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Advocacy of STEM curricular approaches is based on a concern to engage students in authentic disciplinary and interdisciplinary practices in the STEM (science, technology, engineering, mathematics) disciplines, and the need to promote participation in STEM pathways. The "STEM Academy" professional learning program was developed to support teachers to engage and motivate students by creating real-world, challenging problems. The initiative involved interdisciplinary teams of secondary STEM teachers attending workshops and working with university experts to design, implement and evaluate STEM curricular experiences. This paper focuses on case studies undertaken in two of the twelve schools involved in the initiative, using interview data from teachers and students, to explore the nature of their programs and their experiences. We investigate key features of these two schools' approaches, using a conceptual framework for integrated STEM, and explore the challenges and benefits of different features of integrated STEM that promote different dimensions of engagement in learning mathematics. We explore how the framework characteristics can be reframed into four dimensions that promote mathematics engagement in integrated STEM education--design thinking in authentic contexts, content integration, STEM practices and 21st Century skills, and exposure to professional practice.

Desmoplastic stroma is a cardinal feature of primary pancreatic ductal adenocarcinoma (PDAC), but its effects on the biology, prognosis and therapeutic outcomes are not known. We developed an automated method to assess tumor stroma density (TSD) and investigated computed tomography (CT)-correlates of stroma in PDAC. We collected PDAC samples from rapid autopsy and resection series and digitally annotated samples to quantify TSD. A series of resected patients also underwent preoperative multiphasic CT. Automated and manual assessments of TSD were highly correlated (ρ= 0.65, P < 0.001). Solid organ metastases had a lower median TSD than primary tumors (P < 0.001). Patients with high TSD enjoyed prolonged recurrence free survival (RFS) (P = 0.003; HR = 0.51) and overall survival (P = 0.008, HR = 0.57). In another independent dataset, patients with high TSD had decreased risk for recurrence (P = 0.003, HR = 0.03) and death (P = 0.003, HR = 0.03) at time of resection, however the protective effect diminished over time. Patients with normalized portovenous phase CT tumor enhancement ratio ≥0.40 had a longer RFS following resection (P = 0.020). Normalized portovenous phase CT tumor enhancement ratio was significantly correlated with TSD (P = 0.003). Objective quantitative assessment of stroma in PDAC revealed several clinically relevant observations. Firstly, stroma was less abundant in metastatic PDAC, the cause of most PDAC mortality. Secondly, high stromal content correlates with favorable outcome in resected cases, implying a protective effect of stroma and suggesting careful consideration of active stromal depletion therapies. Finally, standard multiphase CT imaging correlates with stroma content as well as clinical outcome, indicating that non-invasive assessment of stroma is a feasible sensitivity enrichment approach in PDAC.

Mathematics teachers' identities profoundly influence how they interact with and position their students to learn mathematics. In this paper, we examine how a year-long teacher learning intervention supportive of student engagement in mathematics helped shift teachers' mathematics-related identities. We use an implied identity perspective as a theoretical lens to explore changes in what teachers perceive as legitimate ways of being as a result of their participation in the intervention. Data from pre- and post-intervention concept maps and focus groups with 15 grade 5-7 teachers of mathematics were integrated for this purpose. Teachers reported shifts in their identities, describing themselves as "facilitators," "learners" and "co-creators" of knowledge. We argue that such shifts in the mathematics-related identities of teachers can have practical consequences in terms of improving students' engagement, and in particular, their autonomy for learning mathematics.

Myokines released by exercise are identified as factors that can influence a person's health and wellbeing. While myokine secretion in response to an acute bout of endurance and resistance-type exercise has been examined, the influence of resistance-exercise training on myokines at rest is less well established. Therefore, this study was designed to evaluate a panel of myokines at rest following a 12-week resistance-exercise training program in younger and older males. Participants (n = 15) completed a 12-week progressive resistance-exercise training program supervised by a certified fitness professional. The training protocol targeted all major muscle groups of the upper and lower body. Resting blood samples were collected before and after completion of the training program to determine concentrations of apelin, fibroblast growth factor-21 (FGF-21), interleukin (IL)-4, IL-6, IL-7, IL-15, leukemia inhibitory factor (LIF), and irisin. Two-way repeated ANOVAs were used to compare variables between time-points and age groups. There was a main effect of time found for apelin (p = 0.003) and IL-15 (p < 0.001), while no main effects for group or time were found for the other myokines (all p > 0.05). Age group × training status interactions were found for IL-6 (p = 0.04) and irisin (p = 0.014) without pairwise differences for IL-6 (p > 0.05), and younger males had higher concentrations of irisin compared to older males post-training (p = 0.036). Overall, the 12-week resistance-exercise training program significantly increased apelin and IL-15 over time but did not change the other resting myokine concentrations for the younger or older males. However, the higher concentration of irisin in younger versus older males post-training suggests a potential explanation for the anabolic resistance observed with aging. [ABSTRACT FROM AUTHOR]

Using growth modeling, this study examined trajectories of 'switching on' (aspirations) and 'switching off' (disengagement) in mathematics across middle school and high school. In addition, guided by principles under expectancy-value theory, the study sought to determine the extent to which patterns of growth differed by motivation (self-efficacy and valuing) and socio-educational attributes (gender, language background, and achievement). The sample comprised 194 students from four schools who participated in three rounds of data collection across five academic years of their schooling, spanning middle school and high school. In the main, mathematics aspirations declined over time while mathematics disengagement increased. However, initial levels of aspirations and disengagement and their rates of change over time were impacted by motivational and socio-educational factors. Salient findings and their implications for educational assessment and practice are discussed.

With increased accountability attached to students' results on national testing in Australia, teachers feel under pressure to prepare students for the tests. However, this can lead to shallow teaching of a narrowed curriculum. An alternative approach involves using data to identify common errors and misconceptions, discussing strategies aimed at building understanding of important mathematical ideas as well as students' confidence in answering context-based mathematics questions. This study explored the use of a learning model based on professional conversations about national testing results as well as school-based assessment data with junior secondary mathematics teachers in one school. The teachers identified the learning needs of students and chose to implement mental computation and estimation approaches as well as a strategy to address the literacy demands of numeracy test items to support student learning before and after the NAPLAN test. An analysis of the professional learning model identified approaches to enhance both student learning and teaching practice. (Contains 7 tables and 3 figures.)

The focus of this paper is the use of National Assessment Program in Literacy and Numeracy (NAPLAN) items to develop students' competence in reading mathematical text, to promote thinking strategies including estimation, and to evaluate alternative solutions for errors and misconceptions. Showing students test items and discussing strategies for thinking about questions and responses promotes student confidence and resilience, and enables a greater sense of student control over their learning. Teachers best carry out assessment as they talk to and observe their students. For teachers who feel the pressure to prepare their students for the tests, the author is recommending the use of NAPLAN items as discussion starters to promote thinking. (Contains 7 figures and 1 table.)

Schematic models have been used extensively in educational research to represent relationships between variables diagrammatically, including the interrelationships between factors associated with teachers' beliefs and practices. A review of such models informed the development of a new model that was used to plan an investigation into primary school teachers' problem-solving beliefs and practices. On the basis of the findings from the research, the model was revised to include the important variable of prior mathematics learning, as well as a repositioning of the influence of teaching experiences in classrooms. (Contains 9 figures and 5 tables.)

Mechanical perturbation triggers activation of resident myogenic stem cells to enter the cell cycle through a cascade of events including hepatocyte growth factor (HGF) release from its extracellular tethering and the subsequent presentation to signaling‐receptor c‐met. Here, we show that with aging, extracellular HGF undergoes tyrosine‐residue (Y) nitration and loses c‐met binding, thereby disturbing muscle homeostasis. Biochemical studies demonstrated that nitration/dysfunction is specific to HGF among other major growth factors and is characterized by its locations at Y198 and Y250 in c‐met‐binding domains. Direct‐immunofluorescence microscopy of lower hind limb muscles from three age groups of rat, provided direct in vivo evidence for age‐related increases in nitration of ECM‐bound HGF, preferentially stained for anti‐nitrated Y198 and Y250‐HGF mAbs (raised in‐house) in fast IIa and IIx myofibers. Overall, findings highlight inhibitory impacts of HGF nitration on myogenic stem cell dynamics, pioneering a cogent discussion for better understanding age‐related muscle atrophy and impaired regeneration with fibrosis (including sarcopenia and frailty). [ABSTRACT FROM AUTHOR]

We started with a classic research question ("How do teachers motivate and engage middle year students in mathematics?") that is solidly underpinned and guided by an integration of two theoretical and multidimensional models. In particular, the current study illustrates how theory is important for guiding qualitative analytical approaches to motivation and engagement in mathematics. With little research on how teachers of mathematics are able to maintain high levels of student motivation and engagement, we focused on developing a qualitative framework that highlights the influence of teacher-student interactions. Participants were six teachers (upper primary and secondary) that taught students with higher-than-average levels of motivation and engagement in mathematics. Data sources included one video-recorded lesson and associated transcripts from pre- and post-lesson interviews with each teacher. Overall, effective classroom organisation stood out as a priority when promoting motivation and engagement in mathematics. Results on classroom organisation revealed four key indicators within teacher-student interactions deemed important for motivation and engagement in mathematics--confidence, climate, contact, and connection. Since much of the effect of teachers on student learning relies on interactions, and given the universal trend of declining mathematical performance during the middle years of schooling, future research and intervention studies might be assisted by our qualitative framework.

The characteristics that typify an effective teacher of mathematics and the environments that support effective teaching practices have been a long-term focus of educational research. In this article we report on an aspect of a larger study that investigated "best practice" in mathematics teaching and learning across all Australian states and territories. A case study from one Australian state was developed from data collected via classroom observations and semi-structured interviews with school leaders and teachers and analysed using Valsiner's zone theory. A finding of the study is that "successful" practice is strongly tied to school context and the cultural practices that have been developed by school leaders and teachers to optimise student learning opportunities. We illustrate such an alignment of school culture and practice through a vignette based on a case of one "successful" school.

What teachers' think about student engagement influences the teaching practices they adopt, their responses to students and the efforts they make in the classroom. Interviews were conducted with 31 mathematics teachers from ten high schools to investigate their perceptions and beliefs about student engagement in mathematics. Teachers also reported the practices they used to engage their students during mathematics lessons. Teacher perceptions of student engagement were categorised according to recognised "types" (behavioural, emotional and cognitive) and "levels" (ranging from disengaged to engaged). The teachers' reports emphasised immediate attention being paid to students' behaviours and overt emotions towards mathematics with fewer and less extensive reports made about students' cognitive engagement. Teachers' abilities to implement practices considered supportive of student engagement were linked to a number of elements, including their self-efficacy. Perceptions of being powerless to engage their students resulted in many teachers limiting their efforts to attempt some form of intervention.

This study explored the beliefs about student engagement in mathematics of three Year 5 and 6 teachers, focusing on the shifts that occurred during a 10-week intervention. Data obtained from teacher surveys, interviews, video-recorded workshop observations and artefacts from teachers' classrooms reveal variations in their reactions to the professional learning experiences. Teacher responses were mediated by personal and contextual elements including teacher efficacy beliefs, teacher confidence in mathematics and their conceptions of student engagement. Theories of teacher conceptual change are used to account for variations to teacher beliefs.

There is an acknowledged gap between the theory presented in university preparation programmes and the reality of classroom practice that has resulted in many secondary mathematics pre-service teachers failing to implement university-endorsed teaching strategies. Using responses to a questionnaire and interviews, this qualitative study examined the factors that support or inhibit secondary mathematics pre-service teachers' implementation of problem-solving tasks during professional experience. The results showed that even though the majority of pre-service teachers reported having beliefs compatible with using problem-solving tasks, the secondary students' ability, preparation time, and the cooperating teacher were key factors that inhibited pre-service teachers' implementation of problem-solving tasks. It is recommended that pre-service teachers regularly visit classrooms to observe the evolving implementation of problem-solving approaches. Furthermore, cooperating teachers should be required to attend professional development before the professional experience so they understand the goals of the university preparation programme and have the requisite skills and knowledge to support the implementation of problem-solving tasks in learning mathematics.

The "National Mathematics Curriculum Framing Paper" has been released for consultation until 28 February 2009 (see www.ncb.org.au). Professional associations, teachers, teacher educators and others are taking the opportunity to organise meetings and forums to consider the views presented in the paper and to provide critical feedback and commentary on the proposed broad directions. The University of Sydney held a National Curriculum Symposium in December to bring together teachers, school system personnel, academics and representatives from the National Curriculum Board to have a "robust and broad ranging discussion" about the four framing papers released by the NCB: English, Mathematics, History and the Sciences. The program for the symposium began with a presentation by Professor Kerry Kennedy about his reflections on national curriculum in Australia over the last 30 years. This was followed by brief presentations by each of the authors of the framing papers. Discussion groups for each of the disciplines considered key questions about the papers with feedback from each group. Finally Rob Randall, the acting Director of the NCB commented on the challenges identified by the discussion groups. In this paper, the author summarises the comments and discussion about curriculum development in general and the "National Mathematics Curriculum Framing Paper" in particular.

The article focuses on the growing concerns about the integrity of scientific research worldwide, particularly regarding the handling of errors and retractions in published papers. Retraction Watch provides a valuable service by promptly highlighting challenges to recent publications, covering topics such as self-plagiarism, data manipulation, and mismanaged research studies.

This study of 1,601 students in the middle years of schooling (Grades 5-8, each student measured twice, 1 year apart) from 200 classrooms in 44 schools sought to identify factors explaining gains and declines in mathematics engagement at key transition points. In multilevel regression modeling, findings showed that compared with Grade 6 students (upper elementary; the reference category), students in Grades 7 (typically the first secondary school year) and 8 have significantly declined in mathematics engagement from their previous year. Notably, in further analyses, these declines were found to be related to student (particularly mathematics self-efficacy and valuing), home (parent valuing of mathematics and availability of a computer for mathematics), classroom (class-average achievement and perceived climate), and school (socio-economic status and ethnic composition) factors. Implications for research and practice are discussed.

Studies of one-to-one programs consistently report lower use of laptops in mathematics classrooms compared to other subjects but do not elaborate reasons for these observations. This mixed-method study investigated the experiences and beliefs of 28 mathematics teachers at five secondary schools during the second year of the New South Wales Digital Education Revolution laptop program. While some mathematics teachers planned for students to use their laptops up to once a week, most reported less frequent use in the classroom. Teachers were grouped into categories "Non Adopters," "Cautious Adopters," and "Early Adopters" according to reported classroom use of laptops, then analysed for differences in confidence, knowledge, and beliefs relating to technology for teaching and learning mathematics. A prevalent belief limiting laptop use is that students authentically learn mathematics only using pen and paper. Cautious Adopters and Non Adopters expressed beliefs that laptops exacerbate classroom management problems, especially for lower-achieving students. In the context of ability-streamed classes these beliefs effectively ruled out use of laptops for entire classrooms.

Prompted by international concerns about school and postschool participation in mathematics, the authors of the present study sought to investigate factors predicting "switching on" and "switching off" in mathematics, operationalized through measures of future intent and disengagement, respectively. They drew from Bronfenbrenner's ecological model to explore an educational ecology comprising student, home, classroom, school, and time factors in predicting future intent and disengagement. These models were conducted within a multilevel context, thereby also assessing variation at student, classroom, and school levels. Based on data from 1,601 Australian middle school students from 200 classrooms in 44 schools, variance components models showed the bulk of variance (greater than 85%) in future intent and disengagement resided at the student (and residual) level, with 10%-12% variance explained at classroom and school levels. Multilevel hierarchical regression analyses revealed that student, home, and classroom factors explained most variance in dependent measures. For future intent and disengagement, mathematics self-efficacy, valuing, enjoyment, perceived classroom enjoyment, and parent interest were significant predictors. For disengagement, additional predictors were mathematics anxiety, perceived classroom disengagement, school ethnic composition, and school socioeconomic status. Modeling indicated all predictive effects generalized across classrooms and schools. Findings hold implications for the breadth and depth of efforts in mathematics aimed at reducing disengagement, increasing participation, and promoting more positive future orientations through school and beyond. (Contains 2 tables, 5 footnotes, and 2 figures.)

Presents three perspectives on power in an adult education course--learner, teacher, and manager--that illustrate how, regardless of role, each holds multiple positions in power relationships. Discusses power issues in terms of democratic teaching practices, language, and culture. (SK)

The Internet opens a wide range of possibilities for accessing materials on the Holocaust from both traditional sources and more volatile areas (personal homepages, e-mail, and discussion groups archives). Excerpts from accounts by one Hungarian and one Norwegian political prisoner are included as illustrations of material which may not have been found using more traditional research tools. (Author/AEF)

Presents 10 teaching strategies that give attention to affective variables in mathematics classrooms to increase the likelihood that high school students will continue to enroll in higher level mathematics courses. Strategies focus on frustration, vocabulary use, anxiety, confidence, cooperative learning, creativity, remediation, mathematical connections, and promoting mathematics courses. (17 references) (MDH)