Search

The current study used Blomquist's Project Management Self-Efficacy assessment to collect data about student's perceived project management competence before taking a graduate level project management course. The research utilized the PMSE assessment to measure actual and retrospective pre-course project management self-efficacy. No industry is immune to the need for skilled project managers. Our question is "how do you know…they know…what they say they know?" In recent years, PMI's focus was The Project Economy. In the new project economy individuals need to transform ideas into reality and deliver value to stakeholders by collaborating in teams to successfully complete projects and support organizational value streams. Findings showed that individuals with previous project management experience were more likely to overestimate their skillset before taking the class than those without previous project management experience. This gap in project management skill insight puts employers at risk for missed opportunities and unrealized cost savings. Through the application of project management tools and templates, the students learn project life-cycle approaches used in industry today and demonstrate application through completion of actual projects in a team-based setting. The real-world application of ideas allows students to bridge the gap between their conceptual knowledge and their ability to effectively manage a project.

In the framework of the IMEGIN Large Program, we used the NIKA2 camera on the IRAM 30-m telescope to observe the edge-on galaxy NGC 891 at 1.15 mm and 2 mm and at a FWHM of 11.1” and 17.6”, respectively. Multiwavelength data enriched with the new NIKA2 observations fitted by the HerBIE SED code (coupled with the THEMIS dust model) were used to constrain the physical properties of the ISM. Emission originating from the diffuse dust disk is detected at all wavelengths from mid-IR to mm. while mid-lR observations reveal warm dust emission from compact H II regions. Indications of mm excess emission have also been found in the outer parts of the galactic disk. Furthermore, our SED fitting analysis constrained the mass fraction of the small (< 15 Å) dust grains. We found that small grains constitute 9.5% of the total dust mass in the galactic plane, but this fraction increases up to ~ 20% at large distances (|z| > 3 kpc) from the galactic plane.

This study presents the first millimeter continuum mapping observations of two nearby galaxies, the starburst spiral galaxy NGC2146 and the dwarf galaxy NGC2976, at 1.15 mm and 2 mm using the NIKA2 camera on the IRAM 30m telescope, as part of the Guaranteed Time Large Project IMEGIN. These observations provide robust resolved information about the physical properties of dust in nearby galaxies by constraining their FIR-radio SED in the millimeter domain. After subtracting the contribution from the CO line emission, the SEDs are modeled spatially using a Bayesian approach. Maps of dust mass surface density, temperature, emissivity index, and thermal radio component of the galaxies are presented, allowing for a study of the relations between the dust properties and star formation activity (using observations at 24μm as a tracer). We report that dust temperature is correlated with star formation rate in both galaxies. The effect of star formation activity on dust temperature is stronger in NGC2976, an indication of the thinner interstellar medium of dwarf galaxies. Moreover, an anti-correlation trend is reported between the dust emissivity index and temperature in both galaxies.

We present the first preliminary results of the project ICED, focusing on the face-on galaxy NGC4254. We use the millimetre maps observed with NIKA2 at lRAM-30m. as part of the IMEGIN Guaranteed Time Large Program. and of a wide collection of ancillary data (multi-wavelength photometry and gas phase spectral lines) that are publicly available. We derive the global and local properties of interstellar dust grains through infrared-to-radio spectral energy distribution fitting, using the hierarchical Bayesian code HerBIE. which includes the grain properties of the state-of-the-art dust model. THEMIS. Our method allows us to get the following dust parameters: dust mass, average interstellar radiation field, and fraction of small grains. Also, it is effective in retrieving the intrinsic correlations between dust parameters and interstellar medium properties. We find an evident anti-correlation between the interstellar radiation field and the fraction of small grains in the centre of NGC4254. meaning that, at strong radiation field intensities, very small amorphous carbon grains are efficiently destroyed by the ultra-violet photons coming from newly formed stars, through photo-desorption and sublimation. We observe a flattening of the anti-correlation at larger radial distances, which may be driven by the steep metallicity gradient measured in NGC4254.

This study compared two versions of the same elementary science professional development (PD) and curriculum program that were offered face-to-face and completely online, while keeping all content consistent between the two. Using quantitative analyses of pre- and posttests of content knowledge (CK), we evaluated the extent to which the online version of the PD compared to the face-to-face PD for increasing the earth science and art CK of upper elementary teachers required to teach an earth science and art integrated curriculum. Additionally, we explored how the impact of PD modality (online vs. face-to-face) on teachers' CK learning outcomes differed for novice and experienced teachers. Findings revealed significantly higher CK learning gains for teachers who participated in online PD compared with face-to-face PD, but with a small effect size. Subgroup analysis revealed that compared with experienced teachers, the novice teachers had significantly higher CK gains from participating in the online PD compared to the face-to-face version with a large effect size. We also discuss the implications for the design of large-scale online teacher PD.

The options for Artificial intelligence (AI) tools used in teacher education are increasing daily, but more is only sometimes better for teachers working in already complex classroom settings. This team discusses the increase of AI in schools and provides an example from administrators, teacher educators, and computer scientists of an AI virtual agent and the research to support student learning and teachers in classroom settings. The authors discuss the creation and potential of virtual characters in elementary classrooms, combined with biometrics and facial emotional recognition, which in this study has impacted student learning and offered support to the teacher. The researchers share the development of the AI agent, the lessons learned, the integration of biometrics and facial tracking, and how teachers use this emerging form of AI both in classroom-based center activities and to support students' emotional regulation. The authors conclude by describing the application of this type of support in teacher preparation programs and a vision of the future of using AI agents in instruction.

One of the central purposes of an introductory family science textbook is to introduce students to the theory and research methods that are commonly used in the discipline and to the applications of research to practical issues confronting families. We examined seventeen textbooks published between 2012-2019 regarding the amount of content devoted to theory, research methods, and application. The authors systematically coded content in the textbooks based on an examination of the Tables of Contents and the Subject Index. The results indicate that most introductory textbooks include limited content about theory and research methods. Also, despite the emphasis of the profession on the translation of research, introductory textbooks did not include much information about family life education or family therapy. There was more coverage of family policy, but the authors rarely included a discussion of the policy process or how research can inform policy. These results can assist instructors in selecting textbooks for courses and assist authors in the development of future textbooks.

Interprofessional Education (IPE) prepares students in the healthcare field for collaborative practices. Faculty perceptions of IPE have been investigated among several health professions. We assess athletic training (AT) faculty perceptions of the importance of the four IPE competencies, their attitudes towards IPE, their attitudes and beliefs about IPE in the academic settings, their perceived barriers, and opportunities towards implementing IPE in AT curricula; and how these have changed. This study utilized a cross-sectional online survey administered anonymously in 2017 and 2022. The study population was faculty from accredited AT education programs in the USA identified through the National Athletic Trainers' Association (NATA). We find that in the last five years, faculty perception of IPE has shifted to a more positive attitude toward understanding and implementing IPE in AT programs. However, data showed no significant differences between the initial and follow-up studies. Values and ethics and teams and teamwork were the two competencies ranked the highest in both studies. Younger respondents ranked communication higher than older respondents. Barriers to IPE implementation included lack of resources, allocated funding, and institutional support. The creation of an IPE program coordinator was one of the opportunities highlighted. Faculty of AT programs are aware of the importance of IPE and demonstrated a general positive attitude toward implementing IPE in their AT curricula. However, several barriers have been identified, including a perceived negative attitudes toward AT from other health professions.

This study explores undergraduate students' use of ChatGPT when writing essays. Three students were tasked with writing two essays each for a coursework component for a Cambridge qualification facilitated by access to ChatGPT. After writing the essays, they participated in semi-structured interviews about their experiences of using the technology. Researchers compared the transcript of the chatlog between the students and ChatGPT with the submitted essays. Analysis showed that the students relied on ChatGPT outputs to different extents, although they followed a similar process of engagement. The students shared their misgivings and points of appreciation for the technology.

In national and state policy and curricula in Australia, Teacher Educators (TEs) are responsible to embed Aboriginal and Torres Strait Islander perspectives in Initial Teacher Education (ITE) courses. TEs in Australia are primarily non-Indigenous which raises important questions and challenges related to preparedness for meeting these requirements. The authors, a non-Indigenous TE and a Dja Dja Wurrung TE, use vignettes to articulate their experiences of working together developing decolonising practices with ITE students at an Australian university. This process has provided a working model that promotes co-construction of education contexts through shared labour and leadership of First Nations and non-Indigenous stakeholders by respectively indigenising and decolonising their practice for ITE classrooms. We argue shared labour and leadership is central to developing decolonising practices for education spaces, and that our model could support TEs in other ITE programs and universities to meet policy standards that have wide reaching benefit for all.

Factors influencing evaluation use has been a primary concern for evaluators. However, little is known about the current conceptualizations of evaluation use including what counts as use, what efforts encourage use, and how to measure use. This article identifies enablers and constraints to evaluation use based on a scoping review of literature published since 2009 (n = 47). A fulsome examination to map factors influencing evaluation use identified in extant literature informs further study and captures its evolution over time. Five factors were identified that influence evaluation use: (1) resources; (2) stakeholder characteristics; (3) evaluation characteristics; (4) social and political environment; and (5) evaluators characteristics. Also examined is a synthesis of practical and theoretical implications as well as implications for future research. Importantly, our work builds upon two previous and impactful scoping reviews to provide a contemporary assessment of the factors influencing evaluation use and inform consequential evaluator practice.

There is growing interest in the integration of social--emotional learning (SEL) and equity approaches in schools, yet systematic research on how to blend these two frameworks is limited. In this article, we describe the process by which a research-practice partnership (RPP) collaborated to iteratively co-create a multi-component equity-focused SEL preventive intervention in the context of a politically charged landscape related to the 'dual pandemics' of racial injustice and COVID-19 in the early 2020s. We conducted a document review of informal data sources (e.g., meeting minutes, correspondence) and analyses of formal data sources (i.e., teacher interviews, student focus groups) to describe how we overcame challenges to form an RPP, to demonstrate our collaborative intervention development efforts, and to assess feedback on the contextual appropriateness of the intervention. We discuss lessons learned from our partnership efforts and reflect on future directions for RPP-driven work to advance equity-focused SEL in K-12 public schools.

Middle school social studies teachers are increasingly working on argument writing in their classrooms so that students can successfully write counterarguments that acknowledge competing perspectives about historical and social issues by the end of eighth grade. The authors' prior research indicates that eighth-grade students "can" grow significantly in writing arguments and counterarguments with the support of their teachers' implementation of six 3-day inquiries that focused on compelling questions with multiple plausible responses, primary sources that represent two opposing perspectives, explicit instruction and guided practice in reading, analysis, and argument writing supported by tools. Yet the authors also saw that students who read below grade level and multilingual learners (MLLs) did not improve at the same rate as their peers who were more proficient in reading and English language, even though students' growth was still significant. The authors partnered with teachers to develop Read.Inquire.Write. (RIW), a curriculum that offers a scaffolded approach to support MLLs and students who benefit from greater literacy support in progressing toward the goal of writing effective social studies counterarguments over the course of three years. One key form of scaffolding that RIW introduces is a breakdown of social studies argument writing into three increasingly complex types -- interpretation, critique, and counterargument -- and a focus on one argument type per grade level in order to build the skills and understandings needed for successful counterargument over time. The argument types progress from one-sided arguments where students make a case for their interpretation of sources in sixth grade, to critiques of others' arguments in seventh, to developing two-sided arguments with counterarguments that rebut others' claims in eighth. The authors' purpose in this article is to share one aspect of the scaffolding the authors created -- the break down into three types of argument writing and progression in using them to build the skills needed for counterargument writing over time -- and how the writing of student Naseem, an MLL who read below grade level, developed in response to such scaffolding.

The traditional case study has been used as a learning tool for the past 100 years, and in our program, graduate physiology students are presented with a real-world scenario and must determine the diagnosis and treatment of the patient. We found that students defaulted to memorization of disease with treatment and bypassed gaining an understanding of the mechanistic physiology behind disease and treatment. To adjust our student's approach, we developed a novel way to enhance student learning. To accomplish this shift from memorization to physiological mastery, we created the Inverted Case Study. This approach diverges from the traditional model in that students are given the diagnosis and treatment beforehand and are tasked with explaining the actual physiology of the case. In this way, students can no longer rely on the memorization of symptoms-disease-treatment but rather gain a solid understanding of the physiological mechanisms of the disease since that is the focus of the Inverted Case Study Technique. The Inverted Case Study approach is an effective approach to apply and hone critical thinking skills.

Although the value of physical activity for physical and mental health is well accepted, benefits for learning are less clear. Research about the incorporation of physical activity in teaching practice and the benefits teachers perceive for student learning and behaviour is sparse. In the current study, Australian teachers (n = 222) completed an online survey. Over 70% of the participants reported using physical activity in their teaching practice. Activities included movement breaks, such as stretches and balancing games, or ones that were intended to stimulate the brain, described as 'crossing the midline' exercises. Some teachers integrated physical activity with academic content, such as tossing a ball while practising math facts. Among the perceived benefits of physical activity were energising students and promoting their engagement with learning. Overall, there was strong acceptance of the value of incorporating physical activity in teaching practice.

This article discusses the knowledge, skills, and mindsets necessary for careers in assessment. The authors outline strategies and techniques to rapidly transition and be successful in assessment roles. Finally, they prepare readers of this work to consider a succession plan for sustained excellence in assessment within their organization.

Purpose: We investigated the effectiveness of a highly individualized morphosyntactic intervention using the SHAPE CODING™ system delivered at different dosages. Method: Eight children with developmental language disorder aged 8;0-10;10 (years;months) received 10 hr of explicit individualized intervention for morphosyntax delivered in 30-min individual sessions once per week for 20 weeks. Following at least four baseline probe tests, two grammatical targets per session received explicit instruction until they reached criterion (90%), when the next target was introduced. To control for session length and teaching episode density, either both targets received 20 teaching episodes per session or one target received 10 teaching episodes and the other 30. Maintenance testing of completed targets was also carried out. Results: Scores on probe tests post-intervention were significantly higher than during the baseline phase (d = 1.6) with no change during the baseline or maintenance phases. However, progress during the intervention phase was highly significant. One participant showed significantly faster progress with intervention, while one (with the lowest attention score) made little progress. When considering progress relative to cumulative intervention sessions, progress was faster with 30 teaching episodes per session and slower with 10. However, when cumulative teaching episodes were used as the predictor, all three within-session dosages showed very similar rates of progress, with the odds of a correct response increasing by 3.9% for each teaching episode. The targets that were achieved required an average of 40-60 teaching episodes. Conclusions: With the exception of one participant, the individualized intervention was highly effective and efficient. Thus, the individualized target identification process and intervention method merit further research in a larger group of children. The cumulative number of teaching episodes per target provided across sessions appeared to be key. Thus, clinicians should aim for high teaching episode rates, particularly if the number of sessions is constrained. Otherwise, intervention scheduling can be flexible.

Rates of depression in youth are continuing to increase at a steady rate, yet these youth often do not receive mental health services (Bertha & Balázs, 2013; Thomas et al., 2011). Schools are an ideal setting to connect youth to mental health services; however, many barriers exist with respect to schools having adequate resources and access to the appropriate levels of services (Duong et al., 2021; Owens & Peltier, 2002). Schools may collaborate with local community providers with available resources to address these gaps. The current article describes the pilot of a school-based mental health promotion program intended to reduce depression in youth by promoting access to care through referrals to community providers. Data were collected, via self-report measures, every 3 months for 12 months from students from three middle and high schools in North Texas. The students (N = 88) enrolled in this program experienced significant reductions in their depression symptoms at the end of 12 months. This program highlights the importance of school-community partnerships to promote access to care to address mental health concerns. The results from our pilot study demonstrate the feasibility and the potential of school-based programs in improving the mental health of youth in schools through community partnership.

Background: Well-being is a key aspect of children's education, yet measurement issues have limited studies in early primary school. Aims: The current 12-month longitudinal study assesses the temporal stability of child- and parent-reported school well-being and examines developmental links with academic self-concept and parent-rated prosocial behaviour. Sample(s): We tracked a sample of 206 children across the transition from the first (T1) to the second (T2) year of primary school (T1 child M[subscript age] = 5.3, SD = 0.46, 54.3% girls) and gathered ratings of well-being, prosocial behaviour and academic self-concept at both timepoints. Methods: We used cross-lagged analyses to investigate developmental links between these three constructs. Results: Parent and child reports of children's well-being showed similar temporal stability and converged over time, such that informants' reports showed a modest but significant correlation at T2. Girls reported greater well-being than boys at both timepoints and received higher parental ratings of well-being than boys at T2. For both girls and boys, associations between the constructs were asymmetric: early well-being predicted later self-concept and prosocial behaviour, but the reciprocal associations were not significant. Conclusions: These findings support the validity of young children's self-reported well-being, highlight the early onset of gender differences in school well-being and demonstrate that early well-being heralds later prosocial behaviour and positive academic self-concepts.

This exploratory study evaluated the effects of self-regulated strategy development (SRSD) on students' written expression when asked to solve a word problem and explain reasoning. A secondary question evaluated potential for differential effects based on determination of having mathematics difficulty (MD). We implemented a quasi-experimental design with 163 students with and without MD in grade 4. Results indicated that students in the treatment group (n = 83) significantly outperformed students in the comparison group (n = 80) on measures of mathematical writing involving subtraction and division word problems. For the subtraction problems, students in the treatment group improved their overall written expression of mathematics scores (g = 0.688), yielding a medium effect. The intervention differentially benefited students without MD. Our findings call for greater integration of systematic writing opportunities in mathematics and highlight the importance of explicitly teaching students how to approach the written expression of their mathematical reasoning.

Oropouche virus (genus Orthobunyavirus, Simbu emerging cause of widespread disease throughout the Americas (1). First discovered in Trinidad and Tobago in 1955, the virus caused periodic outbreaks of acute febrile [...]

West Nile virus (WNV) is a flavivirus within the family Flaviviridae. Since WNV was identified in New York, USA, in 1999, it has become the leading cause of arboviral disease [...]

Early presentations of the Dead Sea Scrolls in popular media relied on orientalist tropes and a narrow Christian horizon to create relevance and prestige for the scrolls, which contributed to strong religious interest in them and a market for unprovenanced Dead Sea Scrolls fragments and forgeries. Such a strategy also constructed public authority for the Bible scholars working on the scrolls. This article treats the colonialist approach in the earliest popular works on the scrolls in the United States, written by Edmund Wilson, Frank Moore Cross, and Alex Small, and shows how the stories they tell set the stage for religious veneration of the scrolls and popular acclaim of the scholars., A bevy of sophisticated Dead Sea Scrolls forgeries since 2002 has led to scholarly analysis not only of the material forgeries but of the prestige that made those forgeries profitable. [...]

Despite the push to increase inclusive early childhood (EC) care and education programs to support the learning and development of all children, such programs remain rare in California where most preschoolers with disabilities receive special education services in special day classrooms. Developing inclusive programs requires EC educators who are committed to supporting inclusion. Using a survey of EC teachers in public and private programs, this study sought to identify factors that influenced the teachers' attitudes toward and self-efficacy for providing inclusive programs for young children with disabilities. While most of the teachers reported positive views of inclusion, they reported less comfort with the idea of supporting children with disabilities in their programs. Examinations of the teachers' education and experience levels suggest that experience with children with disabilities influences teacher comfort while education may influence understanding of law.