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Purpose: Learning mathematics is a complex process, requiring many conceptual lenses and rich data sources to document and understand students' construction of knowledge. The purpose of this article is both to introduce a unique database on students' mathematical learning and to describe analytical techniques used to study students' growth of the knowledge of mathematics and language. Design/Approach/Methods: Our approach includes the following aspects: First, we describe a unique collection of video-taped recordings of longitudinal and cross-sectional studies of diverse, U.S. students, learning mathematics ("Video Mosaic Collaborative," "VMC"). Second, we introduce our analytical methods, which utilize the database for collaborative study of students' learning. These methods include video-narrative analyses that display fine-grained examinations of interactions among students who are solving engaging problems that require them to reason mathematically and to represent their understandings with language and non-language forms. These analyses, referenced as "VMCAnalytics," demonstrate the accessibility and flexibility of the database to study relationships among students' mathematics and language learning. Findings: The findings generated are illustrated by two examples demonstrating the accessibility and flexibility of the database to study relationships between mathematics and language learning (mathematics register). Originality/Value: The contribution of our work is illustrated by describing the rich database; employing a collaborative research approach; and signifying our understanding of relationships among students' mathematical and language learning.

Students in grades 5-9 (N = 29) with specific learning disabilities (SLDs) (dysgraphia, dyslexia, or oral and written language learning disability, OWL LD) were asked to take notes and handwrite or type summaries of social studies texts about world geography and cultures that they read or heard. This activity required activating knowledge of academic language for the disciplinary content. Fine-grained analyses of their spelling errors focused on the phonological, orthographic and morphological aspects of word spelling affected while writing in an academic register. Nonparametric statistical analyses revealed no significant differences attributable to SLD diagnosis or combinations of the mode of the source text (reading or listening) and transcription (handwriting with stylus or typing with keyboard). Students generated similar degrees of error complexity in their spelling errors when writing in this disciplinary academic register regardless of the nature of their SLD, mode of presentation of source texts, or mode of transcription. Three types of common misspelling patterns across SLDs, mode of presentation, and mode of transcription are described in this exploratory study. Instructional applications for teaching students with SLDs to spell words in English, a morphophonemic orthography, when composing in an academic register are discussed as well as proposed future research directions.

Evidence-based clinical guidelines are essential to maximize patient benefit and to reduce clinical uncertainty and inconsistency in clinical practice. Gaps in the evidence base can be addressed by data acquired in routine practice. At present, there is no international consensus on management of women diagnosed with atypical lesions in breast screening programmes. Here, we describe how routine NHS breast screening data collected by the Sloane atypia project was used to inform a management pathway that maximizes early detection of cancer and minimizes over-investigation of lesions with uncertain malignant potential. A half-day consensus meeting with 11 clinical experts, 1 representative from Independent Cancer Patients' Voice, 6 representatives from NHS England (NHSE) including from Commissioning, and 2 researchers was held to facilitate discussions of findings from an analysis of the Sloane atypia project. Key considerations of the expert group in terms of the management of women with screen detected atypia were: (1) frequency and purpose of follow-up; (2) communication to patients; (3) generalizability of study results; and (4) workforce challenges. The group concurred that the new evidence does not support annual surveillance mammography for women with atypia, irrespective of type of lesion, or woman's age. Continued data collection is paramount to monitor and audit the change in recommendations. [ABSTRACT FROM AUTHOR]

This article presents a mixed-methods case study of Diego, a bilingual teen who completed public school in Florida. During adolescence, Diego negotiated multiple identities: successful student, Mexican American, bilingual, and typical U.S. teenager. Diego provided interviews and bilingual (English/Spanish) writing (narrative/expository) in 2008 (at age 12, Grade 6) and in 2012 (at age 16, Grade 10). A qualitative analysis of his interviews and a quantitative linguistic analysis of his writing reveal central elements of Diego's language development as related to academic English and identity. Educational implications for working with bilingual adolescents are discussed.

Objectives To build a data set capturing the whole breast cancer screening journey from individual breast cancer screening records to outcomes and assess data quality. Methods Routine screening records (invitation, attendance, test results) from all 79 English NHS breast screening centres between January 1, 1988 and March 31, 2018 were linked to cancer registry (cancer characteristics and treatment) and national mortality data. Data quality was assessed using comparability, validity, timeliness, and completeness. Results Screening records were extracted from 76/79 English breast screening centres, 3/79 were not possible due to software issues. Data linkage was successful from 1997 after introduction of a universal identifier for women (NHS number). Prior to 1997 outcome data are incomplete due to linkage issues, reducing validity. Between January 1, 1997 and March 31, 2018, a total of 11 262 730 women were offered screening of whom 9 371 973 attended at least one appointment, with 139 million person-years of follow-up (a median of 12.4 person years for each woman included) with 73 810 breast cancer deaths and 1 111 139 any-cause deaths. Comparability to reference data sets and internal validity were demonstrated. Data completeness was high for core screening variables (>99%) and main cancer outcomes (>95%). Conclusions The ATHENA-M project has created a large high-quality and representative data set of individual women's screening trajectories and outcomes in England from 1997 to 2018, data before 1997 are lower quality. Advances in knowledge This is the most complete data set of English breast screening records and outcomes constructed to date, which can be used to evaluate and optimize screening. [ABSTRACT FROM AUTHOR]

Objective Dense breasts are an established risk factor for breast cancer and also reduce the sensitivity of mammograms. There is increasing public concern around breast density in the UK, with calls for this information to be shared at breast cancer screening. Methods We searched the PubMed database, Cochrane Library and grey literature, using broad search terms in October 2022. Two reviewers extracted data and assessed the risk of bias of each included study. The results were narratively synthesised by five research questions: desire for information, communication formats, psychological impact, knowledge impact and behaviour change. Results We identified 19 studies: three Randomised Controlled Trials (RCTs), three cohort studies, nine crosssectional studies, one qualitative interview study, one mixed methods study and two 2021 systematic reviews. Nine studies were based in the United States of America (USA), five in Australia, two in the UK and one in Croatia. One systematic review included 14 USA studies, and the other 27 USA studies, 1 Australian and 1 Canadian. The overall GRADE evidence quality rating for each research question was very low to low. Generally, participants wanted to receive breast density information. Conversations with healthcare professionals were more valued and effective than letters. Breast density awareness after notification varied greatly between studies. Breast density information either did not impact frequency of mammography screening or increased the intentions of participants to return for routine screening as well as intention to access, and uptake of, supplementary screening. People from ethnic minority groups or of lower socioeconomic status (SES) had greater confusion following notification, and, along with those without healthcare insurance, were less likely to access supplementary screening. Conclusion Breast density specific research in the UK, including different communities, is needed before the UK considers sharing breast density information at screening. There are also practical considerations around implementation and recording, which need to be addressed. Advances in knowledge Currently, sharing breast density information at breast cancer screening in the UK may not be beneficial to participants and could widen inequalities. UK specific research is needed, and measurement, communication and future testing implications need to be carefully considered. [ABSTRACT FROM AUTHOR]

This study examined the Spanish and English spelling patterns of bilingual adolescents, including the cross-linguistic effects of each language, by applying a fine-grained measure to the differences in spelling in naturalistic writing. Spelling errors were taken from narrative and expository writing samples provided by 20 Spanish-English bilingual adolescents (n = 160). Errors were coded by categories (phonological, orthographic, and morphological) and specific linguistic features affected and then analyzed by language and genre. Descriptive analyses noted similarities and differences among error patterns in both languages as well as language transfer (i.e., borrowings and code-switching). Statistical analyses revealed language differences in proportions of misspellings across linguistic categories. More fine-grained analyses indicated linguistic feature patterns that were shared across languages and unique to each language. Finally, borrowing, while infrequent, was noted more frequently in English compositions. This investigation appears to demonstrate that spelling, when approached as both a cognitive and linguistic activity, is complex since multiple knowledge systems must be coordinated. The use of triple word form theory to analyze misspellings in emerging bilingual writers suggests that discerning patterns of misspellings in each language provides more insight than does transfer alone into the extent that phonology, orthography, and morphology are becoming unified.

Peer relationship difficulties in adolescents with acquired brain injury (ABI) are under-recognized and targets for intervention are unclear. From a social constructionist position, this study aimed to engage with stakeholders to develop a collaborative understanding of peer relationship difficulties in adolescents with ABI and seek consultation on what might be required to improve them. Focus groups and semi-structured interviews were conducted with four stakeholder groups: adolescents with ABI (n = 4); parents of adolescents with ABI (n = 7); adults who sustained an ABI in adolescence (n = 2); and specialist practitioners (n = 3). Qualitative data were analysed using thematic analysis. The analysis yielded 11 themes, grouped into two domains. The first, understanding peer relationship difficulties, included themes from "exclusion and a need to belong", to "loss of past self". The second, supporting peer relationships, comprised themes of "building understanding" and "meaningful social connection", amongst others. A logic model of stakeholder experiences of peer relationship difficulties was constructed. Difficulties with peers can increase vulnerability to feelings of loneliness, shame, and hopelessness for adolescents post-ABI. Stakeholders described that a meaningful intervention would be multi-layered, targeting change within the adolescent's environment and within the adolescent themselves. The presented logic model provides a framework for future intervention development. [ABSTRACT FROM AUTHOR]

Purpose: To evaluate the role of dialect on phonemic awareness and nonword spelling tasks. These tasks were selected for their reliance on phonological and orthographic processing, which may be influenced by dialect use. Method: Eighty typically developing African American children in Grades 1 and 3 were first screened for dialect use and then completed a standardized test of phonological processing and a nonword spelling measure. The influence of dialect was analyzed in both experimental tasks, followed by a qualitative analysis of dialect use in nonword spellings. Results: Dialect density measures based solely on the use of African American English (AAE) phonological features explained few differences in phonological processing scores. In contrast, correlations indicated that children with higher dialect densities produced more nonword spelling errors influenced by AAE, an effect most evident in Grade 3. Qualitative analyses revealed AAE phonological features occurring in many of the misspelled nonwords. Conclusion: After Grade 2, nonword spelling may be more sensitive to the effects of dialect variation than are phonemic awareness tasks. It is suggested that spelling may be a more sensitive clinical indicator of difficulties in integrating the phonological and orthographic information needed for fluent decoding skill. (Contains 6 tables, 1 figure and 2 footnotes.)

This article describes individual differences in phases of writing development between typical students and students with language learning problems. Using an illustrative case study of a 10-year-old, the article demonstrates how school-based writing samples can serve as a dynamic tool for analysis of interactions among the linguistic and discourse systems. (Contains extensive references.) (Author/CR)

Describes a Rutgers University (New Jersey) course to prepare undergraduates to participate effectively in civic life and public decisions about education and schooling. The course, which includes a service learning component, examines the theoretical and conceptual bases of civic responsibility, reviews the educational policymaking process, and explores some current educational policy issues. (Author/MSE)