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Some state legislatures have introduced a rash of bills designed to control how K-12 teachers discuss so-called 'divisive issues,' such as racism, sexism, and privilege. This legislation has prompted substantial news coverage on the impact of these laws. Sidelined in this discourse are the perspectives of teachers. This mixed methods study seeks to understand the impact this legislation may have on teachers. We identified three themes salient to how teachers as 'gatekeepers' (Thornton, 1991) anticipate these legislative efforts influencing their practice: curricular autonomy, context, and institutional guidance. The paper concludes with the significance of these findings, including potential policy implications at the national, state, and local levels.

Forty-four states have recently taken formal policy steps to limit how teachers can teach about so-called "divisive issues." This paper examines teachers' perceptions of what they need to be prepared to teach in states where "divisive issues" legislation exists. Teacher interview data where restrictive legislation exists were used to explore what inservice teachers need to teach within the constraints of states' divisive issues legislation, and what teacher preparation programs should focus on when preparing new teachers to do the same. Analysis revealed, among other things, that all feel they need clear guidance from their district, and better training.

Abstract The study of urban and local politics in the United States has long been hindered by a lack of centralized sources of election data. We introduce a new database of about 78,000 candidates in 57,000 electoral contests that encompasses races for seven distinct local political offices in most medium and large cities and counties in the U.S. over the last three decades. This is the most comprehensive publicly-available source of information on local elections across the country. We provide partisan and demographic information about candidates in these races as well as electoral outcomes. This new database will facilitate a myriad of new research on representation and elections in local governments.

Objective: To report on the self-perceived occupational performance of patients with aneurysmal subarachnoid haemorrhage and examine the associations between aneurysmal subarachnoid haemorrhage characteristics, socio-demographic factors and self-perceived problems. Design: A single-centre cohort study design was combined with a cross-sectional analysis. Subjects/patients: All patients with aneurysmal subarachnoid haemorrhage who were capable of performing activities of daily living before discharge from hospital were included. Methods: The assessment of the patient’s occupational performance followed a patient-reported outcome measure 1 to 5 years after the subarachnoid haemorrhage. Secondary outcomes comprised scores from the Glasgow Outcome Scale, modified Rankin Scale, Fisher Scale, World Federation of Neurological Societies grading system, vasospasm, and hydrocephalus. Results: Of the 62 patients included in the study (66% female, mean age 55 years), 79% reported experiencing issues with occupational performance, most frequently with regard to leisure and productivity. The problems reported were significantly associated with vasospasm (p = 0.021) and the Glasgow Outcome Scale score (p = 0.045). Conclusion: Even patients who have had aneurysmal subarachnoid haemorrhage with a favourable outcome may encounter occupational performance difficulties for several years. It is vital to use patient-reported outcome measures to identify these issues. This research enhances our comprehension of aneurysmal subarachnoid haemorrhage patients’ self-perceived occupational performance and the factors that affect their performance.

Abstract Objective Bone grafting is a vital component in many surgical procedures to facilitate the repair of bone defects or fusions. Autologous bone has been the gold standard to date in spite of associated donor-site morbidity and the limited amount of available donor bone. The aim of this study was to investigate the progress of bone regeneration and material degradation of calcium phosphate granules (CPG) produced from a calcium phosphate self-setting cement powder compared to the use of autologous bone grafting in the treatment of "critical size defects" on load-bearing long bones of minipigs. Methods A critical size defect in the tibial metaphysis of 16 mini-pigs was filled either with autologous cancellous graft or with micro- and macroporous carbonated, apatic calcium phosphate granules (CPG) produced from a calcium phosphate self-setting cement powder. After 6 weeks, the specimens were assessed by X-ray and histological evaluation. The amount of new bone formation was analysed histomorphometrically. Results The semi-quantitative analysis of the radiological results showed a complete osseous bridging of the defect in three cases for the autograft group. In the same group five animals showed a beginning, but still incomplete bridging of the defect, whereas in the CPG group just two animals developed this. All other animals of the CPG group showed only a still discontinuous new bone formation. Altogether, radiologically a better osseous bridging was observed in the autograft group compared to the CPG group. Histomorphometrical analysis after six weeks of healing revealed that the area of new bone was significantly greater in the autograft group concerning the central area of the defect zone (p < 0.001) as well as the cortical defect zone (p < 0.002). All defects showed new bone formation, but only in the autograft group defects regenerated entirely Conclusions Within the limits of the present study it could be demonstrated that autologous cancellous grafts lead to a significantly better bone regeneration compared to the application of calcium phosphate granules (CPG) produced from a calcium phosphate self-setting cement powder after 6 weeks. In the early phase of bone-healing, the sole application of CPG appears to be inferior to the autologous cancellous grafts in an in vivo critical size defect on load-bearing long bones of mini-pigs.

Background: Intraductal papillary mucinous neoplasms (IPMNs) have the potential to evolve into pancreatic adenocarcinoma (PDAC). While main-duct IPMNs (MD-IPMNs), involving the main pancreatic duct (MPD), are less common than side-branch IPMNs (SB-IPMNs) or mixed-type IPMNs (mixed-IPMNs), their malignant transformation potential is far greater. Controversy exists between different guidelines in terms of recommended management strategies. This study was aimed at assessing the utility of the radiological follow up of MD-IPMNs and mixed-type IPMNs, including prevalence of worrisome radiological findings as well as clinical and laboratory parameters, and their correlation with the development of progression or pancreatic adenocarcinoma. Methods: Eighty-four patients with MD-IPMNs or mixed-type IPMNs who underwent at least one magnetic resonance cholangiopancreatography (MRCP) were included. Clinical and laboratory data were obtained retrospectively. A cross-sectional analysis was carried out to establish clinical and laboratory parameters associated with development of PDAC. A retrospective cohort analysis was performed on 44 patients who had at least six months of follow up, trying to identify factors correlating with worrisome radiological features. Results: Nine cases (10.7%) of PDAC were recorded in this cohort. The laboratory and imaging factors associated with cyst size progression greater than 5 mm during follow up were elevated alanine transaminase (ALT) levels, the maximal cyst size, and the MPD diameter. Cross-sectional analysis indicated that PDAC was associated with nausea (p = 0.01), as well as increased levels of aspartate aminotransferase (AST) (p = 0.05), gamma glutamyl transpeptidase (GGT) (p = 0.01), and alkaline phosphatase (ALP) (p = 0.01). Conclusions: Elevated levels of liver enzymes were associated with IPMN progression and, subsequently, the development of PDAC. ALT levels, maximal cyst size, and MPD diameter are associated with the progression of cyst size. These data may aid in risk-stratifying patients when determining the follow up approach for IPMNs.

Designing games from the ground up is a popular activity for helping students think in designerly ways. Despite their benefits, such game design activities may place higher-than-anticipated demands on cognitive and institutional resources. In an effort to alleviate these demands, this study explored how playing and fixing partially completed games may elicit engagement with designerly thinking. This paper reports on the results of examining participants' talk during a playfixing activity in which, rather than designing wholesale, participants mended incomplete or "broken" tabletop games. Results suggest participants focused on problem identification, demonstrated quick and sustained engagement with thinking like designers, and drew from designerly modes non-linearly. These results illustrate that broken games may hold potential as accessible alternatives for helping learners think in designerly ways.

In this paper, we examine whether mayors' partisan affiliations lead to differences in crime and policing. We use a large new dataset on mayoral elections and three different modern causal inference research designs (a regression discontinuity design centered around close elections and two robust difference-in-differences methods) to determine the causal effect of mayoral partisanship on crime, arrests, and racial differences in arrest patterns in medium and large US cities. We find no evidence that mayoral partisanship affects police employment or expenditures, police force or leadership demographics, overall crime rates, or numbers of arrests. At the same time, we find some suggestive evidence that mayoral partisanship may modestly affect the racial composition of arrests. Overall, the results from our multimethod analyses indicate that local partisan politics has little causal impact on crime and policing. [ABSTRACT FROM AUTHOR]

In this article, the authors detail a curriculum unit used by Ms. Brown and a second English Language Arts (ELA) teacher, Ms. Smith, with their high school students. The unit centered on a comparative genocide framework developed by the Comparative Genocide Project at Arizona State University. The framework detailed seven key themes common across genocides and was designed to extend genocide study beyond investigating single genocide events. Students analyzed survivor testimonies from the Holocaust and the Rwandan Genocide for evidence of those seven themes. They also completed a "reporting form" and a graphic organizer as part of the unit. While this article identifies aspects of the comparative genocide framework that were found beneficial for the students in this study, the authors also make clear the limitations of this study and plans for future iterations of this work.

Purpose: This paper aims to explore how making tabletop board games elicited adolescents' design thinking during their participation in a summer game design camp at their local library. Design/methodology/approach: This study leverages qualitative approaches to coding transcripts of participants' talk. This study uses the design thinking framework from the Hasso-Plattner Institute of Design at Stanford University as provisional codes to identify and make sense of participants' verbalized design activity. Findings: This study found that the making context of designing tabletop board games elicited a high frequency of design talk in participants, evidenced by both quantitative and qualitative reports of the data. Additionally, participants in large measure obviated constraints on their design activity imposed by linear conceptions of the design thinking model this study introduces, instead of moving fluidly across design modes. Finally, participants' prior experiences in both life and in regard to games significantly influenced their design study. Originality/value: This study highlights the unique affordances of making-centric approaches to designing tabletop games in particular, such as participants' quick and sustained engagement in the study of design. This study also highlights the need for conceptions of design thinking specific to designing games.

This mixed-methods study explored the factors secondary history teachers use to determine historical content for their classrooms and the degree of perceived control in decision-making. Through a survey (N = 260) and follow-up interviews (n = 23), we found that secondary history teachers in the United States ranked historical significance most highly in their curricular decision-making, but the extent to which teachers felt they were able to exert control over curricular decisions was influenced by required assessments and other contextual factors. Nevertheless, many teachers also prioritized student interest and relevance when choosing historical content. Interviews revealed complexity in teachers' thinking and additional context-specific (dis)incentives (e.g., fear of controversy) regarding curricular choices. Implications for teacher education and policy are emphasized.

The public schoolhouse is one of the few remaining public spaces in which citizens may routinely gather to discuss controversial issues. Furthermore, it is social studies classrooms and teachers, in particular, that bear the moral imperative to ensure such civic discourse takes place. Nevertheless, many social studies teachers refrain from centering such discussions in their classrooms, often for fear of reprisal should these discussions go awry. It thus falls to social studies teacher educators to rethink how we prepare future teachers. This paper reports on a study that incorporated digital simulations of controversial issues into three preservice social studies teacher preparation methods courses to help develop high-leverage practices associated with leading whole-group discussions. Case study analysis suggests participants developed greater fluency with the teacher moves they practiced in the simulation. Accordingly, participants' developed greater confidence with and perceived importance of facilitating discussions of controversial issues in their future classrooms. Implications and directions for future research are discussed.

Framing, implementing, and engaging youth in authentic scientific inquiry are highly valued in science education; however, we have very limited knowledge of the nature and use of tools that accomplish these. Therefore, we proposed that board game design is a meaningful tool for engaging youth in understanding environmental issues. We reported findings from an educational board game design workshop based on real world issues for teens aged 13-17 years conducted at a large public library Makerspace. Using qualitative methods, we analysed the teens' process of making one such game, "Pollutaplop," to understand its merits and argued that board game design nurtured the development of tools for inquiry. In response to the recent surge of interest in creating tools for learning about natural systems, we found that designing board games in authentic contexts engaged youth in building models as well as systems thinking. Intent gamers, including youth, might be well positioned to appreciate the complexities of both games and the contexts they are set in.

This paper explores how the use of digital practice spaces (DPSs) can inform teacher preparation through a reimagining of clinical practice in teacher preparation by addressing the question: what roles might DPSs play in the ecology of apprenticeship opportunities for future educators? We leveraged AACTE's "Essential Proclamations and Tenets for Highly Effective Clinical Educator Preparation" as an analytical framework to examine our own experiences using DPSs in our teacher education coursework. We discuss the alignment between these proclamations and the theoretical, conceptual, and practical underpinnings of DPSs. Finally, we consider the remaining proclamations that represent the horizons of DPSs within teacher preparation, a task we undertook as a set of informed provocations, envisioning how DPSs could be designed to support the proclamations not currently supported.