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1. Self-administered mindfulness interventions reduce stress in a large, randomized controlled multi-site study

Author

Sparacio, Alessandro, IJzerman, Hans, Ropovik, Ivan, Giorgini, Filippo, Spiessens, Christoph, Uchino, Bert N., Landvatter, Joshua, Tacana, Tracey, Diller, Sandra J., Derrick, Jaye L., Segundo, Joahana, Pierce, Jace D., Ross, Robert M., Francis, Zoë, LaBoucane, Amanda, Ma-Kellams, Christine, Ford, Maire B., Schmidt, Kathleen, Wong, Celia C., Higgins, Wendy C., Stone, Bryant M., Stanley, Samantha K., Ribeiro, Gianni, Fuglestad, Paul T., Jaklin, Valerie, Kübler, Andrea, Ziebell, Philipp, Jewell, Crystal L., Kovas, Yulia, Allahghadri, Mahnoosh, Fransham, Charlotte, Baranski, Michael F., Burgess, Hannah, Benz, Annika B. E., DeSousa, Maysa, Nylin, Catherine E., Brooks, Janae C., Goldsmith, Caitlyn M., Benson, Jessica M., Griffin, Siobhán M., Dunne, Stephen, Davis, William E., Watermeyer, Tam J., Meese, William B., Howell, Jennifer L., Standiford Reyes, Laurel, Strickland, Megan G., Dickerson, Sally S., Pescatore, Samantha, Skakoon-Sparling, Shayna, Wunder, Zachary I., Day, Martin V., Brenton, Shawna, Linden, Audrey H., Hawk, Christopher E., O’Brien, Léan V., Urgyen, Tenzin, McDonald, Jennifer S., van der Schans, Kim Lien, Blocker, Heidi, Ng Tseung-Wong, Caroline, and Jiga-Boy, Gabriela M.

Published
2024
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2. 'We Didn't See That the Same Way': A Dyadic Analysis of a Cross-Cultural Student Teaching Experience

Author

Davis, William J., Hamblin, Jamie H., and Yan, Jiazhen

Abstract

The growth of Utah's dual language immersion (DLI) program has led to situations where student and mentor teachers teach in settings far different from their home countries' schools, while supervisors observe lessons in unfamiliar languages. This study examined critical incidents in a cross-cultural student teaching experience consisting of a student teacher teaching in a Chinese DLI classroom and supported by a Chinese mentor and a non-Chinese speaking university supervisor. We collected and analyzed audio from dyad meetings, from a triad meeting, and also audio from one-on-one interviews. Our findings raise questions about differences in how teaching is discussed between triad members, as well as whether such student teaching arrangements inhibit student teacher growth due to language or cultural barriers.

Published
2023

3. A Case Study of Chinese Teachers' Professional Learning in a Chinese Dual Language Immersion Program

Author

Yan, Jiazhen and Davis, William J.

Abstract

The purpose of this study is to examine the professional development (PD) needs of Chinese dual language immersion program (DLI) educators, particularly the PD supports these teachers receive. This instrumental case study examined the professional learning of four Chinese language DLI teachers through semi-structured interviews and observations of classroom teaching and PD trainings. Findings suggest the Utah DLI model indelibly shapes teachers' work and learning as teachers. Chinese DLI teachers also identify needs that are particular to their teaching role like adapting/translating resources; however, the findings also confirm other scholarship indicating Chinese DLI teachers' particular needs are not well supported. PD received by participants was general in nature, rather than differentiated for Chinese DLI teachers' needs.

Published
2023

4. Sharing Experiences to Cultivate 'A More Open Mind about Teaching': A Co/Autoethnography of Pre-Collegiate Teaching Experiences

Author

Davis, William J. and Julian, Abigail

Abstract

The purpose of this study was to create a third space between a teacher educator and an undergraduate student to explore teaching experiences while in high school within non-formal education (NFE) programs in which we participated. We developed a series of five prompts that we responded to individually, meeting via Zoom to discuss our experiences and teacher learning. Our collaborative and iterative analysis revealed four categories related to our non-formal education teaching experiences:(1) how teacher learning was impacted by particular contexts in which it took place; (2) how our experiences revealed different and broader notions of teaching than we observed in our formal education experiences; (3) how certain contradictions shaped, and perhaps inhibited, our learning as teachers; and (4) what we learned from the teaching we did in NFE programs. Our findings depict how young people in recent years may accrue experiences teaching infrequently accounted for in previous scholarship.

Published
2023

7. Author Correction: Self-administered mindfulness interventions reduce stress in a large, randomized controlled multi-site study

Author

Sparacio, Alessandro, IJzerman, Hans, Ropovik, Ivan, Giorgini, Filippo, Spiessens, Christoph, Uchino, Bert N., Landvatter, Joshua, Tacana, Tracey, Diller, Sandra J., Derrick, Jaye L., Segundo, Joahana, Pierce, Jace D., Ross, Robert M., Francis, Zoë, LaBoucane, Amanda, Ma-Kellams, Christine, Ford, Maire B., Schmidt, Kathleen, Wong, Celia C., Higgins, Wendy C., Stone, Bryant M., Stanley, Samantha K., Ribeiro, Gianni, Fuglestad, Paul T., Jaklin, Valerie, Kübler, Andrea, Ziebell, Philipp, Jewell, Crystal L., Kovas, Yulia, Allahghadri, Mahnoosh, Fransham, Charlotte, Baranski, Michael F., Burgess, Hannah, Benz, Annika B. E., DeSousa, Maysa, Nylin, Catherine E., Brooks, Janae C., Goldsmith, Caitlyn M., Benson, Jessica M., Griffin, Siobhán M., Dunne, Stephen, Davis, William E., Watermeyer, Tam J., Meese, William B., Howell, Jennifer L., Standiford Reyes, Laurel, Strickland, Megan G., Dickerson, Sally S., Pescatore, Samantha, Skakoon-Sparling, Shayna, Wunder, Zachary I., Day, Martin V., Brenton, Shawna, Linden, Audrey H., Hawk, Christopher E., O’Brien, Léan V., Urgyen, Tenzin, McDonald, Jennifer S., van der Schans, Kim Lien, Blocker, Heidi, Ng Tseung-Wong, Caroline, and Jiga-Boy, Gabriela M.

Published
2024
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8. Autonomy, Competence, Relatedness, and Beneficence: Exploring the Interdependence of Basic Needs Satisfaction in Postsecondary World Language Education

Author

Davis, William S.

Abstract

Self-determination theory (SDT) provides a cross-cultural, empirical framework for exploring what world (i.e., "foreign") language educators can do to support the satisfaction of their learners' basic psychological needs and, in turn, their autonomous motivation and well-being. Despite this, the identification of approaches to world language pedagogy and curriculum development that are supportive of learners' simultaneous and interdependent--rather than individual and isolated--basic needs satisfaction has been limited. To this end, this study sought to examine the characteristics of postsecondary world language learning environments that were supportive of the balanced, simultaneous satisfactions of autonomy, competence, and relatedness, as well as beneficence, a candidate need. Participants in the study included thirteen undergraduate world language learners at a large public university in the United States. Semi-structured interviews were analyzed through a qualitative approach involving multiple rounds of deductive coding and two stages of inductive thematic analysis. Results of the analysis identified six themes representing the characteristics of world language learning environments that students perceived to support their autonomy, competence, relatedness, and beneficence. Further, the analysis identified textual evidence for the interdependent satisfaction of students' basic psychological needs via the multidirectional influences of each need on the others. Recommendations for world language teachers and implications for theory and methodology are discussed.

Published
2022

9. 'Oh, I Thought We'd Be Different': A Multifocal, Interdisciplinary Examination of the Fidelity/Adaptation Challenge

Author

Davis, William J., Esposito, Michael, Brown Urban, Jennifer, and Linver, Miriam R.

Abstract

The purpose of this instrumental, multisite case study is to examine fidelity, adaptation, and differentiation challenges found at Wood Badge, a nationwide Boy Scouts of America training for adult volunteer leaders. Our iterative analysis of more than 900 pages of fieldnotes and 400 pages of documents revealed facilitators often explicitly taught syllabus content during the trainings. Observers noted 119 minor differentiations across trainings, notably involving facilitator delivery methods and the duration and scheduling of training segments. Facilitators observed 16 adaptations, which appeared to be based on external conditions at trainings or facilitator preferences, and just three instances of differentiation. Our analysis of the trainings surfaced key fidelity/adaptation issues like overadherence, conflicting notions of deviation, and the impact of preparation on fidelity. In addition, we identified factors influencing facilitators' use of adaptation and differentiation. Recommendations for large-scale trainings are made based on the study's findings.

Published
2023
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10. Social Justice Standards in Teacher Education: Pre-Service and In-Service Teachers' Successes, Struggles, and Futures

Author

Davis, William S. and Jeffery, Tonya D.

Abstract

Teacher education has increasingly situated social justice as a critical outcome in their programs. One resource, the Social Justice Standards (SJS), has been identified as a guiding tool for supporting pre-service teachers (PSTs) to plan for and enact social justice-oriented practices in their teaching. Situated in the context of a rural teacher education program at a predominately White institution (PWI) in Texas, this qualitative study explored the perceived successes, struggles, and future considerations of five pre-service and in-service teachers in using the SJS. Findings illustrate students' varied conceptualizations of social justice and their mixed feelings of confidence, anxiety, fear, and unpreparedness to actualize it in their future teaching.

Published
2021

11. Discourse Remixed: Shifting Science Learning through Talk

Author

Premo, Joshua, Cavagnetto, Andy, Collins, Larry, Davis, William B., and Offerdahl, Erika

Abstract

Increasing student engagement with the social practices of science (i.e., communication, collaboration, and critique) is a goal throughout K-16 science education and provides an opportunity for science educators to leverage student discourse to optimize learning. Yet how instructors can encourage forms of discourse which predict increased achievement remain unclear. We examined how structured interdependence shifted student discourse and learning for student groups (n = 78) completing collaborative learning activities in undergraduate science classrooms. All discourse was recorded (3,628 student talk turns) and coded. Results showed that groups experiencing structured interdependence had higher rates of science accuracy, idea reiteration, and justification, as well as higher assessment performance. An additional examination of discourse found accuracy and justification of ideas to have greater presence in the highest performing groups overall. The "in common" nature of discourse shifts between both interdependency groups and those with the highest performance suggest that interdependent structuring may promote learning through shifting idea accuracy and justification during talk. These findings support that interdependency may be a pragmatic step for increasing undergraduate student engagement with social practices of science in laboratory settings.

Published
2023
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12. Who Considers Becoming a World Language Teacher? Comparing Students Who Would with Those Who Won't

Author

Davis, William S., Liu, Bo, and Kim, Josephine

Abstract

Given the ongoing shortage of world language teachers in the United States, growing attention has developed toward recruiting new teachers at the secondary and postsecondary levels. This mixed methods study examined why some university noneducation students involved in language study at a large public institution indicated they would consider becoming a teacher (N = 116) while others would not (N = 129). Analyses indicated that those who would consider the profession were significantly more motivated for language study and had perceived experiencing significantly more instances of communicative and authentic pedagogy, as well as feelings of autonomy, community, and capability in their current language course than their counterparts who would not consider the profession. While passion for languages, teaching, and social contribution were factors that drew students to the profession, those who would not consider world language teaching were primarily dissuaded by a lack of passion for languages and teaching and perceptions of their own inadequate language proficiency.

Published
2023
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13. The Psychological Science Accelerator’s COVID-19 rapid-response dataset

Author

Buchanan, Erin M., Lewis, Savannah C., Paris, Bastien, Forscher, Patrick S., Pavlacic, Jeffrey M., Beshears, Julie E., Drexler, Shira Meir, Gourdon-Kanhukamwe, Amélie, Mallik, Peter R, Silan, Miguel Alejandro A., Miller, Jeremy K., IJzerman, Hans, Moshontz, Hannah, Beaudry, Jennifer L., Suchow, Jordan W., Chartier, Christopher R., Coles, Nicholas A., Sharifian, MohammadHasan, Todsen, Anna Louise, Levitan, Carmel A., Azevedo, Flávio, Legate, Nicole, Heller, Blake, Rothman, Alexander J., Dorison, Charles A., Gill, Brian P., Wang, Ke, Rees, Vaughan W., Gibbs, Nancy, Goldenberg, Amit, Thi Nguyen, Thuy-vy, Gross, James J., Kaminski, Gwenaêl, von Bastian, Claudia C., Paruzel-Czachura, Mariola, Mosannenzadeh, Farnaz, Azouaghe, Soufian, Bran, Alexandre, Ruiz-Fernandez, Susana, Santos, Anabela Caetano, Reggev, Niv, Zickfeld, Janis H., Akkas, Handan, Pantazi, Myrto, Ropovik, Ivan, Korbmacher, Max, Arriaga, Patrícia, Gjoneska, Biljana, Warmelink, Lara, Alves, Sara G., de Holanda Coelho, Gabriel Lins, Stieger, Stefan, Schei, Vidar, Hanel, Paul H. P., Szaszi, Barnabas, Fedotov, Maksim, Antfolk, Jan, Marcu, Gabriela-Mariana, Schrötter, Jana, Kunst, Jonas R., Geiger, Sandra J., Adetula, Adeyemi, Kocalar, Halil Emre, Kielińska, Julita, Kačmár, Pavol, Bokkour, Ahmed, Galindo-Caballero, Oscar J., Djamai, Ikhlas, Pöntinen, Sara Johanna, AGESIN, Bamikole Emmanuel, Jernsäther, Teodor, Urooj, Anum, Rachev, Nikolay R., Koptjevskaja-Tamm, Maria, Kurfalı, Murathan, Pit, Ilse L., Li, Ranran, Çoksan, Sami, Dubrov, Dmitrii, Paltrow, Tamar Elise, Baník, Gabriel, Korobova, Tatiana, Studzinska, Anna, Jiang, Xiaoming, Aruta, John Jamir Benzon R., Vintr, Jáchym, Chiu, Faith, Kaliska, Lada, Berkessel, Jana B., Tümer, Murat, Morales-Izquierdo, Sara, Chuan-Peng, Hu, Vezirian, Kevin, Rosa, Anna Dalla, Bialobrzeska, Olga, Vasilev, Martin R., Beitner, Julia, Kácha, Ondřej, Žuro, Barbara, Westerlund, Minja, Nedelcheva-Datsova, Mina, Findor, Andrej, Krupić, Dajana, Kowal, Marta, Askelund, Adrian Dahl, Pourafshari, Razieh, Đorđević, Jasna Milošević, Schmidt, Nadya-Daniela, Baklanova, Ekaterina, Szala, Anna, Zakharov, Ilya, Vranka, Marek A., Ihaya, Keiko, Grano, Caterina, Cellini, Nicola, Białek, Michał, Anton-Boicuk, Lisa, Dalgar, Ilker, Adıgüzel, Arca, Verharen, Jeroen P. H., Maturan, Princess Lovella G., Kassianos, Angelos P., Oliveira, Raquel, Čadek, Martin, Adoric, Vera Cubela, Özdoğru, Asil Ali, Sverdrup, Therese E., Aczel, Balazs, Zambrano, Danilo, Ahmed, Afroja, Tamnes, Christian K., Yamada, Yuki, Volz, Leonhard, Sunami, Naoyuki, Suter, Lilian, Vieira, Luc, Groyecka-Bernard, Agata, Kamburidis, Julia Arhondis, Reips, Ulf-Dietrich, Harutyunyan, Mikayel, Adetula, Gabriel Agboola, Allred, Tara Bulut, Barzykowski, Krystian, Antazo, Benedict G, Zsido, Andras N., Šakan, Dušana Dušan, Cyrus-Lai, Wilson, Ahlgren, Lina Pernilla, Hruška, Matej, Vega, Diego, Manunta, Efisio, Mokady, Aviv, Capizzi, Mariagrazia, Martončik, Marcel, Say, Nicolas, Filip, Katarzyna, Vilar, Roosevelt, Staniaszek, Karolina, Vdovic, Milica, Adamkovic, Matus, Johannes, Niklas, Hajdu, Nandor, Cohen, Noga, Overkott, Clara, Krupić, Dino, Hubena, Barbora, Nilsonne, Gustav, Mioni, Giovanna, Solorzano, Claudio Singh, Ishii, Tatsunori, Chen, Zhang, Kushnir, Elizaveta, Karaarslan, Cemre, Ribeiro, Rafael R., Khaoudi, Ahmed, Kossowska, Małgorzata, Bavolar, Jozef, Hoyer, Karlijn, Roczniewska, Marta, Karababa, Alper, Becker, Maja, Monteiro, Renan P., Kunisato, Yoshihiko, Metin-Orta, Irem, Adamus, Sylwia, Kozma, Luca, Czarnek, Gabriela, Domurat, Artur, Štrukelj, Eva, Alvarez, Daniela Serrato, Parzuchowski, Michal, Massoni, Sébastien, Czamanski-Cohen, Johanna, Pronizius, Ekaterina, Muchembled, Fany, van Schie, Kevin, Saçaklı, Aslı, Hristova, Evgeniya, Kuzminska, Anna O., Charyate, Abdelilah, Bijlstra, Gijsbert, Afhami, Reza, Majeed, Nadyanna M., Musser, Erica D., Sirota, Miroslav, Ross, Robert M., Yeung, Siu Kit, Papadatou-Pastou, Marietta, Foroni, Francesco, Almeida, Inês A. T., Grigoryev, Dmitry, Lewis, David M. G., Holford, Dawn L., Janssen, Steve M. J., Tatachari, Srinivasan, Batres, Carlota, Olofsson, Jonas K., Daches, Shimrit, Belaus, Anabel, Pfuhl, Gerit, Corral-Frias, Nadia Sarai, Sousa, Daniela, Röer, Jan Philipp, Isager, Peder Mortvedt, Godbersen, Hendrik, Walczak, Radoslaw B., Van Doren, Natalia, Ren, Dongning, Gill, Tripat, Voracek, Martin, DeBruine, Lisa M., Anne, Michele, Očovaj, Sanja Batić, Thomas, Andrew G., Arvanitis, Alexios, Ostermann, Thomas, Wolfe, Kelly, Arinze, Nwadiogo Chisom, Bundt, Carsten, Lamm, Claus, Calin-Jageman, Robert J, Davis, William E., Karekla, Maria, Zorjan, Saša, Jaremka, Lisa M., Uttley, Jim, Hricova, Monika, Koehn, Monica A, Kiselnikova, Natalia, Bai, Hui, Krafnick, Anthony J., Balci, Busra Bahar, Ballantyne, Tonia, Lins, Samuel, Vally, Zahir, Esteban-Serna, Celia, Schmidt, Kathleen, Macapagal, Paulo Manuel L., Szwed, Paulina, Zdybek, Przemysław Marcin, Moreau, David, Collins, W. Matthew, Joy-Gaba, Jennifer A., Vilares, Iris, Tran, Ulrich S., Boudesseul, Jordane, Albayrak-Aydemir, Nihan, Dixson, Barnaby James Wyld, Perillo, Jennifer T, Ferreira, Ana, Westgate, Erin C., Aberson, Christopher L., Arinze, Azuka Ikechukwu, Jaeger, Bastian, Butt, Muhammad Mussaffa, Silva, Jaime R., Storage, Daniel Shafik, Janak, Allison P, Jiménez-Leal, William, Soto, Jose A., Sorokowska, Agnieszka, McCarthy, Randy, Tullett, Alexa M, Frias-Armenta, Martha, Ribeiro, Matheus Fernando Felix, Hartanto, Andree, Forbes, Paul A. G., Willis, Megan L., del Carmen Tejada R, María, Torres, Adriana Julieth Olaya, Stephen, Ian D, Vaidis, David C., de la Rosa-Gómez, Anabel, Yu, Karen, Sutherland, Clare A. M., Manavalan, Mathi, Behzadnia, Behzad, Urban, Jan, Baskin, Ernest, McFall, Joseph P., Ogbonnaya, Chisom Esther, Fu, Cynthia H. Y., Rahal, Rima-Maria, Ndukaihe, Izuchukwu L. G., Hostler, Thomas J., Kappes, Heather Barry, Sorokowski, Piotr, Khosla, Meetu, Lazarevic, Ljiljana B., Eudave, Luis, Vilsmeier, Johannes K., Luis, Elkin O., Muda, Rafał, Agadullina, Elena, Cárcamo, Rodrigo A., Reeck, Crystal, Anjum, Gulnaz, Venegas, Mónica Camila Toro, Misiak, Michal, Ryan, Richard M., Nock, Nora L., Travaglino, Giovanni A., Mensink, Michael C., Feldman, Gilad, Wichman, Aaron L., Chou, Weilun, Ziano, Ignazio, Seehuus, Martin, Chopik, William J., Kung, Franki Y. H., Carpentier, Joelle, Vaughn, Leigh Ann, Du, Hongfei, Xiao, Qinyu, Lima, Tiago J. S., Noone, Chris, Onie, Sandersan, Verbruggen, Frederick, Radtke, Theda, and Primbs, Maximilian A.

Published
2023
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14. 'That's Just a Part of Growing Up': A Study of Non-Formal Educators' Lay Theories of Adolescence

Author

Davis, William J., Cox, Milira, Tevington, Patricia, Brown Urban, Jennifer, and Linver, Miriam R.

Abstract

This instrumental case study explored non-formal educators' lay theories of adolescence using the case of the Boy Scouts of America's Scouts BSA program, a co-ed program serving youth between the ages of 11 and 17. We conducted an iterative analysis of 110 structured interviews with Scouts BSA adult volunteer leaders who served as scoutmasters or assistant scoutmasters. Results indicated that participants discussed adolescence in terms of youth characteristics as well as processes youth underwent during their adolescent years. These adults sometimes viewed adolescence as idiosyncratic, identifying differences in learning, behavior, and family situations among youth, particularly those whom they had identified as exhibiting specific challenges like autism. The results also illustrated relationships between the program and lay theories of adolescence. Namely, core Scouts BSA programmatic structures and expectations such as operating the patrol/troop method hierarchies, building leadership skills, camping or outdoor activities, and including all youth in activities influence participants' own views of adolescence, including their views of adolescence as a time to cultivate maturity and independence. The study concludes with a brief discussion of results and limitations of the study, including recommendations for training and additional research.

Published
2022
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16. Personal Support and Its Impact on the Mental Health of First-Generation and Transfer Students

Author

Mikell, Jamie Gilbert and Davis, William J.

Abstract

First-generation college students (FGCS) face unique challenges compared to non-first-generation peers. Lack of personal, emotional, financial, or psychological support may create difficulties adapting to college. The focus on affordability in higher education and lowering the cost of a bachelor's degree has also made the transfer process an essential part of degree completion for many, with only 41% of transfer students pursuing a bachelor's degree will achieve that goal. Research has made the connection that diminished personal support from parental figures may impact the mental health of FGCS transfer students, leading to higher dropout, lower retention, and lower degree completion rates. Students who experienced increased personal support might experience fewer mental health issues, resulting in a higher chance of degree completion. Future research implications include prioritizing support systems and mental health services to aid FGCS and transfer students lacking personal support in degree completion.

Published
2022
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17. Encouraging Continued University Foreign Language Study: A Self-Determination Theory Perspective on Programme Growth

Author

Davis, William S.

Abstract

Between 2006 and 2016, American universities experienced a significant decrease in student enrolment in foreign language (FL) courses. This decrease corresponded with the dissolution of over 650 foreign language programmes between 2013 and 2016. Using self-determination theory (SDT) as its theoretical framework, this study sought to advocate for the growth of university FL programmes by identifying differences in the motivational orientations, levels of basic psychological need satisfaction, reasons for learning a new language and course enrolment plans of 236 American undergraduate students enrolled in elementary and intermediate level FL courses. Results indicated that competence- and relatedness-supportive learning environments that support students' autonomous, integrative and altruistic motivations for language learning have a strong, positive relationship with undergraduate FL learners' decisions to enrol in an unrequired language course in the next semester. The findings recognise all FL programmes as agentic forces in language advocacy and programme growth. Recommendations for language educators are discussed.

Published
2022
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18. What Makes a Learning Experience Intrinsically Motivating for American High School Language Learners?

Author

Davis, William S.

Abstract

The purpose of this study was to examine the self-determination theory (SDT) relationship between basic needs satisfaction and intrinsic motivation within the context of American high school (secondary) foreign language learners. Participants were 156 American high school students studying Spanish, French, or German as a foreign language. Participants completed a survey in which they described a personally satisfying or unsatisfying learning experience from their foreign language class and indicated their levels of intrinsic motivation and autonomy, competence, and relatedness fulfillment for that experience. Results demonstrated that the combination of the three basic psychological needs significantly predicted students' levels of intrinsic motivation for the in-class language learning experience they described, in which autonomy satisfaction was the strongest predictor of intrinsic motivation. Themes from the participants' qualitative responses and recommendations for need-supportive instruction are discussed.

Published
2018

19. In COVID-19 Health Messaging, Loss Framing Increases Anxiety with Little-to-No Concomitant Benefits: Experimental Evidence from 84 Countries

Author

Dorison, Charles A., Lerner, Jennifer S., Heller, Blake H., Rothman, Alexander J., Kawachi, Ichiro I., Wang, Ke, Rees, Vaughan W., Gill, Brian P., Gibbs, Nancy, Ebersole, Charles R., Vally, Zahir, Tajchman, Zuzanna, Zsido, Andras N., Zrimsek, Mija, Chen, Zhang, Ziano, Ignazio, Gialitaki, Zoi, Ceary, Chris D., Lin, Yijun, Kunisato, Yoshihiko, Yamada, Yuki, Xiao, Qinyu, Jiang, Xiaoming, Du, Xinkai, Yao, Elvin, Wilson, John Paul, Cyrus-Lai, Wilson, Jimenez-Leal, William, Law, Wilbert, Collins, W. Matthew, Richard, Karley L., Vranka, Marek, Ankushev, Vladislav, Schei, Vidar, Križanić, Valerija, Kadreva, Veselina Hristova, Adoric, Vera Cubela, Tran, Ulrich S., Yeung, Siu Kit, Hassan, Widad, Houston, Ralph, Lima, Tiago J. S., Ostermann, Thomas, Frizzo, Thomas, Sverdrup, Therese E., House, Thea, Gill, Tripat, Fedotov, Maksim, Paltrow, Tamar, Jernsäther, Teodor, Koptjevskaja-Tamm, Maria, Hostler, Thomas J., Ishii, Tatsunori, Szaszi, Barnabas, Adamus, Sylwia, Suter, Lilian, Habib, Sumaiya, Studzinska, Anna, Stojanovska, Dragana, Janssen, Steve M. J., Stieger, Stefan, Schulenberg, Stefan E., Tatachari, Srinivasan, Azouaghe, Soufian, Sorokowski, Piotr, Sorokowska, Agnieszka, Song, Xin, Lewis, Savannah C., Sinkolova, Sladjana, Grigoryev, Dmitry, Drexler, Shira Meir, Daches, Shimrit, Geniole, Shawn N., Vračar, Selena, Massoni, Sébastien, Zorjan, Saša, Sarıoğuz, Eylül, Izquierdo, Sara Morales, Alves, Sara G., Pöntinen, Sara, Solas, Sara Álvarez, Ordoñez-Riaño, Santiago, Očovaj, Sanja Batić, Onie, Sandersan, Lins, Samuel, Çoksan, Sami, Sacakli, Asli, Ruiz-Fernández, Susana, Geiger, Sandra J., FatahModares, Saeideh, Walczak, Radoslaw B., Betlehem, Ruben, Vilar, Roosevelt, Cárcamo, Rodrigo, Ross, Robert M., McCarthy, Randy, Ballantyne, Tonia, Westgate, Erin C., Afhami, Reza, Ren, Dongning, Monteiro, Renan P., Reips, Ulf-Dietrich, Reggev, Niv, Calin-Jageman, Robert J., Pourafshari, Razieh, Oliveira, Raquel, Nedelcheva-Datsova, Mina, Rahal, Rima-Maria, Ribeiro, Rafael R., Radtke, Theda, Searston, Rachel, Habte, Redeate, Zdybek, Przemysław, Chen, Sau-Chin, Maturan, Princess Lovella G., Perillo, Jennifer T., Isager, Peder Mortvedt, Kačmár, Pavol, Macapagal, Paulo Manuel, Szwed, Paulina, Hanel, Paul H. P., Forbes, Paul A. G., Arriaga, Patrícia, Paris, Bastien, Papachristopoulos, Konstantinos, Correa, Pablo Sebastián, Kácha, Ondřej, Bernardo, Márcia, Campos, Olatz, Bravo, Olalla Niño, Galindo-Caballero, Oscar J., Ogbonnaya, Chisom Esther, Bialobrzeska, Olga, Kiselnikova, Natalia, Simonovic, Nicolle, Cohen, Noga, Nock, Nora L., Johannes, Niklas, Albayrak-Aydemir, Nihan, Say, Nicolas, Torunsky, Nathan, Van Doren, Natalia, Sunami, Naoyuki, Rachev, Nikolay R., Majeed, Nadyanna M., Schmidt, Nadya-Daniela, Nadif, Khaoula, Corral-Frías, Nadia S., Ouherrou, Nihal, Pantazi, Myrto, Lucas, Marc Y., Vasilev, Martin R., Ortiz, María Victoria, Butt, Muhammad Mussaffa, Kabir, Muhib, Muda, Rafał, Tejada Rivera, Maria del Carmen MC, Sirota, Miroslav, Seehuus, Martin, Parzuchowski, Michal, Toro, Mónica, Hricova, Monika, Maldonado, Mónica Alarcón, Marszalek, Magdalena, Karekla, Maria, Mioni, Giovanna, Bosma, Minke Jasmijn, Westerlund, Minja, Vdovic, Milica, Bialek, Michal, Silan, Miguel A., Anne, Michele, Misiak, Michal, Grinberg, Maurice, Capizzi, Mariagrazia, Espinoza Barría, Mauricio F., Kurfali, Merve A., Mensink, Michael C., Harutyunyan, Mikayel, Khosla, Meetu, Korbmacher, Max, Adamkovič, Matúš, Ribeiro, Matheus Fernando Felix, Terskova, Maria, Hruška, Matej, Martončik, Marcel, Voracek, Martin, Čadek, Martin, Frías-Armenta, Martha, Kowal, Marta, Topor, Marta, Roczniewska, Marta, Oosterlinck, Marlies, Kohlová, Markéta Braun, Paruzel-Czachura, Mariola, Romanova, Marina, Papadatou-Pastou, Marietta, Lund, Maria Louise, Antoniadi, Maria, Jones, Marc V., Ortiz, Manuel S., Manavalan, Mathi, Muminov, Abdumalik, Kossowska, Małgorzata, Friedemann, Maja, Wielgus, Magdalena, Varella, Marco A. C., Colloff, Melissa F., Bradford, Maria, Vaughn, Leigh Ann, Eudave, Luis, Vieira, Luc, Pineda, Lina Maria Sanabria, Pérez, Laura Calderón, Lazarevic, Ljiljana B., Jaremka, Lisa M., Kushnir, Elizaveta, Anton-Boicuk, Lisa, de Holanda Coelho, Gabriel Lins, Ahlgren, Lina, Levitan, Carmel A., Micheli, Leticia, Volz, Leonhard, Stojanovska, Marija, Boucher, Leanne, Samojlenko, Lara, Delgado, Lady Grey Javela, Kaliska, Lada, Warmelink, Lara, Rojas-Berscia, Luis Miguel, Yu, Karen, Wachowicz, Jakub, Desai, Kermeka, Barzykowski, Krystian, Kozma, Luca, Evans, Kortnee, Kirgizova, Komila, Agesin, Bamikole Emmanuel, Koehn, Monica A, Wolfe, Kelly, Korobova, Tatiana, Klevjer, Kristoffer, van Schie, Kevin, Vezirian, Kevin, Damnjanović, Kaja, Thommesen, Katrine Krabbe, Schmidt, Kathleen, Filip, Katarzyna, Grzech, Karolina, Hoyer, Karlijn, Moon, Karis, Rana, Kafeel, Janjić, Kristina, Suchow, Jordan W., Kielińska, Julita, Cruz Vásquez, Julio E, Beitner, Julia, Vargas-Nieto, Juan Camilo, Roxas, Jose Carlos T., Taber, Jennifer, Urriago-Rayo, Joan, Pavlacic, Jeffrey M., Bavolar, Jozef, Soto, José A., Olofsson, Jonas K., Vilsmeier, Johannes K., Messerschmidt, Johanna, Czamanski-Cohen, Johanna, Boudesseul, Jordane, Lee, Jeong Min, Kamburidis, Julia, Zickfeld, Janis, Miranda, Jacob F., Verharen, Jeroen P. H., Hristova, Evgeniya, Beshears, Julie E., Đorđević, Jasna Milošević, Bosch, Jasmijn, Valentova, Jaroslava Varella, Antfolk, Jan, Berkessel, Jana B., Schrötter, Jana, Urban, Jan, Röer, Jan Philipp, Norton, James O, Silva, Jaime R., Pickering, Jade S., Vintr, Jáchym, Uttley, Jim, Kunst, Jonas R., Ndukaihe, Izuchukwu L. G., Iyer, Aishwarya, Vilares, Iris, Ivanov, Aleksandr, Ropovik, Ivan, Sula, Isabela, Sarieva, Irena, Metin-Orta, Irem, Prusova, Irina, Pinto, Isabel, Bozdoc, Andreea Ioana, Almeida, Inês A. T., Pit, Ilse L., Dalgar, Ilker, Zakharov, Ilya, Arinze, Azuka Ikechukwu, Ihaya, Keiko, Stephen, Ian D., Gjoneska, Biljana, Brohmer, Hilmar, Flowe, Heather, Godbersen, Hendrik, Kocalar, Halil Emre, Hedgebeth, Mattie V., Chuan-Peng, Hu, Sharifian, MohammadHasan, Manley, Harry, Akkas, Handan, Hajdu, Nandor, Azab, Habiba, Kaminski, Gwenael, Nilsonne, Gustav, Anjum, Gulnaz, Travaglino, Giovanni A., Feldman, Gilad, Pfuhl, Gerit, Czarnek, Gabriela, Marcu, Gabriela Mariana, Hofer, Gabriela, Banik, Gabriel, Adetula, Gabriel Agboola, Bijlstra, Gijsbert, Verbruggen, Frederick, Kung, Franki Y. H., Foroni, Francesco, Singer, Gage, Muchembled, Fany, Azevedo, Flavio, Mosannenzadeh, Farnaz, Marinov, Evelina, Štrukelj, Eva, Etebari, Zahra, Baskin, Ernest, Garcia, Elkin Oswaldo Luis, Musser, Erica, van Steenkiste, I.M.M., Ahn, El Rim, Pronizius, Ekaterina, Jackson, Emily A, Manunta, Efisio, Agadullina, Elena, Šakan, Dušana, Dursun, Pinar, Dujols, Olivier, Dubrov, Dmitrii, Willis, Megan, Tümer, Murat, Beaudry, Jennifer L., Popović, Dora, Dunleavy, Daniel, Djamai, Ikhlas, Krupić, Dino, Vega, Diego, Du, Hongfei, Mola, Débora, Davis, William E., Holford, Dawn Liu, Lewis, David M. G., Vaidis, David C., Ozery, Daphna Hausman, Ricaurte, Danilo Zambrano, Storage, Daniel, Sousa, Daniela, Alvarez, Daniela Serrato, Rosa, Anna Dalla, Krupić, Dajana, Marko, Dafne, Moreau, David, Reeck, Crystal, Correia, Rita C., Whitt, Cassie M., Lamm, Claus, Solorzano, Claudio Singh, von Bastian, Claudia C., Sutherland, Clare AM, Overkott, Clara, Aberson, Christopher L., Wang, Chunhui, Karashiali, Christiana, Noone, Chris, Chiu, Faith, Picciocchi, Chiara, Karaarslan, Cemre, Cellini, Nicola, Esteban-Serna, Celia, Reyna, Cecilia, Batres, Carlota, Li, Ranran, Grano, Caterina, Carpentier, Joelle, Tamnes, Christian K., Fu, Cynthia H.Y., Ishkhanyan, Byurakn, Bylinina, Lisa, Jaeger, Bastian, Bundt, Carsten, Allred, Tara Bulut, Bokkour, Ahmed, Bogatyreva, Natalia, Chopik, William J., Antazo, Benedict, Behzadnia, Behzad, Becker, Maja, Cocco, Beatrice, Chou, Wei-Lun, Hubena, Barbora, Žuro, Barbara, Aczel, Balazs, Baklanova, Ekaterina, Bai, Hui, Balci, Busra Bahar, Babinčák, Peter, Dixson, Barnaby James Wyld, Mokady, Aviv, Kappes, Heather Barry, Atari, Mohammad, Szala, Anna, Szabelska, Anna, Aruta, John Jamir Benzon, Domurat, Artur, Arinze, Nwadiogo Chisom, Modena, Arianna, Adiguzel, Arca, Monajem, Arash, ARABI, Kanza AIT EL, Özdoğru, Asil Ali, Olaya Torres, Adriana Julieth, Theodoropoulou, Andriana, Jurković, Anita Penić, Kassianos, Angelos P., Findor, Andrej, Hartanto, Andree, Thibault Landry, Anais, Ferreira, Ana, Santos, Anabela Caetano, De la Rosa-Gomez, Anabel, Gourdon-Kanhukamwe, Amélie, Todsen, Anna Louise, Karababa, Alper, Janak, Allison, Bran, Alexandre, Tullett, Alexa M., Kuzminska, Anna O., Krafnick, Anthony J, Urooj, Anum, Khaoudi, Ahmed, Ahmed, Afroja, Groyecka-Bernard, Agata, Askelund, Adrian Dahl, Adetula, Adeyemi, Belaus, Anabel, Charyate, Abdelilah Ca, Wichman, Aaron L., Stoyanova, Alina, Greenburgh, Anna, Thomas, Andrew G., Arvanitis, Alexios, Forscher, Patrick S., Mallik, Peter R, Primbs, Maximilian A., Miller, Jeremy K., Moshontz, Hannah, Urry, Heather L., IJzerman, Hans, Basnight-Brown, Dana M., Chartier, Christopher R., Buchanan, Erin M., and Coles, Nicholas A.

Published
2022
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21. Online Trainings for Non-Formal Educators: A Case Study of Boy Scouts of America Leaders

Author

Davis, William J., Rush, Alexandra, Tevington, Patricia, Urban, Jennifer Brown, and Linver, Miriam R.

Abstract

Non-formal education (NFE) programs -- those existing separately from hierarchically and chronologically organized schools -- have a long history with distance and online learning, both of which have been essential to NFE programming. NFE programs like Scouts BSA, the Boy Scouts of America's (BSA) co-ed program for 11-17 year olds, rely upon online learning to train adult volunteers. The purpose of this case study was to investigate non-formal educators' online training experiences and the extent to which these educators felt prepared for their roles.

Published
2021
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22. The Data Culture Continuum: An Examination of School Data Cultures

Author

Lasater, Kara, Albiladi, Waheeb S., Davis, William S., and Bengtson,

Abstract

Purpose: The purpose of this study was to examine teachers and school leaders' experiences using data in the state of Arkansas. Research Design: Initially, an exploratory pilot study was conducted to examine educators' experiences using data within one Arkansas district. This involved focus groups with 24 participants from 10 schools. Data were analyzed and used to design the second phase of inquiry. The second phase involved an examination of teachers and leaders' experiences using data throughout Arkansas. Data were collected using focus groups with teachers and in-depth interviews with building-level leaders (52 participants representing eights schools, seven districts). Data were analyzed using multiple cycles of coding, ongoing dialogic engagement, and constant comparative analysis. Findings: Analysis led to the identification of six "data factors" (i.e., trust and collaboration, purpose of data use, leader expectations and teacher agency, data ownership, leader competency, and data as a tool) which we believed influenced schools' data cultures. Data factors were used to develop the data culture continuum framework, which suggests that schools create data cultures which exist on a continuum--from positive to negative--and a school's placement on the continuum is fluid and dependent on its unique combination of positive and negative data factors. Implications for Research and Practice: The data culture continuum provides a framework that can assist school leaders in understanding and implementing data factors that support their schools in developing positive data cultures. It also provides a springboard into future quantitative and qualitative studies related to the framework.

Published
2020
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23. Teachers' Use and Beliefs about Praise: A Mixed-Methods Study

Author

Shernoff, Elisa S., Lekwa, Adam L., Reddy, Linda A., and Davis, William

Abstract

Using a convergent parallel mixed methods design, we examined changes in teachers' use of praise during instruction (verbal or nonverbal statements or gestures to provide feedback for appropriate behavior) and explored teachers' perceptions regarding barriers and facilitators to using praise during coaching. Forty-eight teachers who identified praise as a professional development goal participated in the quantitative strand and 11 of the 48 teachers participated in the qualitative strand. Mixed effects zero-inflated negative binomial models revealed that teachers used 4.03 praise statements per 30-min observation at baseline, which increased by a factor of 1.05 between coaching sessions. Praise discrepancy scores at baseline were estimated at 7.48 with an average decrease (reflecting reduced need for change) of -0.25 over time. Thematic analyses of coaching sessions highlighted facilitators (e.g., feedback without having to criticize) and barriers (e.g., interferes with instruction) to using praise, although the integration of quantitative and qualitative findings did not yield consistent patterns between the number of facilitators or barriers coded and specific teacher outcomes. Implications for the practice of school psychologists in their work with teachers along with future directions for research are discussed.

Published
2020
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24. A multi-country test of brief reappraisal interventions on emotions during the COVID-19 pandemic

Author

Wang, Ke, Goldenberg, Amit, Dorison, Charles A., Miller, Jeremy K., Uusberg, Andero, Lerner, Jennifer S., Gross, James J., Agesin, Bamikole Bamikole, Bernardo, Márcia, Campos, Olatz, Eudave, Luis, Grzech, Karolina, Ozery, Daphna Hausman, Jackson, Emily A., Garcia, Elkin Oswaldo Luis, Drexler, Shira Meir, Jurković, Anita Penić, Rana, Kafeel, Wilson, John Paul, Antoniadi, Maria, Desai, Kermeka, Gialitaki, Zoi, Kushnir, Elizaveta, Nadif, Khaoula, Bravo, Olalla Niño, Nauman, Rafia, Oosterlinck, Marlies, Pantazi, Myrto, Pilecka, Natalia, Szabelska, Anna, van Steenkiste, I. M. M., Filip, Katarzyna, Bozdoc, Andreea Ioana, Marcu, Gabriela Mariana, Agadullina, Elena, Adamkovič, Matúš, Roczniewska, Marta, Reyna, Cecilia, Kassianos, Angelos P., Westerlund, Minja, Ahlgren, Lina, Pöntinen, Sara, Adetula, Gabriel Agboola, Dursun, Pinar, Arinze, Azuka Ikechukwu, Arinze, Nwadiogo Chisom, Ogbonnaya, Chisom Esther, Ndukaihe, Izuchukwu L. G., Dalgar, Ilker, Akkas, Handan, Macapagal, Paulo Manuel, Lewis, Savannah, Metin-Orta, Irem, Foroni, Francesco, Willis, Megan, Santos, Anabela Caetano, Mokady, Aviv, Reggev, Niv, Kurfali, Merve A., Vasilev, Martin R., Nock, Nora L., Parzuchowski, Michal, Espinoza Barría, Mauricio F., Vranka, Marek, Kohlová, Markéta Braun, Ropovik, Ivan, Harutyunyan, Mikayel, Wang, Chunhui, Yao, Elvin, Becker, Maja, Manunta, Efisio, Kaminski, Gwenael, Boudesseu, Jordane, Marko, Dafne, Evans, Kortnee, Lewis, David M. G., Findor, Andrej, Landry, Anais Thibault, Aruta, John Jamir Benzon, Ortiz, Manuel S., Vally, Zahir, Pronizius, Ekaterina, Voracek, Martin, Lamm, Claus, Grinberg, Maurice, Li, Ranran, Valentova, Jaroslava Varella, Mioni, Giovanna, Cellini, Nicola, Chen, Sau-Chin, Zickfeld, Janis, Moon, Karis, Azab, Habiba, Levy, Neil, Karababa, Alper, Beaudry, Jennifer L., Boucher, Leanne, Collins, W. Matthew, Todsen, Anna Louise, van Schie, Kevin, Vintr, Jáchym, Bavolar, Jozef, Kaliska, Lada, Križanić, Valerija, Samojlenko, Lara, Pourafshari, Razieh, Geiger, Sandra J., Beitner, Julia, Warmelink, Lara, Ross, Robert M., Stephen, Ian D., Hostler, Thomas J., Azouaghe, Soufian, McCarthy, Randy, Szala, Anna, Grano, Caterina, Solorzano, Claudio Singh, Anjum, Gulnaz, Jimenez-Leal, William, Bradford, Maria, Pérez, Laura Calderón, Cruz Vásquez, Julio E., Galindo-Caballero, Oscar J., Vargas-Nieto, Juan Camilo, Kácha, Ondřej, Arvanitis, Alexios, Xiao, Qinyu, Cárcamo, Rodrigo, Zorjan, Saša, Tajchman, Zuzanna, Vilares, Iris, Pavlacic, Jeffrey M., Kunst, Jonas R., Tamnes, Christian K., von Bastian, Claudia C., Atari, Mohammad, Sharifian, MohammadHasan, Hricova, Monika, Kačmár, Pavol, Schrötter, Jana, Rahal, Rima-Maria, Cohen, Noga, FatahModares, Saeideh, Zrimsek, Miha, Zakharov, Ilya, Koehn, Monica A., Esteban-Serna, Celia, Calin-Jageman, Robert J., Krafnick, Anthony J., Štrukelj, Eva, Isager, Peder Mortvedt, Urban, Jan, Silva, Jaime R., Martončik, Marcel, Očovaj, Sanja Batić, Šakan, Dušana, Kuzminska, Anna O., Djordjevic, Jasna Milosevic, Almeida, Inês A. T., Ferreira, Ana, Lazarevic, Ljiljana B., Manley, Harry, Ricaurte, Danilo Zambrano, Monteiro, Renan P., Etabari, Zahra, Musser, Erica, Dunleavy, Daniel, Chou, Weilun, Godbersen, Hendrik, Ruiz-Fernández, Susana, Reeck, Crystal, Batres, Carlota, Kirgizova, Komila, Muminov, Abdumalik, Azevedo, Flavio, Alvarez, Daniela Serrato, Butt, Muhammad Mussaffa, Lee, Jeong Min, Chen, Zhang, Verbruggen, Frederick, Ziano, Ignazio, Tümer, Murat, Charyate, Abdelilah C. A., Dubrov, Dmitrii, Tejada Rivera, María del Carmen M. C., Aberson, Christopher, Pálfi, Bence, Maldonado, Mónica Alarcón, Hubena, Barbora, Sacakli, Asli, Ceary, Chris D., Richard, Karley L., Singer, Gage, Perillo, Jennifer T., Ballantyne, Tonia, Cyrus-Lai, Wilson, Fedotov, Maksim, Du, Hongfei, Wielgus, Magdalena, Pit, Ilse L., Hruška, Matej, Sousa, Daniela, Aczel, Balazs, Hajdu, Nandor, Szaszi, Barnabas, Adamus, Sylwia, Barzykowski, Krystian, Micheli, Leticia, Schmidt, Nadya-Daniela, Zsido, Andras N., Paruzel-Czachura, Mariola, Muda, Rafał, Bialek, Michal, Kowal, Marta, Sorokowska, Agnieszka, Misiak, Michal, Mola, Débora, Ortiz, María Victoria, Correa, Pablo Sebastián, Belaus, Anabel, Muchembled, Fany, Ribeiro, Rafael R., Arriaga, Patricia, Oliveira, Raquel, Vaughn, Leigh Ann, Szwed, Paulina, Kossowska, Małgorzata, Czarnek, Gabriela, Kielińska, Julita, Antazo, Benedict, Betlehem, Ruben, Stieger, Stefan, Nilsonne, Gustav, Simonovic, Nicolle, Taber, Jennifer, Gourdon-Kanhukamwe, Amélie, Domurat, Artur, Ihaya, Keiko, Yamada, Yuki, Urooj, Anum, Gill, Tripat, Čadek, Martin, Bylinina, Lisa, Messerschmidt, Johanna, Kurfalı, Murathan, Adetula, Adeyemi, Baklanova, Ekaterina, Albayrak-Aydemir, Nihan, Kappes, Heather B., Gjoneska, Biljana, House, Thea, Jones, Marc V., Berkessel, Jana B., Chopik, William J., Çoksan, Sami, Seehuus, Martin, Khaoudi, Ahmed, Bokkour, Ahmed, El Arabi, Kanza Ait, Djamai, Ikhlas, Iyer, Aishwarya, Parashar, Neha, Adiguzel, Arca, Kocalar, Halil Emre, Bundt, Carsten, Norton, James O., Papadatou-Pastou, Marietta, De la Rosa-Gomez, Anabel, Ankushev, Vladislav, Bogatyreva, Natalia, Grigoryev, Dmitry, Ivanov, Aleksandr, Prusova, Irina, Romanova, Marina, Sarieva, Irena, Terskova, Maria, Hristova, Evgeniya, Kadreva, Veselina Hristova, Janak, Allison, Schei, Vidar, Sverdrup, Therese E., Askelund, Adrian Dahl, Pineda, Lina Maria Sanabria, Krupić, Dajana, Levitan, Carmel A., Johannes, Niklas, Ouherrou, Nihal, Say, Nicolas, Sinkolova, Sladjana, Janjić, Kristina, Stojanovska, Marija, Stojanovska, Dragana, Khosla, Meetu, Thomas, Andrew G., Kung, Franki Y. H., Bijlstra, Gijsbert, Mosannenzadeh, Farnaz, Balci, Busra Bahar, Reips, Ulf-Dietrich, Baskin, Ernest, Ishkhanyan, Byurakn, Czamanski-Cohen, Johanna, Dixson, Barnaby James Wyld, Moreau, David, Sutherland, Clare A. M., Chuan-Peng, Hu, Noone, Chris, Flowe, Heather, Anne, Michele, Janssen, Steve M. J., Topor, Marta, Majeed, Nadyanna M., Kunisato, Yoshihiko, Yu, Karen, Daches, Shimrit, Hartanto, Andree, Vdovic, Milica, Anton-Boicuk, Lisa, Forbes, Paul A. G., Kamburidis, Julia, Marinova, Evelina, Nedelcheva-Datsova, Mina, Rachev, Nikolay R., Stoyanova, Alina, Schmidt, Kathleen, Suchow, Jordan W., Koptjevskaja-Tamm, Maria, Jernsäther, Teodor, Olofsson, Jonas K., Bialobrzeska, Olga, Marszalek, Magdalena, Tatachari, Srinivasan, Afhami, Reza, Law, Wilbert, Antfolk, Jan, Žuro, Barbara, Van Doren, Natalia, Soto, Jose A., Searston, Rachel, Miranda, Jacob, Damnjanović, Kaja, Yeung, Siu Kit, Krupić, Dino, Hoyer, Karlijn, Jaeger, Bastian, Ren, Dongning, Pfuhl, Gerit, Klevjer, Kristoffer, Corral-Frías, Nadia S., Frias-Armenta, Martha, Lucas, Marc Y., Torres, Adriana Olaya, Toro, Mónica, Delgado, Lady Grey Javela, Vega, Diego, Solas, Sara Álvarez, Vilar, Roosevelt, Massoni, Sébastien, Frizzo, Thomas, Bran, Alexandre, Vaidis, David C., Vieira, Luc, Paris, Bastien, Capizzi, Mariagrazia, Coelho, Gabriel Lins de Holanda, Greenburgh, Anna, Whitt, Cassie M., Tullett, Alexa M., Du, Xinkai, Volz, Leonhard, Bosma, Minke Jasmijn, Karaarslan, Cemre, Sarıoğuz, Eylül, Allred, Tara Bulut, Korbmacher, Max, Colloff, Melissa F., Lima, Tiago J. S., Ribeiro, Matheus Fernando Felix, Verharen, Jeroen P. H., Karekla, Maria, Karashiali, Christiana, Sunami, Naoyuki, Jaremka, Lisa M., Storage, Daniel, Habib, Sumaiya, Studzinska, Anna, Hanel, Paul H. P., Holford, Dawn Liu, Sirota, Miroslav, Wolfe, Kelly, Chiu, Faith, Theodoropoulou, Andriana, Ahn, El Rim, Lin, Yijun, Westgate, Erin C., Brohmer, Hilmar, Hofer, Gabriela, Dujols, Olivier, Vezirian, Kevin, Feldman, Gilad, Travaglino, Giovanni A., Ahmed, Afroja, Li, Manyu, Bosch, Jasmijn, Torunsky, Nathan, Bai, Hui, Manavalan, Mathi, Song, Xin, Walczak, Radoslaw B., Zdybek, Przemysław, Friedemann, Maja, Rosa, Anna Dalla, Kozma, Luca, Alves, Sara G., Lins, Samuel, Pinto, Isabel R., Correia, Rita C., Babinčák, Peter, Banik, Gabriel, Rojas-Berscia, Luis Miguel, Varella, Marco A. C., Uttley, Jim, Beshears, Julie E., Thommesen, Katrine Krabbe, Behzadnia, Behzad, Geniole, Shawn N., Silan, Miguel A., Maturan, Princess Lovella G., Vilsmeier, Johannes K., Tran, Ulrich S., Izquierdo, Sara Morales, Mensink, Michael C., Sorokowski, Piotr, Groyecka-Bernard, Agata, Radtke, Theda, Adoric, Vera Cubela, Carpentier, Joelle, Özdoğru, Asil Ali, Joy-Gaba, Jennifer A., Hedgebeth, Mattie V., Ishii, Tatsunori, Wichman, Aaron L., Röer, Jan Philipp, Ostermann, Thomas, Davis, William E., Suter, Lilian, Papachristopoulos, Konstantinos, Zabel, Chelsea, Onie, Sandersan, Ebersole, Charles R., Chartier, Christopher R., Mallik, Peter R., Urry, Heather L., Buchanan, Erin M., Coles, Nicholas A., Primbs, Maximilian A., Basnight-Brown, Dana M., IJzerman, Hans, Forscher, Patrick S., and Moshontz, Hannah

Published
2021
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25. Risk factors for dysfunctional elbow stiffness following operative fixation of distal humerus fractures.

Author

Mihas, Alexander K., Reed, Logan A., Patch, David A., Cimino, Addison, Davis, William T., Young, Matthew, and Spitler, Clay A.

Abstract

Elbow stiffness is 1 of the most common complications after operative fixation of distal humerus fractures; however, there is relatively limited literature assessing which factors are associated with this problem. The purpose of this study is to identify risk factors associated with dysfunctional elbow stiffness in distal humerus fractures after operative fixation. A retrospective review of all distal humerus fractures that underwent operative fixation (AO/OTA 13A-C) at a single level 1 trauma center from November 2014 to October 2021. A minimum 6-month follow-up was required for inclusion or the outcome of interest. Dysfunctional elbow stiffness was defined as a flexion-extension arc of less than 100° at latest follow-up or any patient requiring surgical treatment for limited elbow range of motion. A total of 110 patients with distal humerus fractures were included in the study: 54 patients comprised the elbow stiffness group and 56 patients were in the control group. Average follow-up of 343 (59 to 2079) days. Multiple logistic regression showed that orthogonal plate configuration (adjusted odds ratio [aOR]: 5.70, 95% confidence interval [CI]: 1.91-16.99, P =.002), and longer operative time (aOR: 1.86, 95% CI: 1.11-3.10, P =.017) were independently associated with an increased odds of elbow stiffness. OTA/AO 13A type fractures were significantly associated with a decreased odds of stiffness (aOR: 0.16, 95% CI: 0.03-0.80, P =.026). Among 13C fractures, olecranon osteotomy (aOR: 5.48, 95% CI: 1.08-27.73, P =.040) was also associated with an increased odds of elbow stiffness. There were no significant differences in injury mechanism, Gustilo-Anderson classification, reduction quality, days to surgery from admission, type of fixation, as well as rates of ipsilateral upper extremity fracture, neurovascular injury, nonunion, or infection between the 2 groups. Dysfunctional elbow stiffness was observed in 49.1% of patients who underwent operative fixation of distal humerus fractures in the present study. Orthogonal plate configuration, olecranon osteotomy, and longer operative time were associated with increased odds of dysfunctional elbow stiffness; however, 13A type fractures were associated with decreased odds of stiffness. Patients with these injuries should be counseled on their risk of stiffness following surgery and modifiable risk factors like plate positioning and performing an olecranon osteotomy should be considered by surgeons. [ABSTRACT FROM AUTHOR]

Published
2024
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26. Developmental Relationship Programs: An Empirical Study of the Impact of Peer-Mentoring Programs

Author

Shojai, Siamack, Davis, William J., and Root, Patricia S.

Abstract

This paper provides an empirical analysis of the impact and effectiveness of developmental relationships provided through academic intervention programs at a medium-size master's level public university in the Northeastern United States. The programs' curriculum follows the Model of Strategic Learning's four pillars of learning and is administered to students with diverse interventional needs. This paper presents a brief review of the literature about effective developmental relationship programs (mentoring and coaching) in higher education. Then, Ordinary Least Squares regressions, as well as paired samples t-tests, are used to test the impact of programs offered through developmental relationships to students with varying academic deficiencies. The immediate, as well as longer-term, impact and sustainability of students' enhanced performance is statistically examined. The paper concludes that students who fully take advantage of developmental relationships benefit the most and sustain their higher level of performance beyond the immediate post one-time intervention period. However, in the absence of additional intervention, the academic performance gains seem to subside and flatten out.

Published
2014

27. Author Correction: A multi-country test of brief reappraisal interventions on emotions during the COVID-19 pandemic

Author

Wang, Ke, Goldenberg, Amit, Dorison, Charles A., Miller, Jeremy K., Uusberg, Andero, Lerner, Jennifer S., Gross, James J., Agesin, Bamikole Bamikole, Bernardo, Márcia, Campos, Olatz, Eudave, Luis, Grzech, Karolina, Ozery, Daphna Hausman, Jackson, Emily A., Garcia, Elkin Oswaldo Luis, Drexler, Shira Meir, Jurković, Anita Penić, Rana, Kafeel, Wilson, John Paul, Antoniadi, Maria, Desai, Kermeka, Gialitaki, Zoi, Kushnir, Elizaveta, Nadif, Khaoula, Bravo, Olalla Niño, Nauman, Rafia, Oosterlinck, Marlies, Pantazi, Myrto, Pilecka, Natalia, Szabelska, Anna, van Steenkiste, I. M. M., Filip, Katarzyna, Bozdoc, Andreea Ioana, Marcu, Gabriela Mariana, Agadullina, Elena, Adamkovič, Matúš, Roczniewska, Marta, Reyna, Cecilia, Kassianos, Angelos P., Westerlund, Minja, Ahlgren, Lina, Pöntinen, Sara, Adetula, Gabriel Agboola, Dursun, Pinar, Arinze, Azuka Ikechukwu, Arinze, Nwadiogo Chisom, Ogbonnaya, Chisom Esther, Ndukaihe, Izuchukwu L. G., Dalgar, Ilker, Akkas, Handan, Macapagal, Paulo Manuel, Lewis, Savannah, Metin-Orta, Irem, Foroni, Francesco, Willis, Megan, Santos, Anabela Caetano, Mokady, Aviv, Reggev, Niv, Kurfali, Merve A., Vasilev, Martin R., Nock, Nora L., Parzuchowski, Michal, Espinoza Barría, Mauricio F., Vranka, Marek, Kohlová, Markéta Braun, Ropovik, Ivan, Harutyunyan, Mikayel, Wang, Chunhui, Yao, Elvin, Becker, Maja, Manunta, Efisio, Kaminski, Gwenael, Boudesseul, Jordane, Marko, Dafne, Evans, Kortnee, Lewis, David M. G., Findor, Andrej, Landry, Anais Thibault, Aruta, John Jamir Benzon, Ortiz, Manuel S., Vally, Zahir, Pronizius, Ekaterina, Voracek, Martin, Lamm, Claus, Grinberg, Maurice, Li, Ranran, Valentova, Jaroslava Varella, Mioni, Giovanna, Cellini, Nicola, Chen, Sau-Chin, Zickfeld, Janis, Moon, Karis, Azab, Habiba, Levy, Neil, Karababa, Alper, Beaudry, Jennifer L., Boucher, Leanne, Collins, W. Matthew, Todsen, Anna Louise, van Schie, Kevin, Vintr, Jáchym, Bavolar, Jozef, Kaliska, Lada, Križanić, Valerija, Samojlenko, Lara, Pourafshari, Razieh, Geiger, Sandra J., Beitner, Julia, Warmelink, Lara, Ross, Robert M., Stephen, Ian D., Hostler, Thomas J., Azouaghe, Soufian, McCarthy, Randy, Szala, Anna, Grano, Caterina, Solorzano, Claudio Singh, Anjum, Gulnaz, Jimenez-Leal, William, Bradford, Maria, Pérez, Laura Calderón, Cruz Vásquez, Julio E., Galindo-Caballero, Oscar J., Vargas-Nieto, Juan Camilo, Kácha, Ondřej, Arvanitis, Alexios, Xiao, Qinyu, Cárcamo, Rodrigo, Zorjan, Saša, Tajchman, Zuzanna, Vilares, Iris, Pavlacic, Jeffrey M., Kunst, Jonas R., Tamnes, Christian K., von Bastian, Claudia C., Atari, Mohammad, Sharifian, MohammadHasan, Hricova, Monika, Kačmár, Pavol, Schrötter, Jana, Rahal, Rima-Maria, Cohen, Noga, FatahModares, Saeideh, Zrimsek, Miha, Zakharov, Ilya, Koehn, Monica A., Esteban-Serna, Celia, Calin-Jageman, Robert J., Krafnick, Anthony J., Štrukelj, Eva, Isager, Peder Mortvedt, Urban, Jan, Silva, Jaime R., Martončik, Marcel, Očovaj, Sanja Batić, Šakan, Dušana, Kuzminska, Anna O., Djordjevic, Jasna Milosevic, Almeida, Inês A. T., Ferreira, Ana, Lazarevic, Ljiljana B., Manley, Harry, Ricaurte, Danilo Zambrano, Monteiro, Renan P., Etabari, Zahra, Musser, Erica, Dunleavy, Daniel, Chou, Weilun, Godbersen, Hendrik, Ruiz-Fernández, Susana, Reeck, Crystal, Batres, Carlota, Kirgizova, Komila, Muminov, Abdumalik, Azevedo, Flavio, Alvarez, Daniela Serrato, Butt, Muhammad Mussaffa, Lee, Jeong Min, Chen, Zhang, Verbruggen, Frederick, Ziano, Ignazio, Tümer, Murat, Charyate, Abdelilah C. A., Dubrov, Dmitrii, Tejada Rivera, María del Carmen M. C., Aberson, Christopher, Pálfi, Bence, Maldonado, Mónica Alarcón, Hubena, Barbora, Sacakli, Asli, Ceary, Chris D., Richard, Karley L., Singer, Gage, Perillo, Jennifer T., Ballantyne, Tonia, Cyrus-Lai, Wilson, Fedotov, Maksim, Du, Hongfei, Wielgus, Magdalena, Pit, Ilse L., Hruška, Matej, Sousa, Daniela, Aczel, Balazs, Hajdu, Nandor, Szaszi, Barnabas, Adamus, Sylwia, Barzykowski, Krystian, Micheli, Leticia, Schmidt, Nadya-Daniela, Zsido, Andras N., Paruzel-Czachura, Mariola, Muda, Rafał, Bialek, Michal, Kowal, Marta, Sorokowska, Agnieszka, Misiak, Michal, Mola, Débora, Ortiz, María Victoria, Correa, Pablo Sebastián, Belaus, Anabel, Muchembled, Fany, Ribeiro, Rafael R., Arriaga, Patricia, Oliveira, Raquel, Vaughn, Leigh Ann, Szwed, Paulina, Kossowska, Małgorzata, Czarnek, Gabriela, Kielińska, Julita, Antazo, Benedict, Betlehem, Ruben, Stieger, Stefan, Nilsonne, Gustav, Simonovic, Nicolle, Taber, Jennifer, Gourdon-Kanhukamwe, Amélie, Domurat, Artur, Ihaya, Keiko, Yamada, Yuki, Urooj, Anum, Gill, Tripat, Čadek, Martin, Bylinina, Lisa, Messerschmidt, Johanna, Kurfalı, Murathan, Adetula, Adeyemi, Baklanova, Ekaterina, Albayrak-Aydemir, Nihan, Kappes, Heather B., Gjoneska, Biljana, House, Thea, Jones, Marc V., Berkessel, Jana B., Chopik, William J., Çoksan, Sami, Seehuus, Martin, Khaoudi, Ahmed, Bokkour, Ahmed, El Arabi, Kanza Ait, Djamai, Ikhlas, Iyer, Aishwarya, Parashar, Neha, Adiguzel, Arca, Kocalar, Halil Emre, Bundt, Carsten, Norton, James O., Papadatou-Pastou, Marietta, De la Rosa-Gomez, Anabel, Ankushev, Vladislav, Bogatyreva, Natalia, Grigoryev, Dmitry, Ivanov, Aleksandr, Prusova, Irina, Romanova, Marina, Sarieva, Irena, Terskova, Maria, Hristova, Evgeniya, Kadreva, Veselina Hristova, Janak, Allison, Schei, Vidar, Sverdrup, Therese E., Askelund, Adrian Dahl, Pineda, Lina Maria Sanabria, Krupić, Dajana, Levitan, Carmel A., Johannes, Niklas, Ouherrou, Nihal, Say, Nicolas, Sinkolova, Sladjana, Janjić, Kristina, Stojanovska, Marija, Stojanovska, Dragana, Khosla, Meetu, Thomas, Andrew G., Kung, Franki Y. H., Bijlstra, Gijsbert, Mosannenzadeh, Farnaz, Balci, Busra Bahar, Reips, Ulf-Dietrich, Baskin, Ernest, Ishkhanyan, Byurakn, Czamanski-Cohen, Johanna, Dixson, Barnaby James Wyld, Moreau, David, Sutherland, Clare A. M., Chuan-Peng, Hu, Noone, Chris, Flowe, Heather, Anne, Michele, Janssen, Steve M. J., Topor, Marta, Majeed, Nadyanna M., Kunisato, Yoshihiko, Yu, Karen, Daches, Shimrit, Hartanto, Andree, Vdovic, Milica, Anton-Boicuk, Lisa, Forbes, Paul A. G., Kamburidis, Julia, Marinova, Evelina, Nedelcheva-Datsova, Mina, Rachev, Nikolay R., Stoyanova, Alina, Schmidt, Kathleen, Suchow, Jordan W., Koptjevskaja-Tamm, Maria, Jernsäther, Teodor, Olofsson, Jonas K., Bialobrzeska, Olga, Marszalek, Magdalena, Tatachari, Srinivasan, Afhami, Reza, Law, Wilbert, Antfolk, Jan, Žuro, Barbara, Van Doren, Natalia, Soto, Jose A., Searston, Rachel, Miranda, Jacob, Damnjanović, Kaja, Yeung, Siu Kit, Krupić, Dino, Hoyer, Karlijn, Jaeger, Bastian, Ren, Dongning, Pfuhl, Gerit, Klevjer, Kristoffer, Corral-Frías, Nadia S., Frias-Armenta, Martha, Lucas, Marc Y., Torres, Adriana Olaya, Toro, Mónica, Delgado, Lady Grey Javela, Vega, Diego, Solas, Sara Álvarez, Vilar, Roosevelt, Massoni, Sébastien, Frizzo, Thomas, Bran, Alexandre, Vaidis, David C., Vieira, Luc, Paris, Bastien, Capizzi, Mariagrazia, Coelho, Gabriel Lins de Holanda, Greenburgh, Anna, Whitt, Cassie M., Tullett, Alexa M., Du, Xinkai, Volz, Leonhard, Bosma, Minke Jasmijn, Karaarslan, Cemre, Sarıoğuz, Eylül, Allred, Tara Bulut, Korbmacher, Max, Colloff, Melissa F., Lima, Tiago J. S., Ribeiro, Matheus Fernando Felix, Verharen, Jeroen P. H., Karekla, Maria, Karashiali, Christiana, Sunami, Naoyuki, Jaremka, Lisa M., Storage, Daniel, Habib, Sumaiya, Studzinska, Anna, Hanel, Paul H. P., Holford, Dawn Liu, Sirota, Miroslav, Wolfe, Kelly, Chiu, Faith, Theodoropoulou, Andriana, Ahn, El Rim, Lin, Yijun, Westgate, Erin C., Brohmer, Hilmar, Hofer, Gabriela, Dujols, Olivier, Vezirian, Kevin, Feldman, Gilad, Travaglino, Giovanni A., Ahmed, Afroja, Li, Manyu, Bosch, Jasmijn, Torunsky, Nathan, Bai, Hui, Manavalan, Mathi, Song, Xin, Walczak, Radoslaw B., Zdybek, Przemysław, Friedemann, Maja, Rosa, Anna Dalla, Kozma, Luca, Alves, Sara G., Lins, Samuel, Pinto, Isabel R., Correia, Rita C., Babinčák, Peter, Banik, Gabriel, Rojas-Berscia, Luis Miguel, Varella, Marco A. C., Uttley, Jim, Beshears, Julie E., Thommesen, Katrine Krabbe, Behzadnia, Behzad, Geniole, Shawn N., Silan, Miguel A., Maturan, Princess Lovella G., Vilsmeier, Johannes K., Tran, Ulrich S., Izquierdo, Sara Morales, Mensink, Michael C., Sorokowski, Piotr, Groyecka-Bernard, Agata, Radtke, Theda, Adoric, Vera Cubela, Carpentier, Joelle, Özdoğru, Asil Ali, Joy-Gaba, Jennifer A., Hedgebeth, Mattie V., Ishii, Tatsunori, Wichman, Aaron L., Röer, Jan Philipp, Ostermann, Thomas, Davis, William E., Suter, Lilian, Papachristopoulos, Konstantinos, Zabel, Chelsea, Onie, Sandersan, Ebersole, Charles R., Chartier, Christopher R., Mallik, Peter R., Urry, Heather L., Buchanan, Erin M., Coles, Nicholas A., Primbs, Maximilian A., Basnight-Brown, Dana M., IJzerman, Hans, Forscher, Patrick S., and Moshontz, Hannah

Published
2022
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28. Recommendations for Effective Integration of Ethics and Responsible Conduct of Research (E/RCR) Education into Course-Based Undergraduate Research Experiences: A Meeting Report

Author

Diaz-Martinez, Laura A., Fisher, Ginger R., Esparza, David, Bhatt, Jay M., D'Arcy, Christina E., Apodaca, Jennifer, Brownell, Sara, Corwin, Lisa, Davis, William B., Floyd, Kevin W., Killion, Patrick J., Madden, Jaclyn, Marsteller, Patricia, Mayfield-Meyer, Teresa, McDonald, Kelly K., Rosenberg, Martina, Yarborough, Mark A., and Olimpo, Jeffrey T.

Abstract

Advancement of the scientific enterprise relies on individuals conducting research in anethical and responsible manner. Educating emergent scholars in the principles of ethics/responsible conduct of research (E/RCR) is therefore critical to ensuring such advancement. The recent impetus to include authentic research opportunities as part of the undergraduate curriculum, via course-based undergraduate research experiences (CUREs), hasbeen shown to increase cognitive and noncognitive student outcomes. Because of theseimportant benefits, CUREs are becoming more common and often constitute the first research experience for many students. However, despite the importance of E/RCR in theresearch process, we know of few efforts to incorporate E/RCR education into CUREs. TheEthics Network for Course-based Opportunities in Undergraduate Research (ENCOUR)was created to address this concern and promote the integration of E/RCR within CUREsin the biological sciences and related disciplines. During the inaugural ENCOUR meeting, afour-pronged approach was used to develop guidelines for the effective integration of E/RCR in CUREs. This approach included: 1) defining appropriate student learning objectives;2) identifying relevant curriculum; 3) identifying relevant assessments; and 4) defining keyaspects of professional development for CURE facilitators. Meeting outcomes, includingthe aforementioned E/RCR guidelines, are described herein.

Published
2019
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29. Construction Ahead: Evaluating Deployment Methods for Categorization Tasks as Precursors to Lecture

Author

Casper, Anne Marie A., Woodbury, Jacob M., Davis, William B., and Offerdahl, Erika G.

Abstract

Recent studies have shown that sorting tasks are a useful tool both for measuring and aiding student learning as well as facilitating the transfer of knowledge to novel contexts. These tasks require students to categorize scenarios or information in new ways that facilitate connection making and deeper understanding. As such, sorting tasks represent one of many potentially useful preclass activities to prepare students for engaging in active learning classrooms. Yet there are few studies to inform their implementation, particularly in undergraduate STEM where the large enrollments of introductory courses present unique logistical challenges. In this article, we briefly review the literature rationalizing sorting tasks as a preclass activity for fostering deep initial learning and transfer. We then summarize some practical considerations for implementing sort tasks as preclass activities in a large-lecture biology course. Finally, we share classroom data in a description of our own experiences in using two strategies (course management system vs. card-sorting software) for deploying sort tasks in support of active learning in large-lecture courses and discuss the general affordances and limitations of the two strategies we used.

Published
2019

30. Coaching to Improve Teacher Instruction and Behavior Management in a High Poverty School: A Case Study

Author

Reddy, Linda A., Shernoff, Elisa, Lekwa, Adam, Matthews, Christian, Davis, William, and Dudek, Christopher M.

Abstract

This case study describes in depth the actions and processes associated with implementing the Classroom Strategies Coaching (CSC) model with a 3rd-grade teacher, Sara. The CSC model uses formative assessment data to support teachers' use of evidenced-based instructional and behavior management practices. The CSC model took place across 8 weeks in a high poverty school. Findings highlight increased use of behavior praise and concept summaries by Sara (single subject effect sizes of 8.49, 0.56) and reduced need for practice changes in academic performance feedback and behavior praise (as measured by Classroom Strategies Assessment System discrepancy scores [i.e., [sigma] recommended frequency-observed frequency]; effect sizes of -1.21, -1.77). Improvements in student academic engagement (effect size of 2.55) and teacher reported instructional support were also found.

Published
2019
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32. Correction to: FungalTraits: a user friendly traits database of fungi and fungus-like stramenopiles

Author

Põlme, Sergei, Abarenkov, Kessy, Henrik Nilsson, R., Lindahl, Björn D., Clemmensen, Karina Engelbrecht, Kauserud, Havard, Nguyen, Nhu, Kjøller, Rasmus, Bates, Scott T., Baldrian, Petr, Frøslev, Tobias Guldberg, Adojaan, Kristjan, Vizzini, Alfredo, Suija, Ave, Pfister, Donald, Baral, Hans-Otto, Järv, Helle, Madrid, Hugo, Nordén, Jenni, Liu, Jian-Kui, Pawlowska, Julia, Põldmaa, Kadri, Pärtel, Kadri, Runnel, Kadri, Hansen, Karen, Larsson, Karl-Henrik, Hyde, Kevin David, Sandoval-Denis, Marcelo, Smith, Matthew E., Toome-Heller, Merje, Wijayawardene, Nalin N., Menolli, Jr., Nelson, Reynolds, Nicole K., Drenkhan, Rein, Maharachchikumbura, Sajeewa S. N., Gibertoni, Tatiana B., Læssøe, Thomas, Davis, William, Tokarev, Yuri, Corrales, Adriana, Soares, Adriene Mayra, Agan, Ahto, Machado, Alexandre Reis, Argüelles-Moyao, Andrés, Detheridge, Andrew, de Meiras-Ottoni, Angelina, Verbeken, Annemieke, Dutta, Arun Kumar, Cui, Bao-Kai, Pradeep, C. K., Marín, César, Stanton, Daniel, Gohar, Daniyal, Wanasinghe, Dhanushka N., Otsing, Eveli, Aslani, Farzad, Griffith, Gareth W., Lumbsch, Thorsten H., Grossart, Hans-Peter, Masigol, Hossein, Timling, Ina, Hiiesalu, Inga, Oja, Jane, Kupagme, John Y., Geml, József, Alvarez-Manjarrez, Julieta, Ilves, Kai, Loit, Kaire, Adamson, Kalev, Nara, Kazuhide, Küngas, Kati, Rojas-Jimenez, Keilor, Bitenieks, Krišs, Irinyi, László, Nagy, László G., Soonvald, Liina, Zhou, Li-Wei, Wagner, Lysett, Aime, M. Catherine, Öpik, Maarja, Mujica, María Isabel, Metsoja, Martin, Ryberg, Martin, Vasar, Martti, Murata, Masao, Nelsen, Matthew P., Cleary, Michelle, Samarakoon, Milan C., Doilom, Mingkwan, Bahram, Mohammad, Hagh-Doust, Niloufar, Dulya, Olesya, Johnston, Peter, Kohout, Petr, Chen, Qian, Tian, Qing, Nandi, Rajasree, Amiri, Rasekh, Perera, Rekhani Hansika, dos Santos Chikowski, Renata, Mendes-Alvarenga, Renato L., Garibay-Orijel, Roberto, Gielen, Robin, Phookamsak, Rungtiwa, Jayawardena, Ruvishika S., Rahimlou, Saleh, Karunarathna, Samantha C., Tibpromma, Saowaluck, Brown, Shawn P., Sepp, Siim-Kaarel, Mundra, Sunil, Luo, Zhu-Hua, Bose, Tanay, Vahter, Tanel, Netherway, Tarquin, Yang, Teng, May, Tom, Varga, Torda, Li, Wei, Coimbra, Victor Rafael Matos, de Oliveira, Virton Rodrigo Targino, de Lima, Vitor Xavier, Mikryukov, Vladimir S., Lu, Yongzhong, Matsuda, Yosuke, Miyamoto, Yumiko, Kõljalg, Urmas, and Tedersoo, Leho

Published
2021
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34. FungalTraits: a user-friendly traits database of fungi and fungus-like stramenopiles

Author

Põlme, Sergei, Abarenkov, Kessy, Henrik Nilsson, R., Lindahl, Björn D., Clemmensen, Karina Engelbrecht, Kauserud, Havard, Nguyen, Nhu, Kjøller, Rasmus, Bates, Scott T., Baldrian, Petr, Frøslev, Tobias Guldberg, Adojaan, Kristjan, Vizzini, Alfredo, Suija, Ave, Pfister, Donald, Baral, Hans-Otto, Järv, Helle, Madrid, Hugo, Nordén, Jenni, Liu, Jian-Kui, Pawlowska, Julia, Põldmaa, Kadri, Pärtel, Kadri, Runnel, Kadri, Hansen, Karen, Larsson, Karl-Henrik, Hyde, Kevin David, Sandoval-Denis, Marcelo, Smith, Matthew E., Toome-Heller, Merje, Wijayawardene, Nalin N., Menolli, Jr., Nelson, Reynolds, Nicole K., Drenkhan, Rein, Maharachchikumbura, Sajeewa S. N., Gibertoni, Tatiana B., Læssøe, Thomas, Davis, William, Tokarev, Yuri, Corrales, Adriana, Soares, Adriene Mayra, Agan, Ahto, Machado, Alexandre Reis, Argüelles-Moyao, Andrés, Detheridge, Andrew, de Meiras-Ottoni, Angelina, Verbeken, Annemieke, Dutta, Arun Kumar, Cui, Bao-Kai, Pradeep, C. K., Marín, César, Stanton, Daniel, Gohar, Daniyal, Wanasinghe, Dhanushka N., Otsing, Eveli, Aslani, Farzad, Griffith, Gareth W., Lumbsch, Thorsten H., Grossart, Hans-Peter, Masigol, Hossein, Timling, Ina, Hiiesalu, Inga, Oja, Jane, Kupagme, John Y., Geml, József, Alvarez-Manjarrez, Julieta, Ilves, Kai, Loit, Kaire, Adamson, Kalev, Nara, Kazuhide, Küngas, Kati, Rojas-Jimenez, Keilor, Bitenieks, Krišs, Irinyi, Laszlo, Nagy, László G., Soonvald, Liina, Zhou, Li-Wei, Wagner, Lysett, Aime, M. Catherine, Öpik, Maarja, Mujica, María Isabel, Metsoja, Martin, Ryberg, Martin, Vasar, Martti, Murata, Masao, Nelsen, Matthew P., Cleary, Michelle, Samarakoon, Milan C., Doilom, Mingkwan, Bahram, Mohammad, Hagh-Doust, Niloufar, Dulya, Olesya, Johnston, Peter, Kohout, Petr, Chen, Qian, Tian, Qing, Nandi, Rajasree, Amiri, Rasekh, Perera, Rekhani Hansika, dos Santos Chikowski, Renata, Mendes-Alvarenga, Renato L., Garibay-Orijel, Roberto, Gielen, Robin, Phookamsak, Rungtiwa, Jayawardena, Ruvishika S., Rahimlou, Saleh, Karunarathna, Samantha C., Tibpromma, Saowaluck, Brown, Shawn P., Sepp, Siim-Kaarel, Mundra, Sunil, Luo, Zhu-Hua, Bose, Tanay, Vahter, Tanel, Netherway, Tarquin, Yang, Teng, May, Tom, Varga, Torda, Li, Wei, Coimbra, Victor Rafael Matos, de Oliveira, Virton Rodrigo Targino, de Lima, Vitor Xavier, Mikryukov, Vladimir S., Lu, Yongzhong, Matsuda, Yosuke, Miyamoto, Yumiko, Kõljalg, Urmas, and Tedersoo, Leho

Published
2020
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35. Promoting Collaborative Classrooms: The Impacts of Interdependent Cooperative Learning on Undergraduate Interactions and Achievement

Author

Premo, Joshua, Cavagnetto, Andy, and Davis, William B.

Abstract

Collaboration is an important career skill and vital to student understanding of the social aspects of science, but less is known about relationships among collaborative-learning strategies, classroom climate, and student learning. We sought to increase the collaborative character of introductory undergraduate laboratory classrooms by analyzing a 9-week intervention in 10 classrooms (n = 251) that participated in cooperative-learning modules (promoting interdependence via a modified jigsaw technique). Students in an additional 10 classrooms (n = 232) completed the same material in an unstructured format representative of common educational practice. Results showed that, when between-class variance was controlled for, intervention students did not score higher on weekly quizzes, but science interest and prior science experience had a reduced relationship to quiz performance in intervention classrooms. Also, intervention classrooms showed increased collaborative engagement at both whole-class and individual levels (24 students at three time points), but the intervention was only one of several factors found to account for late-intervention classroom collaborative engagement (prosocial behavior and discussion practices). Taken together, findings suggest that integrating interdependence-based tasks may foster collaborative engagement at both small-group and whole-classroom levels, but by itself may not be enough to promote increased student achievement.

Published
2018
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36. Twelve Commandments of Human Relations for the Diverse Academic Environment of Colleges and Universities

Author

Davis, William Young and Swartz, Caroline

Abstract

This paper focuses on applying proven industrial relations approaches and sound management practice to address a range of diversity issues in higher education. Issues addressed include the need to set a clear and consistent direction, the importance of effective policy setting and enforcement, the value of positive reinforcement, and the recognition that there are limitations to the university's authority over time away from work. Clear policies, predictable outcomes, and continuous effort at open communication are the foundation for promoting the potential benefits of a diverse university community while guarding against potential disruptions and misunderstandings.

Published
2008

37. Students' Perceptions of Factors that Affect College Funding Decisions

Author

Porter, Julia Y., Fossey, W. Richard, Davis, William E., Burnett, Michael F., Stuhlmann, Janice, and Suchy, Patricia A.

Abstract

This exploratory study examines the factors that college students perceive are important in helping them make good financial decisions about paying for a college education. The study categorizes and summarizes students' self-reported responses to an open-ended survey question about recommendations for changes in financial aid counseling practices. The 335 student responses had a recurring theme of better information provided through individual counseling sessions. (Contains 1 figure and 1 table.)

Published
2006

38. The DC Choice Incentive Act of 2003: A Historic Moment for Children

Author

Davis, William F. and Pearsall, Christopher S.

Abstract

Voucher programs have long endured intense legislative challenge and judicial scrutiny. This article details the recent history of a successful voucher implementation plan for the District of Columbia. The importance of a broad base of politically active and astute citizens, parents, religious leaders, and Federal legislators is highlighted. The success of the voucher program detailed here may serve as a model for other programs.

Published
2004

39. Developing a Quantitative Methods Course for Civil and Construction Engineering Students.

Author

Greenburg, David S., Davis, William J., Righter, James, and Singleton, Eva

Subjects
BREAK-even analysis, MONTE Carlo method, DECISION trees, ENGINEERING students, LINEAR programming
Abstract

The ability to apply quantitative methods to gather, review, analyze and draw conclusions from data to support decision making is an important skillset in the engineering profession. We developed a new threecredit hour undergraduate course to develop a deeper understanding and appreciation for basic quantitative methods for construction engineering students. The course’s main objective is to provide basic skills in quantitative methods, by familiarizing students with the critical steps in an analytical approach to decision-making. The course applies a hands-on approach to problem solving and decision making using various engineering-themed problems that practicing engineers are likely to face. The specific methods explored include; constructing quantitative models to include break-even analysis, decision trees, linear optimization, PERT/CPM schedule development and crashing, as well as Monte Carlo Simulation and sensitivity analysis to generate and interpret problem solutions. Instruction emphasizes a hands-on approach and practical assignments to develop a logical framework for describing and solving problems. This new course emphasizes Excel software rather than hand calculations and introduces use of Excel Solver and other data analysis tools. [ABSTRACT FROM AUTHOR]

Published
2024
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40. Interventions associated with survival after prehospital intubation in the deployed combat setting.

Author

April, Michael D., Bridwell, Rachel E., Davis, William T., Oliver, Joshua J., Long, Brit, Fisher, Andrew D., Ginde, Adit A., and Schauer, Steven G.

Abstract

Airway compromise is the second leading cause of potentially preventable death on the battlefield. Prehospital airway management is often unavoidable in a kinetic combat environment and expected to increase in future wars where timely evacuation will be unreliable and air superiority not guaranteed. We compared characteristics of survivors to non-survivors among combat casualties undergoing prehospital airway intubation. We requested all Department of Defense Trauma Registry (DODTR) encounters during 2007–2023 with documentation of any airway intervention or assessment within the first 72-h after injury. We conducted a retrospective cohort study of all casualties with intubation documented in the prehospital setting. We used descriptive and inferential statistical analysis to compare survivors through 7 days post injury versus non-survivors. We constructed 3 multivariable logistic regression models to test for associations between interventions and 7-day survival after adjusting for injury severity score, mechanism of injury, and receipt of sedatives, paralytics, and blood products. There were 1377 of 48,301 patients with documentation of prehospital intubation in a combat setting. Of these, 1028 (75%) survived through 7 days post injury. Higher proportions of survivors received ketamine, paralytic agents, parenteral opioids, and parenteral benzodiazepines; there was no difference in the proportions of survivors versus non-survivors receiving etomidate. The multivariable models consistently demonstrated positive associations between 7-day survival and receipt of non-depolarizing paralytics and opioid analgesics. We found an association between non-depolarizing paralytic and opioid receipt with 7-day survival among patients undergoing prehospital intubation. The literature would benefit from future multi-center randomized controlled trials to establish optimal pharmacologic strategies for trauma patients undergoing prehospital intubation. [ABSTRACT FROM AUTHOR]

Published
2024
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41. The Longitudinal Evaluation of School Change and Performance (LESCP) in Title I Schools. Interim Report to Congress.

Author

Policy Studies Associates, Inc., Washington, DC., Westat, Inc., Rockville, MD., Turnbull, Brenda, Welsh, Megan, Heid, Camilla, Davis, William, and Ratnofsky, Alexander C.

Abstract

This interim report provides findings on Title I services and policies and on instructional practices and their impact on student performance over the first 2 years of the Longitudinal Evaluation of School Change and Performance (LESCP). The LESCP is being conducted in 71 elementary schools in 7 states and 18 school districts that moved early to implement standards, align assessments, and adopt other elements of reform policy. The study has already identified some teacher variables associated with different rates of growth in student performance in reading and mathematics in high-poverty Title I schools. The study has also identified variation across policy environments in teachers' views and the professional development they have experienced. In the future, the study will focus on other relationships among: (1) interventions intended to influence classroom practice; (2) actual practices reported by teachers; and (3) results for students. Results to date confirm that there are no simple answers, but this research will continue to consider Title I impact on educational reform and academic achievement. Two appendixes contain additional information on study methodology and a discussion of the relationship between student test score gains and teacher responses to survey items. (Contains 83 tables and 10 references.) (SLD)

Published
1999

42. Terrorist or Freedom Fighter: Whom Can We Trust? Grade 10 Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

Author

San Bernardino County Superintendent of Schools, CA. and Davis, William

Abstract

In the past 50 years many political organizations have attempted to seek redress from repressive governments. Many have used methods considered to be terrorism. The United Nations (UN) is interested in establishing a set of guidelines dealing with the prevention of terrorism. This unit focuses on several questions that attempt to define terrorism. Students will research a historical or current political organization that has attempted to affect a tremendous change, label the political organization either terrorist or freedom fighter based on its goals and actions, and develop both a definition of terrorism and a policy for dealing with terrorists without violating human rights as established in the UN Declaration of 1948. Students are provided with background information, detailed instructions, online resources, and reflection questions. The teacher's notes describe the unit's purpose, explain its correlation to history/social science standards, and suggest day-by-day teaching strategies. (BT)

Published
1999

43. From the Ground up: Teaching Catholic Social Principles in Elementary Schools.

Author

National Catholic Educational Association, Washington, DC., Butler, John T., Carlisle, Kathleen Burgoyne, Davis, William, Hart, Joan, Haney, Regina M., McGreevy, Anne, Meegan, Elizabeth, and Rosenhauer, Joan

Abstract

The role of the Catholic school educator is to "help each student become the 'new creature' that each one is potentially, and at the same time prepare them for the responsibilities of an adult member of society." The potential referred to includes mental, physical, psychological, and spiritual growth. This resource and planning guide for integrating Catholic social teaching into the curriculum is a tool for elementary school teachers to use to achieve this goal by systematically and intentionally forming students who will assist with building "God's kingdom." In this guide, for grades K-8, Catholic faculty share their experiences, ideas, and materials with colleagues around the country. The guide will assist faculty to integrate effectively Catholic social teachings into the curriculum. It suggests tools to evaluate the living-out of these teachings. The guide emphasizes the following seven Catholic social teaching themes: (1) life and dignity of the human person; (2) a call to family, community, and participation; (3) rights and responsibilities of the human person; (4) an option for the poor and vulnerable; (5) dignity of work and the rights of workers; (6) solidarity of the human family; and (7) care for God's creation. Appendixes include selected resources in Catholic social teaching for elementary and secondary education, and a list of members of the Task Force on Catholic Social Teaching and Catholic Education. (BT)

Published
1999

45. The Paramountcy of Women at the Oswego State Normal School: 1861-1897

Author

Davis, William Jeffrey, Siderias, Eleni E., and Getzel, Alyssa

Abstract

Haunted by memories of textbook-driven teaching and rote memorization, Edward Austin Sheldon sought to challenge these prevailing pedagogies in schools. When he developed a curriculum based on Pestalozzian principles, he found Oswego teachers unable to enact his curriculum, prompting him to recruit teacher educators and eventually form what would become the Oswego State Normal School. Sheldon is often characterized as the driving force behind Oswego and the pedagogy most often linked to the school, "object teaching." Yet a gendered analysis of primary and secondary texts demonstrates that although women's expertise and experience were highly valued and were essential in cultivating an ethos of individuality, experimentation, and unrivaled opportunity at Oswego State Normal School between 1861-1897, these important influences and contributions have largely been suppressed by unitary historical accounts privileging a story of patriarchal origins, in which Oswego's predominately female faculty and student body have been cast as transmitters of Sheldon's educational ideas.

Published
2017

46. Palm Politics: Warfare, Folklore and Architecture

Author

Davis, William Michael

Subjects
Architecture, Environmental justice, Cultural anthropology, Agribusiness, Development, Displacement, Environmental history, Irrigation, Philippines
Abstract

The reorganization of pastoral life in the twentieth century was inextricably bound to the rise of industrial agriculture and the forms of resource extraction that accompanied it. The places that witnessed the most sweeping ecological changes, from labor-intensive plantation agriculture to industrial monocropping and extractive industries, were also the places that experienced a form of fast-paced developmentalism in the latter half of the century. This dissertation follows how architecture mediated the perception of these rural ecological changes in the Philippine archipelago and wider Southeast Asia. In its materiality—concrete, stone, earth, and plant materials—architecture provided form for the rise of capitalism in rural tropical places in the shape of hydroelectric dams, agribusinesses, and their resulting resettlement villages. Cold War environmental change and Third World land struggles that developmentalism provoked are often presented as separate narratives. This dissertation examines their simultaneity by drawing together several actors involved in these processes: architects, engineers, counterinsurgency experts, resistance fighters, church advocacy groups, and Indigenous peoples, to show how responses and resistance against developmentalism created alternative conceptions of architecture and landscape. I follow this process with nipa palm, a ubiquitous species in island Southeast Asia, used as a construction material woven into roof shingles and wall panels attached to a bamboo framework. As a tectonic material, celebrated for its lightweight, rhizomatic characteristics, reading nipa palm with and beyond its material use-value illustrates its political economy as an integral aspect of displacement, where the implicit movement and mobility of lightweight dwellings was crucial to developmentalism and the counterinsurgency operations that accompanied it.

Published
2021

47. Children and Families 'At Promise': A Laudable but Potentially Dangerous Construct.

Author

Davis, William E.

Abstract

Criticism of the construct "children and families at risk" has grown substantially in recent psychology and education literature. The practical and the semantic issues surrounding this criticism are explored in this paper. Four major objectives are presented here: (1) to provide psychologists with an increased level of awareness relative to the contemporary discourse involving the "at risk" and the "at promise" construct debate; (2) to provide psychologists with an increased level of awareness relative to the current discourse involving the "at risk" paradigm and the resiliency paradigm approaches for identifying and serving children and families who are viewed as having serious and/or multiple needs; (3) to identify specific situations in which the "at promise" construct has the potential for producing negative outcomes for many of the most vulnerable children and families; and (4) to present and discuss an alternative model which accommodates the positive aspects of both the "at risk" and the "at promise" approaches, emphasizing the complementary, rather than the oppositional qualities of these two constructs. (RJM)

Published
1996

48. Collaborating with Teachers, Parents, and Others To Help Youth at Risk.

Author

Davis, William E.

Abstract

During the 1990s, school-based and community-based collaboration efforts to improve the quality of the overall human services delivery system for at-risk children, youth, and their families has grown substantially. The greater responsibilities of psychologists in formulating, implementing, and evaluating school-linked and school-based collaborative models are discussed here. Three major objectives are outlined: (1) to provide school psychologists with a concise overview of contemporary programs and practices which are designed to develop and implement effective collaborative models involving school personnel, youth, families, and community agencies; (2) to identify and to discuss specific substantial obstacles to effective collaboration among school personnel, parents, and representatives of community agencies who work towards more positive student outcomes; and (3) to identify and to discuss specific strategies whereby school psychologists can overcome common obstacles to effective collaboration and can participate more effectively in efforts to promote well-being for all youth and their families. Contains 59 references. (RJM)

Published
1996

49. The Full-Service Schools Movement: Emerging Opportunities -- Emerging Threats.

Author

Davis, William E.

Abstract

During the early 1990s, the concept of "full-service schools" has gained momentum in educational and social reform movements as an effective vehicle for providing integrated, comprehensive, and intensive services to at-risk children, youth, and families. The essential feature of full-service schools is to provide a system that connects the multiple needs of consumers (students and their families) with appropriate service providers, while emphasizing a holistic, preventive approach. However, the full-service schools movement has become the target of growing criticism from sources that view full-service schools as eroding the primary mission of public education, which is considered to be the teaching of academic skills. Full-service schools have been targeted as dangerous and inappropriate by the "new Christian Right." It is suggested that psychologists can play a valuable role in the full-service schools movement to facilitate the implementation of more comprehensive, efficient, and integrated services through: (1) fostering increased awareness; (2) sharing knowledge; (3) conducting research and evaluation; (4) participating in training; and (5) advocating for better policies and programming. (Contains 34 references.) (SLD)

Published
1995

50. Impact of the 'New Religious Right' on School Psychologists' Activities.

Author

Davis, William E.

Abstract

During the late 1980s and the early 1990s, the "New Religious Right" increasingly exerted influence on the development and implementation of educational policies and programs in the United States, particularly at the local level. The movement will probably continue to directly and indirectly affect several important school activities in which school psychologists have traditionally been involved. This paper identifies specific strategies employed by religious-right activists that affect the roles and responsibilities of school psychologists and describes strategies that school psychologists can use to overcome several obstacles posed by religious-right actions. Activists engage in indirect proselytization (by teachers and students), school-board takeovers at the local level, formation of vocal pressure groups, and endorsement of voucher policies. In response, school psychologists can: (1) increase their level of awareness about religious-right tactics at the local level; (2) develop ways to involve parents and community in the educational process; (3) share knowledge with other professionals (to demystify the role of school psychologists); (3) support school-linked comprehensive services for children and families; and (4) take an active advocacy role. (Contains 27 references.) (LMI)

Published
1995

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