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We study the returns to experience in teaching, estimated using supervisor ratings from classroom observations. We describe the assumptions required to interpret changes in observation ratings over time as the causal effect of experience on performance. We compare two difference-in-differences strategies: the two-way fixed effects estimator common in the literature, and an alternative which avoids potential bias arising from effect heterogeneity. Using data from Tennessee and Washington, DC, we show empirical tests relevant to assessing the identifying assumptions and substantive threats--e.g., leniency bias, manipulation, changes in incentives or job assignments--and find our estimates are robust to several threats.

Emerging evidence has suggested that practitioners who demonstrate professional wisdom, a multifaceted disposition, show superior judgment and clinical efficacy. In this consensual qualitative research study, we examined 16 peer-nominated wise counselor educators' perspectives on professional wisdom in the context of counselor education. We identified seven domains pertaining to the characteristics and interpersonal effects of professional wisdom, as well as perceptual factors. Our findings present an initial framework of professional wisdom specific to the field of counselor education and provide implications for counselor education, counseling practice, and future research.

Utilizing Utah state data, the aim of this study is to examine the association between language program types programs (dual language programs [DLI], sheltered instruction [SEI], and English as a second language [ESL]) since first grade and third-grade basic literacy skills of Spanish-speaking English learners (ELs) in the United States. We employ propensity score matching (PSM) to generate matched samples using child and family factors known to be associated with children's early literacy: child sex, immigrant status, unhoused status, special education status, child met Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmark at start of first grade, as well as family income and parental language (DLI & ESL, n = 380; DLI & SEI, n = 380; SEI & ESL, n = 550). Regression models comparing early literacy outcomes for each matched group indicate small trends, based on effect sizes, in favor of DLI programs when compared to other program types, although differences were not statistically significant. Implications for policy and practice related bilingual education are addressed.

In this article, we chronicle the development and implementation of a multilingual drama workshop for teacher candidates within the framework of a course titled "Supporting English Language Learners," as part of the Master of Teaching Program at the Ontario Institute for Studies in Education. This course takes a decidedly critical approach to language learning, largely challenging the prioritization of dominant colonial languages and encouraging pedagogical strategies embedded in multilingualism and translanguaging. Course instructors also emphasize the importance of identity affirmation through activities, assignments, and modes of communication that celebrate the linguistic, cultural, and individual backgrounds of the students. In 2023, a mandate to address drama curriculum expectations in the Junior/Intermediate (J/I) sections of the course opened an opportunity to explore drama as a pedagogy to enhance multilingualism and celebrate diverse identities in the classroom. A collaboration between four instructors, including one drama specialist, culminated in an initial workshop focusing on identity texts, drama, and multilingualism. Participants created multilingual identity poems and animated them through a series of dramatic exercises led by the specialist. Teacher candidates in all three classes responded positively to the initiative, and several created their own multilingual/drama activities for use in their future classrooms.

Immersive research opportunities allow students to take ownership of their learning, explore based on curiosity, and engage in the scientific process while developing confidence and skills. However, research positions for biology undergraduates are limited, and conventional teaching labs are often restricted to pre-designed experiments without opportunities for curiosity-driven research. Course-based undergraduate research experiences (CUREs) are discovery-based research experiences that provide students with accessible avenues to explore research. Here we describe a unique student-partnered approach to the design of a foundation-level CURE in biological sciences (BIOCURE). As student partners, we were mentored by faculty as we designed CURE projects that considered the interests and abilities of our peers to create a course structured around student-driven scientific exploration. We anticipate that this case study of our approach and experiences as the student partners of the CURE design team will serve as a helpful resource for other departments and institutions.

Teaching intervention planning is enhanced with an intentional course design that incorporates critical thinking in order to prepare the next generation of occupational therapy practitioners. The context for this study was a physical disabilities intervention course for an entry-level occupational therapy program that used Fink's Taxonomy of Significant Learning as a basis for learning outcomes. A novel formative intervention planning assignment required students to use the Rehabilitation Treatment Specification System (RTSS) as a framework to guide their thinking. A qualitative retrospective content analysis of student reflections at the end of the course revealed that the RTSS added value to their learning. Two main themes emerged from the student reflections; "Growth takes Practice" to use this framework effectively and the RTSS was perceived as a "Bridge from Classroom to Practice." These findings support the possible benefits of integrating this framework into occupational therapy curricula as a means to help students further develop critical thinking and clinical reasoning skills. Providing opportunities to scaffold learning may enhance the student learning experience and integration of the framework into future intervention planning and delivery.

Measures of parasympathetic regulation, such as respiratory sinus arrhythmia (RSA), predict executive function outcomes, including inhibitory control, across childhood. Respiratory sinus arrhythmia augmentation tends to be associated with more maladaptive outcomes, compared to RSA suppression, but the literature regarding RSA profiles and inhibitory control development across infancy and early childhood is contradictory. The goal of our current study was to examine the longitudinal and interactive effects of infant RSA during a frustrating task with negative maternal characteristics on inhibitory control during early childhood. Participants included 410 children (209 girls, 77.6% White, 92.9% non-Hispanic) and their mothers. With small to moderate effect sizes (r[superscript 2] range from 0.124 to 0.143), we demonstrated that maternal negative affect when children were 36 months old moderated the association between 10-month-old RSA during a frustrating task and 48-month-old inhibitory control, such that RSA suppression predicted higher levels of inhibitory control, but only when mothers exhibited high levels of negative affect. Our results highlight the biosocial framework under which child inhibitory control develops.

Background: We aimed to better understand the impact of statewide legislation removing personal belief exemptions (PBEs) for the measles, mumps, and rubella (MMR) school immunization requirement and factors associated with resulting health-seeking behaviors. Methods: We used chi-squared tests and logistic regression models to determine individual- and school-level characteristics associated with holding a MMR PBE and with post-law MMR immunization status among students linked to the Washington State Immunization Information System. Results: Of students with a MMR PBE pre-law change, 43.0% completed the MMR vaccine series and 40.4% sought another exemption type. Religious exemptions made up most new MMR exemptions signed (71.8%), followed by medical exemptions (18.5%), and religious membership exemptions (9.7%). Students were more likely to complete the vaccine series post-law change if they attended a school with a low school-level MMR exemption rate, a public school, or held a lower number of school-required immunization exemptions. Conclusions: This study confirms previous concerns that parents might replace their PBE with another exemption type; however, nearly half the students in the cohort completed the MMR vaccine series. Our findings suggest that targeted immunization policies can increase MMR coverage 1-year post-law change but must account for a replacement effect when exemption categories are eliminated.

In this paper, we examine how researchers and teachers in a multi-year professional development program shifted their conceptualizations of equity. Following (Grapin et al (2023) Sci Educ 107:999-1032), we ground our analysis in two conceptualizations of equity that exist across fields: equity-as-access (learners should have access to disciplinary knowledge, practices, and career paths) and equity-as-transformation (learners should transform what it means to learn and participate in disciplines). In this study, we describe a professional development (PD) design initially intended to support equitable science teaching and learning by focusing on representations. This initial framing did not distinguish between conceptions of equity-as-access versus equity-as-transformation. As a result, the PD did not provide facilitators or teachers with resources for ideological sensemaking towards equity-as-transformation. Catalyzed by teachers' request for PD focused on multilingual learners (MLs), we noticed aspects of our design that offered only images of equity-as-access. In response, we designed activities for teachers that offered space and resources for considering equity-as-transformation. As a case study (Yin (2014) Case study research: design and methods, SAGE) using interaction analysis (Jordan and Henderson (1995) J Learn Sci 4:39-103) of PD videos, we describe how we PD activities and facilitation strategies to integrate transformative conceptualizations of equity. These findings have implications for both research and practice. In terms of research, they demonstrate the importance of using multiple lenses to consider equity in science classrooms. In terms of practice, they underscore the importance of providing teachers with opportunities to explicitly connect new perspectives of equity with day-to-day experiences of classroom teaching.

Although the risk of developing Legionnaires' disease is generally highest among persons who are [greater than or equal to]50 years of age, rates in the United States have been increasing [...]

Anatomic pathologists integrate their observations of tissues with available data to diagnose diseases, predict outcomes, and suggest therapeutic options. To improve their ability to perform these functions, pathologists continuously incorporate [...], * Context.--Artificial intelligence is a transforming technology for anatomic pathology. Involvement within the workforce will foster support for algorithm development and implementation. Objective.--To develop a supportive ecosystem that enables pathologists with variable expertise in artificial intelligence to create algorithms in a development environment with seamless transition to a production environment. Design.--Platform requirements included: (1) approachable and intuitive user interface, (2) diverse algorithmic modeling options, (3) support capability for internal and external collaborations, (4) a seamless mechanism for discovery to clinical deployment transition, (5) the ability to meet minimum institutional requirements for information technology (IT) review, and (6) the ability to be scalable over time. The ecosystem required platform education, data science guidance, project management structure, and ongoing leadership. Results.--The development team considered internal development and vended solutions. Because of the extended timeline and resource requirements for internal development, a decision was made to use a vended solution. Vendor proposals were solicited and reviewed by pathologists, IT, and security groups. A vendor was selected and pipelines for development and production were established. Proposals for development were solicited from the pathology department. Eighty-four investigators were selected for the initial cohort, receiving training and access to dedicated subject matter experts. A total of 30 of 31 projects progressed through the model development process of annotating, training, and validation. Based on these projects, 15 abstracts were submitted to national meetings. Conclusions.--Democratizing artificial intelligence by creating an ecosystem to support pathologists with varying levels of expertise can break down entry barriers, reduce overall cost of algorithm development, improve algorithm quality, and enhance the speed of adoption. (Arch Pathol Lab Med. 2025;149:55-59; doi: 10.5858/arpa.2023-0205-OA)

Long wait times for scheduled surgical procedures have long been a concern in Canadian health systems. (1) Access to health services is determined by the demand for services, the supply [...], Background: Little is known about the existing structure and function of referral networks in the prevalent referral system for specialized surgical care in Canada, which is based on direct physician referral to specialists in a largely unmanaged referral marketplace. Our objective was to describe and analyze the referral networks of referring physicians and surgeons for common surgical procedures in Ontario, to better understand potential barriers to single-entry models. Methods: We analyzed referral networks for patients between referring physicians and surgeons for 9 common scheduled surgical procedures from 2016 to 2019 using administrative data sources in Ontario. We described the connectedness of referring physician-surgeon pairs using descriptive measures and graphical social network analysis. Results: The median number of surgeons connected to a referring physician for patients having a particular surgical procedure ranged from 1 (interquartile range [IQR] 1-3) for spine surgery to 3 (IQR 1-4) for knee arthroplasty and 3 (IQR 2-5) for noncancer uterine procedures. Referral network structure varied according to the procedure studied. Spine surgery was highly clustered with a small number of larger groups; gallbladder, inguinal hernia, and noncancer uterine surgery were highly distributed with many small groups within the referral network. Breast cancer surgery occurred in a largely distributed network, but with a skewed distribution reflecting a few small groups with large numbers of patients. Conclusion: Improving surgical wait times by coordinating surgical referrals will require approaches that address the structure of existing referral networks. Most physicians refer their patients to a very small number of surgeons, suggesting that referring physicians largely do not individualize referrals to multiple different surgeons based on specific patient characteristics. Contexte : On en conna t peu sur la structure et le fonctionnement actuels des r seaux d'aiguillage du pr sent syst me de r partition des demandes de consultations en soins chirurgicaux sp cialis s au Canada car ce syst me repose sur les demandes adress es directement aux sp cialistes par les m decins traitants dans un contexte non g r . Notre objectif tait de d crire et d'analyser les r seaux d'aiguillage entre m decins traitants et sp cialistes en chirurgie pour les interventions courantes en Ontario, afin de mieux comprendre les obstacles potentiels aux mod les acc s unique. M thodes : Nous avons analys les r seaux d'aiguillage des patients et patientes entre les m decins traitants et les sp cialistes en chirurgie pour des interventions courantes planifi es de 2016 2019 partir de banques de donn es administratives ontariennes. Nous avons d crit l'appariement m decin traitant-sp cialiste en chirurgie l'aide de mesures descriptives et d'une repr sentation graphique des r seaux d'aiguillage. R sultats : Le nombre m dian de chirurgiennes et chirurgiens appari s un m decin traitant pour un type de chirurgie en particulier allait de 1 ( ventail interquartile [ I] 1-3) pour la chirurgie de la colonne vert brale 3 ( I 1-4) pour l'arthroplastie du genou et 3 ( I 2-5) pour les probl mes ut rins non canc reux. La structure des r seaux d'aiguillage variait selon l'intervention tudi e. La chirurgie de la colonne vert brale pr sentait plus de grappes, comportant un petit nombre de groupes plus denses; les chirurgies de la v sicule biliaire, de la hernie inguinale et des probl mes ut rins non canc reux taient largement distribu es, comportant plusieurs groupes restreints travers tout le r seau d'aiguillage. La chirurgie pour cancer du sein tait largement r partie, mais sa distribution tait asym trique, t moignant d'un nombre restreint de petits groupes plus nombreux de patientes. Conclusion : Pour am liorer les temps d'attente en coordonnant les demandes de consultation en chirurgie, il faudra des approches ax es sur les r seaux d'aiguillage existants. La plupart des m decins traitants orientent leur patient le vers un tr s petit nombre de chirurgiennes et chirurgiens, ce qui laisse entendre que pour une bonne part, ils n'individualisent pas leurs demandes de consultation aupr s de multiples chirurgiennes ou chirurgiens en fonction des caract ristiques sp cifiques des malades.