-post-facto design, it encompassed a population of 3,492 academic staff in four government-owned universities located in Delta and Edo States, Nigeria. A sample of 676 academic staff was selected through stratified random sampling techniques. The primary data collection instrument was a questionnaire with a high reliability coefficient of 0.97 achieved through the split-half method. The data obtained from the questionnaire were analyzed using correlation analysis. The findings revealed the existence of a positive and significant relationship between academic relationship leadership practice and the productivity of lecturers. Based on this result, the study recommended that academic leaders should create a friendly and warm environment that will engender and enhance the promotion of academic relationships to positively affect the productivity of academics.

The purpose of this systematic review was to identify how the home learning environment (HLE) was measured in group design, early math intervention studies conducted in the home. Specifically, we evaluated the physical (e.g. frequency of activities) and affective (e.g. parents' beliefs, children's attitudes) aspects of the HLE. We included intervention studies conducted with parents and young children (ages 3-9 years old) that also included instruments designed to measure the HLE. We included 16 studies that used 21 HLE instruments (16 surveys, 3 interviews, 2 focus groups); we coded the characteristics of the HLE instruments, including which physical and affective aspects of the HLE the instruments measured. In most cases, parents responded to the instruments; whereas, only two studies used instruments that captured children's perspectives of the HLE. The instruments measured physical aspects more often than affective aspects of the HLE. Findings from this systematic review highlight implications for measuring the HLE and intervention development and implementation.

To increase the number of teachers of colour teaching science, technology, engineering and mathematics (STEM) in schools in the United States (US), teacher educators and preschool-to-higher education (P-20) teachers must engage with increasingly multicultural student populations through the practice of "culturally relevant education" (CRE). However, teacher strategies for CRE are not well described in the literature, and educators have few examples of what full implementation of CRE approaches can look like. For generations, Indigenous communities have applied culturally relevant education as a means of nurturing their languages and cultural traditions among their youth. Unlike many conventional approaches to CRE, Indigenous approaches are well-developed, diverse and highly context-sensitive. They offer visible, vibrant examples of what effective culturally relevant education and teaching strategies can achieve. To build greater understanding of advances in the field of culturally relevant education, this article compares six pedagogic approaches under the CRE umbrella. The authors focus on "content"-first approaches to CRE as well as the more comprehensive "context"-first approaches that Indigenous communities have advanced in recent decades.

Schools are mandated to provide transition planning support for individuals with autism spectrum disorder (ASD) who receive special education services in the transition from high school to adulthood. Current research suggests critical gaps in this process that can lead to a number of negative outcomes for youth. It is imperative to better understand the factors that shape the transition planning process for families of individuals with ASD. This qualitative study examined postsecondary expectations among 11 parents of youth with ASD and how family functioning was implicated in parents' formation of and efforts to assist youth in achieving these expectations. Findings suggest parents had similar expectations to those reported in previous studies of families of youth with ASD, and that youth characteristics, family background, and access to support services all shaped those expectations. The study adds to this literature by highlighting the emotional and physical toll parents described in making efforts to help youth achieve these expectations, and the influence of these processes on parent and family life. Together, study findings underscore the need for a family-focused approach to supporting successful postsecondary planning and transition among youth with ASD.

This study compared parenting across four non-Western cultures to test cross-cultural commonality and specificity principles in three aspects: measurement properties, parenting normativeness, and their associations with child outcomes. Both mothers and fathers (N = 1509 dyads) with preschool-aged children (M = 5.00 years; 48% girls) from urban areas of four countries (Malaysia, N = 372; China, N = 441; Turkey, N = 402; and Japan, N = 294) reported on four parenting constructs (authoritative, authoritarian, group harmony socialization, and intrusive control) and their sub-dimensions using modified culturally relevant measures. Teachers reported on children's internalizing, externalizing, and prosocial behaviors. The commonality principle was supported by two sets of findings: (1) full measurement invariance was established for most parenting constructs and sub-dimensions, except that intrusive control only reached partial scalar invariance, and (2) no variations were found in associations between parenting and any child outcomes across cultures or parent gender at the construct level for all four parenting constructs and at the sub-dimensional level for authoritarian and intrusive control sub-dimensions. The specificity principle was supported by the other two sets of findings: (1) cross-cultural differences in parenting normativeness did not follow the pattern of economic development but yielded culture-specific patterns, and (2) at the sub-dimensional level, the authoritative parenting and group harmony socialization sub-dimensions were differently associated with child outcomes across cultures and/or parent gender. The findings suggested that examining specific dimensions rather than broad parenting constructs is necessary to reflect cultural specificities and nuances. Our study provided a culturally-invariant instrument and a three-step guide for future parenting research to examine cross-cultural commonalities/specificities.

The study examines the validity of four commonly used early numeracy curriculum-based measurement (EN-CBM) tools in relation to math criterion measures. Additionally, the investigation examines the reporting quality of the included studies as related to important features of assessing CBM's technical adequacy. For inclusion in the meta-analysis, research had to investigate and report on the criterion validity of EN-CBM--oral counting, numeral identification, quantity discrimination, missing number--administered to students in preschool, kindergarten, or Grade 1. Twenty-two studies published between 1997 and 2023 met inclusion criteria, with 272 correlations and 4,130 total participants. A meta-analysis with robust variance estimates for correlated and hierarchical effects was conducted to estimate the average weighted correlations between the four EN-CBM tasks and math outcome measures and to identify potential moderating variables (grade level, CBM type, criterion measure type, correlation lag time). Results indicated the average weighted correlation across all EN-CBM was significantly correlated with criterion measures (r = 0.48; 95% CI [0.430, 0.528]). The average weighted correlation between EN-CBM and criterion measures was significantly smaller for ENCBM oral counting and state test criterion. Results indicated that grade level and administration lag time did not significantly predict relations between EN-CBM and criterion measures. The quality coding results revealed many opportunities for improving information reporting across all indicators (attrition [M = 0.63], EN-CBM reliability [M = 1.48], scoring reliability [M = 1.24], and administrator training [M = 1.60]). Results are discussed in terms of implications for practitioners who administer EN-CBM in school settings.

High school students need to be prepared for postsecondary education and enter the workforce to solve real-world problems including food and energy sustainability. Real-world problems require students to apply critical thinking and problem-solving skills and transfer their learning across disciplines. Framed as a grand challenge to students, the food systems project utilized an integrated STEM approach complemented with a systems thinking approach that challenged students to analyze relationships among system components with a holistic perspective. This quantitative descriptive study described the perceptions, experiences, and career interests of high school students who completed a food systems STEM project. The students self-reported they were interested in the project, applied scientific reasoning to solve the problem, and collaborated with peers to apply STEM concepts. Students also reported the project helped them learn more about STEM careers and reported higher interest in career fields such as science, technology/engineering, the agricultural industry, food industry, and natural resources industry after completing the food system STEM project. Food systems integrated STEM projects can be a tool to engage students to solve complex problems and build interest in STEM careers.

Place-based education, grounded in collaborative learning opportunities with minoritized communities, is vitally needed to change the health crises that impact our communities. Many current learning models focus on engaging in communities by centering on the deficits of particular populations or naming issues that affect individuals' health. This approach falls short of teaching students to be inclusive of those impacted by injustices such as health inequities. Many times, these learning experiences are one-time activities that are not sustainable over time. Thus, as anchor institutions, universities are responsible for using innovative learning strategies to allow students to develop skills to take action on these issues while partnering with other organizations. This paper will present a case study using the Health Commons model as an example of how institutions of higher education work with the community to implement an anchor institution framework. Stories and lessons learned from engaging in this work over the last three decades will highlight how anchor institutions in higher education can create change at the community level through place-based education. This case study highlights the significance of place-based learning for students, educators, and community partners. The essential concepts include: (1) knowledge is dynamic, (2) humility is crucial, (3) comfort with ambiguity is necessary, (4) health is interconnected with community, (5) continuous learning is vital, (6) withholding judgment is important, and (7) making time for critical self-reflection is imperative.

Medical school curriculum integrates pre-clinical coursework with clinical experiences to impart understanding of pathophysiologic processes and requisite skills for future physicians. Evaluation through examinations measures students' knowledge and skills acquisition, while practice exam questions remain underexplored in studies on student study habits and exam performance. This study addresses the study habits, perceptions, and utilization of practice questions among first-year medical students (M1s). A survey conducted in 2023 revealed that a substantial proportion of students dedicate extensive time to independent study, with a majority expressing a strong preference for utilizing practice questions in their exam preparation. Notably, the survey findings underscored the perceived effectiveness of practice questions in assessing comprehension and identifying crucial content areas. Furthermore, students emphasized the value of practice questions that integrate and synthesize information across different curriculum blocks. The majority of students reported improved perceived performance on content accompanied by practice questions, highlighting the potential benefits of integrating these resources into medical school curricula. By understanding and supporting effective study strategies, educators can potentially mitigate student stress and enhance overall academic performance.

The landscape of medical specialty choice is dynamic, undergoing significant changes as students' progress through undergraduate and graduate medical training. These shifts are influenced by various factors, with financial considerations becoming increasingly relevant among medical students' preferences. This study conducts a retrospective analysis of specialty match rates and physician compensation, suggesting a potential trend where primary care fields, though fundamental to healthcare, appear less competitive and often associated with less financial reward compared to other specialties. The existence of this disparity is not without consequences. It contributes significantly to the ongoing and anticipated primary care physician shortages. This situation requires a comprehensive approach to tackle the complex factors influencing medical students' career choices. Understanding these dynamics is critical for healthcare policy and planning. This paper investigates how financial considerations sway medical students' specialty choices, emphasizing the economic disparities between primary care and other specialties.

This qualitative, descriptive study explored the experiences of college students with Deaf, deaf, and Hard of Hearing (D/d/HH) hearing difficulties within online learning environments (OLEs). This study used an inclusive and equitable theoretical framework of connectivism to address audism and the marginalization of college students with D/d/HH. The LIFE-R section's "After LIFE" semi-structured interview protocol collected data from 15 college students with hearing difficulties in OLEs recruited from the National Deaf Center-Listserve. The 12 themes highlighted that without extrinsic support, participants perceived inequitable accessibility of technology, hearing devices, or resources. In closing the research gap, the study's findings indicated that (1) college students with D/d/HH were underrepresented, had unique hearing differences, and needed consistent access to hearing assistance technology and resources; (2) connectivism extrinsic support: Provided equitable accessibility and a positive impact on self-advocacy and autonomy, engagement and emotions, and availability and effectiveness of technology-assisted hearing devices or resources, and (3) Audism: Provided inequitable accessibility and a negative impact on self-advocacy and autonomy to utilize technology hearing devices or resources, engagement, and emotions (i.e., frustration, anger, alienation, and isolation). The recommendations for improving accessible and effective technology hearing devices or resources utilizing a connectivism framework, implementing policies, best practices, professional development, and training. Future studies should explore students with difficulties hearing in OLEs without a medical diagnosis, intersectional identities, and larger sample sizes.

For too many community college students, transferring to a four-year institution for a bachelor's degree (i.e., vertical transfer) remains an unrealized aspiration. Prior research suggests that forms of capital can assist students in realizing their goals. Therefore, we sought to explore how relationships both within and outside of their institutions serve as sources of capital to support students' vertical transfer journeys. Utilizing a qualitative research design, we applied Putnam's (2000) two forms of social capital (bridging and bonding) and eight social support-related constructs from Moser's (2013) expanded transfer student capital framework to data from focus groups and interviews with 33 pre- and post-transfer students. We found that participants actively constructed a patchwork of supportive relationships with both institutional agents and individuals external to the institution, which they utilized to search for, gather, and employ transfer capital. Our findings highlight that relationships outside of institutions are as crucial as relationships within the institution as sources of capital for vertical transfer students, suggesting a need to incorporate extra-institutional relationships into transfer capital frameworks and institutional initiatives to support transfer students. We also recommend institutions invest in programs designed to build students' social and transfer capital.

Improving outcomes for young children with high-intensity needs requires a high-quality workforce trained in equitable, intensive, individualized instructional practices and supports incorporating culturally and linguistically responsive evidence-based practices (Gunn, 2020) and developmentally appropriate practices (DAP; NAEYC, 2021) Nationally recommended practices (Division of Early Childhood [DEC], 2014) and teacher preparation standards (DEC, 2020) provide the frameworks for early childhood special education training. However, guidance on intensifying individualized instructional practices and supports is needed. The intensive intervention taxonomy (Fuchs et al., 2017) offers educators guidance on improving the effectiveness and intensity of interventions for K-12 students for whom current approaches are unsuccessful. However, more guidance is needed on intensifying instruction in early childhood (0-8 years old). To offer support to early intervention/ early childhood special education (EI/ECSE) education preparation programs, we offer an adapted version of the taxonomy that is transformed into competencies that EI/ECSE educators with expertise in supporting young children with high-intensity needs. We ground these competencies in a strengths-based (Wehmeyer, 2019), culturally responsive approach to learning and instruction (Gay, 2010). Next, we aligned these competencies with critical features of early childhood (e.g., naturalistic instruction, family partnerships, DAP). We offer these competencies and a sample program of study to ensure EI/ECSE educators are equipped with intensification competencies through their pre-service preparation to support all young children, including those with high-intensity support needs.

Culturally responsive teaching (CRT) is a pedagogy that promotes social justice by improving the educational experiences of students of color. This study aims to explore factors that influence teachers' agency to implement CRT. Semistructured interviews were conducted with sixteen teachers who had adopted CRT practices in the South-Central Appalachian region of the United States. Employing a qualitative design, a hybrid thematic analysis approach was used to analyze the interview data. This exploratory study is significant in several ways. First, the study advances theoretical discussions on what constitutes the construct of teacher agency for social justice based on its empirical evidence, which captured teachers' lively voices. Second, it introduces the unique perspectives and experiences of South-Central Appalachian teachers into the discussion on the complex and less-known construct of teacher agency for social justice. Third, this study offers practical implications for school administrators, teacher educators, and policymakers regarding what actions can promote teachers to develop and pursue social justice agendas using CRT in growingly diverse public education settings. The results discuss how the teachers perceived their sense of purpose, competence, autonomy, reflexivity, and commitment to professional development opportunities in enacting CRT in their educational practices.

Understanding the overlap of symptoms between oppositional defiant disorder (ODD) and obsessivecompulsive disorder (OCD) experienced by youth is pertinent for accurate diagnosis. A quantitative, retrospective, cross-sectional design format was used to assess the relationship between ODD and OCD in addition to evaluating the difference in ODD severity and symptoms based on OCD severity. Symptoms and severity ratings of ODD and OCD were collected from youth diagnosed with ODD (N = 179). Fisher's exact test and a Wilcoxon signed-rank test were performed. There were significant relationships between frustration related to obsessions and compulsions and the ODD symptoms of annoyance and anger. Results suggested that OCD severity predicted an increase in scores for ODD severity and symptoms.

Language plays a crucial role in interpersonal communication, especially in social situations. To communicate effectively, learners need to expand their vocabulary, as vocabulary is the foundation for the four language skills of listening, speaking, reading, and writing. Teaching English as a foreign language can be challenging, especially when it comes to teaching vocabulary, and thus, the teacher needs to find ways to make the learning process more engaging. This study is a meta-analysis that utilizes a literature review to examine the effectiveness of using the Word Wall in enhancing students' English vocabulary. The sample consists of English foreign language learners who used the Word Wall, predominantly from Junior High School levels. The researcher utilized effect size calculation, based on various journal articles and research studies, to determine the effectiveness of the Word Wall strategy. The results of this study, derived from the discussion and conclusion, suggest that the use of the Word Wall has a significant effect in improving English vocabulary, particularly among Junior High School students. Effect sizes, calculated from multiple studies across different regions such as Bandar Lampung, Purworejo, Jakarta, Bandung, Tarakan, and Jakarta, indicate substantial improvements in vocabulary outcomes. Specifically, the Word Wall strategy demonstrated effect sizes of 1.183 and 1.18 at Junior High School and High School levels respectively, with an overall effect size of 3.0 across various regions in Indonesia.

The study explores the relationship between academic mentorship and the productivity of academics in universities. Two questions and a hypothesis were raised to guide the study. The research design employed ex-post-facto methodology with a population of 3,492 academic staff. The stratified random sampling technique was used to determine the sample size of 676 academics. The questionnaire served as the main instrument for data collection. The reliability coefficient of the instrument was 0.97 and the data collected were analyzed using SPSS. The analysis results indicated that the level of academic mentorship leadership practice exhibited in public universities in Delta and Edo States was low, and the academics showed a low level of productivity in research. Overall, the results showed a significant relationship between academic mentorship leadership practice and productivity in public universities in Delta and Edo States, Nigeria. Based on these findings, it is recommended that academic mentoring be emphasized, particularly in the area of research productivity, to enhance the overall research output of academics.

We present an exploratory study of differences in international students' adjustment and social-emotional outcomes based on key demographic variables. Drawing on a sample of 558 international students attending 14 colleges and universities in the United States, we examined students' belonging, social support, academic stress and confidence, COVID-19-related stress, and social integration by students' gender, graduate level, and region of origin as well as by combinations of gender, graduate level, and region of origin. Key findings include that graduate and undergraduate female students as well as graduate male students reported better social-emotional experiences compared with undergraduate male students and that students' region of origin accounted for a range of differences in student outcomes. Findings are discussed both in relation to the current literature and with respect to opportunities for methodological development in the field of international student engagement and global student mobility.

In response to continued calls for research centering community perspectives in service-learning and community engagement, this mixed-methods article examines the experiences of community fellows who were a part of a university service-learning development program. The purpose of the program was to train faculty and community partners in service-learning pedagogy and implementation practices. We analyzed self-reported data from 25 community partners over eight cohorts of the program. In the article, we find that community fellows grew their knowledge of service-learning terms and practices. At the same time, they identified logistic and equity challenges in service-learning implementation and partnerships. Amid these experiences, community fellows highlighted the formation of a shared community among all fellows as the strongest outcome of the program. The shared community afforded them space to build meaningful relationships, collectively plan, and problem-solve together as they practiced servicelearning.

The purpose of this project was to evaluate the Virginia Cooperative Extension internship program from the perspective of student participants and their supervisors. Three focus groups were conducted with internship supervisors from the summer of 2019. Student survey data was used to identify concerns from the student perspective to inform the supervisor focus group questions. In addition to the questions, a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis was also used to collect qualitative data within the supervisor focus groups. Findings suggest areas of strength that can be used in marketing as well as opportunities for program improvement.

There has been marked progress in access to education, representation of women in leadership, sexual reproductive health, and gender-based violence as a result of gender equality initiatives. However, there is still a strong focus on interventions targeting girls only. Through the adolescents' lens, this study sought to establish if there is a preference for interventions targeting girls compared to boys in two urban informal settlements; and what benefits were realized from programming for both adolescent boys and girls enrolled in an after-school support program. We employed a thematic analysis approach to answer the research questions. Results showed that most interventions at the community and school levels tended to favor girls over boys despite both facing similar challenges. Some of the benefits of programming for both sexes included sharing academic knowledge; boys gaining knowledge and skills to enable them to be future champions of change; enhanced ability for the adolescents to keep away from social ills; better gains for the society; breaking the gender inequality cycle; and enhanced social-emotional skills. Evidence from this paper highlights that there is a need for program and policy stakeholders to consider gender-transformative approaches and interventions targeting both sexes to maximize gains in education, health, and well-being.

Background: Although psychological factors have been implicated in patients with functional dysphonia (FD), conventional voice therapy (CVT) typically targets the aberrant voice symptoms exclusively. Yet, CVT is not always successful, and in view of the significant adverse quality of life impact combined with the financial burden on the healthcare system and society, research is needed to elucidate the underlying psychophysiology of FD and improve treatment outcomes. Objectives: The first objective of this research project is to compare the occurrence and frequency of symptoms and/or disorders related to autonomic nervous system (ANS) dysfunction in patients with FD with gender- and age-matched vocally healthy controls, using a case-control study. The second objective is to compare the effects of a novel therapy for FD based on ANS regulation (i.e., ANS therapy: heart rate variability (HRV) biofeedback) on both autonomic function and voice function versus CVT alone or in combination with ANS therapy (i.e., ANS therapy + CVT), using a randomized controlled trial (RCT). Methods: Case-control study: Autonomic (dys)function of patients with FD will be compared with gender- and age-matched vocally healthy controls, using both physiological measures (e.g., HRV, skin conductance level) and psychological patient-reported outcome measures (PROMs, e.g., Neuroception of Psychological Safety Scale, Depression Anxiety and Stress Scale). RCT: The FD group will be randomly assigned to the innovative ANS therapy group, the CVT group or the ANS therapy + CVT group. All patients received 1 month of treatment with 20 min of daily practice. Both the autonomic assessment and the voice assessment will be performed pretherapy and immediately after therapy by assessors blinded to group allocation and study phase. Expected results: Higher occurrences of symptoms and/or disorders related to autonomic dysfunction are expected in patients with FD compared with vocally healthy controls. Physiological outcomes: lower HRV, lower cardiac pre-ejection period, higher respiration rate and higher skin conductance level are hypothesized in patients with FD compared with vocally healthy controls. Psychological PROMs: higher self-report of feelings/symptoms related to autonomic dysfunction (e.g., perceived stress, anxiety) is expected in patients with FD compared with vocally healthy controls. The autonomic function is hypothesized to improve more after the ANS therapy and the ANS therapy + CVT compared with the CVT only. Voice function is expected to improve more after the ANS therapy + CVT compared with the ANS therapy and the CVT alone.

There is no relationship more vital than the one a child shares with their primary caregivers early in development. Yet many children worldwide are raised in settings that lack the warmth, connection, and stimulation provided by a responsive primary caregiver. In this study, we used data from the Bucharest Early Intervention Project (BEIP), a longitudinal study of institutionally-reared and family-reared children, to test how caregiving quality during infancy is associated with average EEG power over the first 3.5 years of life in alpha, beta, and theta frequency bands, and associations with later executive function (EF) at age 8 years. The sample comprised 189 children (129 institutionally-reared; 60 family-reared) who contributed data on observed caregiving quality during infancy (baseline; average age of 22 months), resting EEG power at baseline, 30, and 42 months, and performance-based data on a series of EF tasks at 8 years. Using Bayesian estimation, observed caregiving quality at baseline was marginally linked with higher average alpha and beta power, and lower theta power, from baseline to 42 months. In turn, higher average beta power and lower average theta power were marginally associated with higher EF at 8 years. In indirect effects models, higher caregiving quality at baseline was associated with higher EF at 8 years, with a marginal indirect effect through average theta power from baseline to 42 months. Variation in the quality of the early caregiving environment may be associated with later executive function, which is partially underpinned by individual differences in brain activity during early childhood.

Studies from high-income populations have shown that stimulating, supportive communicative input from parents promote children's cognitive and language development. However, fewer studies have identified specific features of input supporting the healthy development of children growing up in low- or middle-income countries. The current study proposes and tests a multi-dimensional framework for understanding whether and how caregiver communicative input mediates the associations between socio-economic conditions and early development. We also examine how caregiver conceptual scaffolding and autonomy support uniquely and synergistically explain variation in child outcomes. Participants were 71 Bangladeshi families with five-year-olds who were exposed to a range of biological and psychosocial hazards from birth. Caregiver-child interactions during snack sharing and semi-structured play were coded for caregiver conceptual scaffolding, autonomy support, and child engagement. Findings indicate that the two dimensions of input were correlated, suggesting that caregivers who provided richer conceptual scaffolds were simultaneously more supportive of children's autonomy. Notably, conceptual scaffolding and autonomy support each mediated associations between maternal education and child verbal intelligence quotient (IQ) scores. Further, caregivers who supported greater autonomy in their children had children who participated in conversations more actively, and these children in turn had higher performance IQ scores. When considered simultaneously, conceptual scaffolding was associated with verbal IQ over and above autonomy support, whereas autonomy support related to child engagement, controlling for conceptual scaffolding. These findings shed new light on how environmental factors may support early development, contributing to the design of family-centered, culturally authentic interventions. A video abstract of this article can be viewed at https://youtu.be/9v_8sIv7ako

Meta-analysis methodology has evolved with the development of more robust statistical techniques; however, few reviews in special education have focused specifically on methodological rigor in meta-analyses. In this study, we examined 29 meta-analyses of mathematics interventions published from 2000 to 2022 to determine the extent to which researchers have applied four best practices in meta-analyses focused on mathematics interventions for students with disabilities. Our findings were (a) studies used three primary moderator techniques: meta-regression (k = 10), subgroup analysis (k = 8), analysis of variance (k = 3), and both subgroup analysis and meta-regression (k = 1); (b) only one study considered small sample corrections for hypothesis tests; (c) few researchers handled the dependence between multiple effect sizes (k = 3); and (d) the funnel plot was commonly used to detect publication bias (k = 8). Based on our findings, we make recommendations for methodological considerations for future meta-analyses.

Artificial Intelligence (AI) has threatened higher education (HE). In doing so it has granted a portal that makes visible the dominant paradigm that has long defined what "intelligence" is and the narrow set of knowledges and literacies sanctioned for its pursuit. In this paper, we orient our thinking from this clarifying moment, asking: beyond these limits, what intelligences should educators value and nurture for sustainable and anti-colonial futures, and how might we support these through educational practices in HE? We also pause to reflect on the ways in which AI might move learners' pursuits of intelligence in more expansive directions. This orientation, we argue, provides a means to unsettle the hierarchies of intelligence that we live with/out, and a pathway to (re)direct AI's potential toward just and hopeful ends.

In the current study, we examined adaptive skills and trajectories over time in 257 individuals with Angelman syndrome (AS) using the Vineland Adaptive Behavior Scales, 2nd Edition. Multilevel linear models were used to examine differences between molecular subtypes over time, from one year to 13 years of age, in the adaptive domains of communication, daily living skills, socialization and motor skills. Individuals with non-deletion subtypes typically demonstrated a higher level of adaptive skills compared to those with deletion subtypes. Statistically significant growth was observed in all adaptive domains through at least early adolescence. Individuals with AS should continue to receive developmental services and educational supports through adolescence and into adulthood given the slow rates of growth being observed across adaptive domains.

We used triannual reading curriculum-based measurement of oral reading fluency data from 11,834 U.S. students in Grades 2 and 3 enrolled in an evidence-based Tier 2 reading intervention program (Reading Corps) to investigate the extent to which family involvement in the intervention might buffer against a negative effect of lower intervention dosage. The relation between family involvement in Reading Corps and growth in oral reading fluency was stronger when students spent fewer hours in tutoring, suggesting that family involvement in tiered reading intervention can compensate for receiving less intervention dosage. There was noticeable variation in this effect across tutors, suggestive of tutor-level heterogeneity of this relation. The relation between sending family engagement materials to families and the materials that are returned to tutors also substantially varied across tutors. We discuss findings in terms practical significance for school-based academic intervention systems. We highlight limitations and opportunities for future directions as well.

This study analyzed the comprehension strategies and visuals in two science textbook series for grades 6, 7, and 8 as means of better understanding a core element of the ecological component of science literacy. The iScience [Biggs et al. in iScience (Grade 6), McGraw-Hill, 2015a, iScience (Grade 7), McGraw-Hill, 2015b, iScience (Grade 7), McGraw-Hill, 2015c)] and Interactive Science [Buckley et al. in Interactive Science (Grade 6), vol 1, Pearson, 2015a, Interactive Science (Grade 6), vol 2, Pearson, 2015b, Interactive Science (Grade 7), vol 1, Pearson, 2015c, Interactive Science (Grade 7), vol 2, Pearson, 2015d, Interactive Science (Grade 8), vol 1, Pearson, 2015e, Interactive Science (Grade 8), vol 2, Pearson, 2015f] textbook series were analyzed for the frequency of comprehension strategies used in during-reading activities as well as the explicit references of visuals and the level of visual captions. Analysis revealed comprehension monitoring, graphic organizers, and question answering were the most frequently used comprehension strategies. Although the numbers, do not highlight the lack of instruction in those strategies. Further, most visuals were explicitly referenced and had descriptive captions. Findings from this study point to the need for science educators to critically examine how comprehension and visuals instruction are included in the textbooks they use in their classrooms.

Background: Parents' conceptualizations of adulthood for their emerging adults with Down syndrome have the potential to impact the transition planning process as families prepare for life after graduation. Aims: This study aimed to explore parent perceptions of the meaning of adulthood for their emerging adults with Down syndrome. Methods: In this qualitative study, we interviewed 11 parents of emerging adults with Down syndrome using phenomenological methodology and analysed these data using thematic analysis. Results: Three topics emerged: (1) Parents' constructions of the meaning of adulthood; (2) Parents' perceptions about the transition to adulthood; and (3) Parents' perceptions of current adult life skills. Ten themes arose out of these topics. Conclusions: Parents expressed ambivalence about the meaning of adulthood for their emerging adults with Down syndrome, sharing that in some ways they were adults and in others they were not. The meaning of adulthood was closely tied to obtained skills, particularly those related to personal safety.

More than two-thirds of middle school students do not read proficiently. Research has shown that targeted interventions using explicit instruction methods can improve reading outcomes for struggling readers. A central feature of explicit instruction is the systematic implementation of instructional interactions, but it is not clear what specific instructional interaction practices lead to stronger outcomes for middle school readers. This study used a regression discontinuity design to compare the frequency and impact of instructional interactions experienced by U.S. eighth-grade students who received a targeted reading intervention (n = 1,461) with those who did not (n = 4,292). Results indicated that students who received intervention experienced far more instructional interactions with their teachers than did students who did not. However, the association between rates of interaction and student need in the intervention group was minimal, and the relationship between the rate of instructional interactions and reading growth was mixed. Implications for intervening with struggling students in the middle grades are discussed.

Quality early childhood care and education (ECCE) is important for young children's holistic healthy development. As ECCE scales, contextually relevant and feasible measurement is needed to inform policy and programs on strengths and areas for improvement. However, few measures have been designed for use across diverse contexts. Drawing on principles of mixed methods design, this study reports on a new approach to ECCE quality measurement: the Brief Early Childhood Quality Inventory. Using data from the USA, Liberia, and Colombia, results indicate variation in the items perceived as highly relevant to each setting and in the characteristics of classrooms including the degree of child autonomy, the types of activities, and in child/educator interactions and dialogue. However, despite this variation, a small set of items indicate potential functionality as cross-country anchor items. Findings lend support to the idea that quality measures can have some common elements with room for adaptation within and across settings. Future work in this area should address the possibility that the significance of these practices for child development also varies across settings.

A student's middle school science experience strongly impacts their future science, technology, engineering, and mathematics interest. The Japanese lesson study (JLS) model strengthens the student's experience through a research-based, collaborative, multistep, teaching-centered process focused on transforming local instructional practices. The JLS model has seen very limited application to middle school life science classrooms. The six-year-long implementation of JLS to core standards in the seventh-grade life science curriculum at a Los Angeles area school serving a historically underrepresented population found large, gender-independent increases in student mastery of key science standards, increased teacher collaboration in the areas of lesson development and data analysis, and school-site reform yielding district and statewide recognition.

The purpose of this study was to explore female and feminine-presenting band directors' experiences with gender microaggressions in their work. Data consisted of survey responses (N = 974) from current, former, and aspiring band directors living and/or teaching in the United States. The most frequently experienced types of gender microaggressions were second-class citizenship, restrictive gender roles, and environmental microaggressions. Younger individuals, college instructors, and those in the South tended to experience certain microaggression types more frequently than did other directors. Open-ended descriptions indicated a variety of common experiences within each of the nine types of gender microaggression, the most frequent of which was being called a demeaning name (e.g., sweetie, honey, and young lady). The most stressful/bothersome types were second-class citizenship, assumptions of inferiority, and restrictive gender roles, and correlations between frequency and stressfulness were strongest for leaving gender at the door, denial of individual sexism, and denial of the reality of sexism. Implications include the need to develop awareness of, combat, and prevent gender microaggressions in the secondary band profession and to provide opportunities for teachers of all genders to be recognized and valued for their work.