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Unintentional injury represents a significant health threat to children, and infancy marks a particularly vulnerable stage. This multi-method study (questionnaire, diary) measured parents' (N = 143) use of three popular home-safety practices (teaching about safety, environment modification to reduce access to hazards, supervision) and child injury rates at two stages of motor development during infancy (sitting, walking). Associations between these three safety practices and parental beliefs (protectiveness needed, perceived benefits of the child experiencing minor injuries) were examined, as was the effectiveness of these three practices to prevent injury. Results revealed that different parental beliefs were associated with implementing different safety strategies at each motor development stage. Strategies were differentially effective depending on mobility status of the infant, with supervision being the only strategy that was effective to prevent injury at both motor development stages. Implications for developing safety messages to promote parents' injury-prevention strategies are discussed.

Creative arts and performance courses at the community level for mature age individuals. Theatre and drama as education and as therapy. This article charts and reflects on several ACE arts-based courses and community theatre productions that have changed due to the COVID-19 pandemic and the professional experiences of the teacher. Change for individuals via education occurs intentionally and unintentionally and needs to be documented, with some examples presented here. If personal change and development were the intention of the courses described here, then participants did have the opportunity to integrate their self-discoveries into their real lives, potentially leading to transformation. The teacher being aware of, and skilled in, emotional regulation strategies can benefit students and teachers in all forms of learning, specifically adult community education. The students in the course described in this article have transformed from anxious, self-doubting individuals into empowered, self-confident people who bravely create their own acting techniques.

The goals of the current study were: 1) to modify and expand an existing spatial mathematical language coding system to include quantitative mathematical language terms and 2) to examine the extent to which preschool-aged children used spatial and quantitative mathematical language during a block play intervention. Participants included 24 preschool-aged children (Age M = 57.35 months) who were assigned to a block play intervention. Children participated in up to 14 sessions of 15-to-20-minute block play across seven weeks. Results demonstrated that spatial mathematical language terms were used with a higher raw frequency than quantitative mathematical language terms during the intervention sessions. However, once weighted frequencies were calculated to account for the number of codes in each category, spatial language was only used slightly more than quantitative language during block play. Similar patterns emerged between domains within the spatial and quantitative language categories. These findings suggest that both quantitative and spatial mathematical language usage should be evaluated when considering whether child activities can improve mathematical learning and spatial performance. Further, accounting for the number of codes within categories provided a more representative presentation of how mathematical language was used versus solely utilizing raw word counts. Implications for future research are discussed.

The purpose of this narrative inquiry is to better understand why students in higher education are motivated to get involved in student government. We analyzed the responses of ten current student government leaders at public regional comprehensive institutions in the United States. The analysis is guided by Astin's theory of student involvement and the social change model of leadership development. The study finds that many leaders did not initially plan to engage in student government, emphasizing the impact of past civic involvement, current student engagement, and peer invitations on their subsequent student government participation. Implications call for institutions to deepen their understanding of enrolled students and provide accessible avenues for leadership development.

Background: A recent literature review identified that past research has described the impacts of dysphagia on quality of life; but there is limited research on these impacts from the perspective of people with dysphagia, their supporters and allied health professionals. Recent qualitative research has provided details about these perspectives, but researchers have also called for verification of these findings with a larger group of participants. Aims: To expand upon the findings of the prior qualitative research on the views of people with dysphagia, supporters of people with dysphagia, and allied health professionals on the impacts of dysphagia and texture-modified food on quality of life. Methods & Procedures: An online survey of adults with dysphagia (n = 30), supporters of people with dysphagia (n = 4) and allied health professionals (n = 18) was conducted between November 2021 and February 2022. Categorical questions were analysed descriptively and open-ended questions were analysed for content categories of meaning. Outcomes & Results: Participants with dysphagia reported that dysphagia and texture-modified foods had a greater impact on their physical health than on their choice and control or social engagement. Supporters and allied health professionals viewed that dysphagia impacted the physical health and their choice and control of people with dysphagia. Across groups, participants considered that mealtime enjoyment, participation, and inclusion were influenced by the control the person had over their meals, the accessibility of the mealtime environment, and the attitudes of others. Conclusions & Implications: Dysphagia and its interventions negatively impact quality of life for people with dysphagia. People with dysphagia were the most affected by the physical impacts of dysphagia. Their perspectives contrasted with those of supporters and allied health professionals in some domains, highlighting the need for people with dysphagia to be included in research. Future research exploring how these perspectives are integrated into person-centred dysphagia management is warranted.

This article highlights an ongoing academic-community partnership between university researchers and City Year Miami, the local site of a national education non-profit serving the nation's third-largest school district. AmeriCorps Members (ACMs) serve as small-group interventionists and behavior/attendance coaches for the county's lowest performing students. Collaboration with City Year Miami supplemented their routine workforce support with trainings (n = 18) for City Year Miami Team Leaders (TLs) and ACMs focused on youth mental health. Trainings emphasized the Cognitive Triangle by highlighting how to bring compassion and intentionality to their work with students, school partners (e.g., teachers, teammates, and administrators), and their own self-care. We present our collaboration, the training model, and process data representing three layers of organizational voice that informed iterative revisions and refinement to the training model. Data sources (n = 45 TLs and ACMs) highlight what was learned from each group (TLs, ACMs, and leadership) and include: (1) pre-training survey data, (2) training-generated data such as attendance and exit slips, (3) post-training survey data measuring intent to use training content, and facilitators and barriers to use, and (4) meeting-generated data from formal (planned, agenda-driven) and informal (impromptu) partner discussions. Emphasis is placed on the role of City Year Miami organizational leaders and providers at all stages of research and implementation, as well as lessons learned in this community-partnered, school-engaged work, including takeaways related to positionality, partnership, and research.

Adolescents spend approximately one-third of their day at school. With the growing prevalence of adolescent asthma, 1 in every 10 adolescents copes with asthma throughout the day, including in the school environment. Yet, little is known about the school experiences of adolescent students with asthma. Guided by the social-ecological model, this study aimed to explore the links between asthma and school experiences in middle and high school as perceived by students with asthma. In-depth interviews were conducted with 20 adolescents with asthma aged 12 to 17 who attended middle or high school around the mid-west area of Florida. Students shared insights on their school experiences and academic performance. Data were analyzed and interpreted using thematic analysis. Four overarching and intertwined themes shaped the school experiences of students with asthma: 1. Asthma control and management; 2. Social support; 3. Asthma knowledge and awareness; and 4. Accommodation of health and academic needs. Study findings suggest addressing the school disparities of adolescent students with asthma through a comprehensive, multi-level approach. Schools should create asthma education opportunities, improve the school system and environmental accommodations, enhance asthma control, and increase continuous social support by peers and school personnel.

This study examined the impacts of internationalization-at-home efforts on intercultural interactions and outcomes for domestic graduate students through a Cultural Partner Program. Ninety-seven participants were recruited from a public research university in the southeastern part of the U.S. Among them, 68 participated in an experimental group in which each of them was paired up with an incoming graduate-level international student to conduct intercultural activities over one semester. All participants took pre- and post-test surveys including psychosocial measures such as wellbeing, intercultural competency, stress, and perceived support. The regression analyses found a significant conditional difference between experimental and control groups in well-being but not other variables. Standardized mean difference analyses revealed improvements present between the experimental group and control group in perceived support and interaction attentiveness and stress. University campuses need to allocate greater lengths of time and resources for graduate students to be a part of intercultural interactions on campus throughout their study.

The future of pathology is dependent on a steady stream of trained physicians entering the discipline. As such, it is critical to accurately capture employment trends for new-in-practice pathologists. Since [...], * Context.--As pathologists retire and leave the field, it is critical to accurately capture employment trends for new-in-practice pathologists. There is always interest in the job market for newly graduated pathology trainees and prospective pathology trainees, but it is unclear how the COVID-19 pandemic may have affected the job search experience. Objective.--To provide an update on trends gleaned from a survey of pathology graduates' job search experiences during the COVID-19 pandemic. Design.--We analyzed data from an annual job search survey sent by the College of American Pathologists Graduate Medical Education Committee between 2020 and 2022 to College of American Pathologists junior members and fellows in practice 3 years or less actively looking for a non-fellowship position. Various indicators of the job search experience were compared year to year and with the data previously published 2017 to 2019 and 2012 to 2016. Results.--Analysis revealed continued positive trends between the 2020 to 2022 data and the data from 2017 to 2019 and 2012 to 2016. This includes continued ease in finding positions, continued availability of jobs in the subspecialty of choice, continued satisfaction with the positions accepted, and, notably, higher starting salaries. Conclusions.--Despite the many challenges of the COVID-19 pandemic, job market trends for newly graduated pathology trainees continue to be favorable with respect to multiple indicators compared with 2 prior periods, 2017 to 2019 and 2012 to 2016. (Arch Pathol Lab Med. 2025;149:14-19; doi: 10.5858/arpa.2023-0408-CP)

Teacher-family partnerships are crucial elements of high-quality early childhood education. The factors influencing these partnerships, particularly for children under age 3, are not well known. This study compares teachers' and mothers' perspectives on their partnership and the ideal practices they would like to see implemented. Additionally, it investigates child, family, and program-level factors predictive of partnership practices. Participants were mothers and teachers of 90 infants who completed the Real-Ideal Teacher-parents Partnership Scale; mothers rated child's temperament, and classroom quality was observed 6-months after infants entered childcare. Home environment was assessed before infants entered childcare. Both mothers and teachers reported a medium-high number of practices being implemented, but ideally, would like more practices to be implemented. The frequency of mother and teacher reports of real and ideal practices were significantly associated, although teacher reports were higher. Findings from the regression analyses showed that teacher level of education (having a Master) was uniquely and positively associated with both teachers' and mothers' reports of real partnership practices, and was significantly associated with teachers' reports of ideal partnership practices. Mothers' education level predicted their ideal partnership practices. Findings highlight the importance of teacher education for partnerships, especially considering the variability in legal requirements regarding qualifications for teaching infants across Europe.

Policy makers in California intend to provide free preschool to all 4-year-olds solely within public schools by 2026, becoming the nation's second largest single pre-K program in the United States after Head Start. This initiative builds on the state's existing Transitional Kindergarten (TK) option that has served a modest share of 4-year-olds since 2010. Tracing the historical growth in TK enrollments, we find that just 30, mostly urban school districts, enrolled two-fifths of all children served by 2020, responding to funding incentives and displaying stronger organizational capacity. Meanwhile, one-third of California's nearly one thousand districts enrolled fewer than 12 TK children. Black, white, and Asian children remained disproportionally under-enrolled as a share of their respective populations, as enrollments climbed past 90,000 children prior to the COVID-19 pandemic. Identifying factors that may explain widely differing gains in TK enrollment, merging education and local census data, we find the suburbs began to catch-up with cities in serving additional 4-year-olds, as well as districts offering school choice (e.g., charter schools). We discuss implications for other nations attempting to rapidly expand preschool, including the inequities that may inadvertently arise.

This study investigates the effects of a synchronous online intervention that explicitly taught equivalent fractions using virtual manipulatives to fifth-grade students with learning disabilities. Employing a multiple probe across participants single-case design, this study provided 15 fraction lessons via video conferencing programs to three fifth-grade students with learning disabilities. During these online interventions, participants received one-on-one explicit instruction, practiced key concepts using virtual manipulatives, and solved fraction problems using interactive boards. Researcher-developed probes measured the participants' percentages of correct answers across baseline, intervention, and maintenance phases via an online assessment tool. In overall, students' performance improved as the intervention was introduced; however, the extent and maintenance of improvement varied according to the students' participation and perspectives regarding online instruction.