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Recent STEAM programs have made accomplishments in recruiting K-12 girl students to participate in STEAM activities. Educational researchers have called for studies of how STEM programs engage girls. However, little research has embedded STEM education with girl education such as their emotional needs, identity, and self-expression. This study examined how crochet that was embedded in a STEM summer camp impacted their sense of belonging, creativity, well-being, and STEAM learning. For this qualitative study, surveys were conducted with 37 student participants and Discord was used as part of the data sources. Findings indicated that crocheting enhanced students’ sense of belonging, creativity, well-being, as well as STEM learning. This study contributes to the STEM learning program design for girls in secondary schools with two closely related theories: constructivist learning environment theory and sense of belonging theory. This study added new knowledge to the research of crochet in girl education and STEM program design.

Abstract Background Mutational signatures are somatic mutation patterns enriching operational mutational processes, which can provide abundant information about the mechanism of cancer. However, understanding of the pathogenic biological processes is still limited, such as the association between mutational signatures and genes. Methods We developed a simple and practical R package called RNMF (https://github.com/zhenzhang‐li/RNMF) for mutational signature analysis, including a key model of cumulative contribution abundance (CCA), which was designed to highlight the association between mutational signatures and genes and then applying it to a meta‐analysis of 1073 individuals with esophageal squamous cell carcinoma (ESCC). Results We revealed a number of known and previously undescribed SBS or ID signatures, and we found that APOBEC signatures (SBS2* and SBS13*) were closely associated with PIK3CA mutation, especially the E545k mutation. Furthermore, we found that age signature is closely related to the frequent mutation of TP53, of which R342* is highlighted due to strongly linked to age signature. In addition, the CCA matrix image data of genes in the signatures New, SBS3*, and SBS17b* were helpful for the preliminary evaluation of shortened survival outcome. These results can be extended to estimate the distribution of mutations or features, and study the potential impact of clinical factors. Conclusions In a word, RNMF can successfully achieve the correlation analysis of mutational signatures and genes, proving a strong theoretical basis for the study of mutational processes during tumor development.

Photoelectrocatalytic (PEC) water decomposition provides a promising method for converting solar energy into green hydrogen energy. Indeed, significant advances and improvements have been made in various fundamental aspects for cutting-edge applications, such as water splitting and hydrogen production. However, the fairly low PEC efficiency of water decomposition by a semiconductor photoelectrode and photocorrosion seriously restrict the practical application of photoelectrochemistry. In this review, the mechanisms of PEC water decomposition are first introduced to provide a solid understanding of the PEC process and ensure that this review is accessible to a wide range of readers. Afterwards, notable achievements to date are outlined, and unique approaches involving promising semiconductor materials for efficient PEC hydrogen production, including metal oxide, sulfide, and graphite-phase carbon nitride, are described. Finally, four strategies which can effectively improve the hydrogen production rate—morphological control, doping, heterojunction, and surface modification—are discussed.

Compared with conventional phosphor‐converted near‐infrared light‐emitting diodes (NIR pc‐LEDs), near‐infrared persistent phosphor‐converted LEDs (NIR ppc‐LEDs) are applicable not only in conventional systems but also novel devices in the fields of intelligent security, driverless vehicle technology, and virtual reality. However, NIR ppc‐LEDs have not been extensively investigated. Herein, a novel NIR ppc‐LEDs with the prepared SrAl12O19: Fe3+, Mg2+, Ti4+ NIR persistent phosphors is designed. In relation to pc‐LEDs, the new ppc‐LED exhibits full‐spectral responsive sensing ability during the photostimulated mediation of lattice defects. Furthermore, using the ppc‐LED as a smart sensing LED in a digital NIR imaging system, optical feedback could be converted to a digital signal in a self‐regulated visible‐to‐NIR operation mode. These results imply that the designed ppc‐LED, as a smart sensing LED with full‐spectral responsive ability, greatly enhances the sensitivity of digital NIR imaging, particularly low‐light digital NIR imaging, which has recently drawn considerable attention in the fields of advanced driver assistance systems and VR/AR technology.

This paper presents the dataset of a questionnaire on first-year engineering undergraduates’ perceptions of constructivist practices in the learning environment. The questionnaire with a 5-Likert scale was adapted from previous research. The sample consisted of 293 first-year engineering undergraduates in the southwest region of the United States. The online questionnaire was sent to participants who completed it voluntarily at the end of Fall 2019. A total of 274 of 293 participants completed the questionnaire with a response rate of 93.515%. Exploratory factor analysis was conducted to test the underlying factor structure of the questionnaire, which serves as a good reference for future research.

Self-disclosure occurs in clinical settings such as psychological counselling and mentor-mentee self-disclosure in the context of early career employment and influences the dyad relationship building. However, there is little research of self-disclosure in the dyad interactions in pre-service teachers' field experience. Drawing on the data from six mentor-mentee pairs in the United States, this study explored mentor self-disclosure and examined the impacts on mentoring. Sense of belonging theories and mentors' roles guided analysis of the findings, and highlight that mentors disclosed personal and professional experiences and shared the struggles and failures in their first-year teaching experiences, thereby helping pre-service teachers reduce stress and anxiety when challenged as teachers. Additionally, mentors provided emotional support, which helped pre-service teachers to develop a better understanding of teachers' professional experiences and further develop a sense of belonging.

Over the past few decades, significant economic and political changes have taken place around the world. These changes also have put a significant mark on language teaching and learning practices across the globe. There is a clear movement towards multilingual practices in the world, which is also evident in the title of UNESCO 2003 education position paper, "Education in a multilingual world." Given the long-standing history of multilingual contexts of the Himalayan region and the emergence of the two major global economic power centers of 21st century, China and India, language policies and practices of the region have become a great matter of interests for linguists and policy makers around the world. This paper uses case studies to investigate how globalization influences language education policies and practices in multilingual countries. The case studies that we have drawn from the four nations of South East Asia - Afghanistan, China, India, and Nepal offer insights for other multilingual nations of the world, as they portray the influences of globalization on language policies and practices of multilingual countries. This paper suggests more research on comparative studies of multilingual education across multilingual nations in the world.Nas últimas décadas, transformações econoômicas e políticas significativas transcorreram no mundo. Essas mudanças deixaram sua marca também nas práticas de ensino e aprendizagem de línguas em todo o globo. Há um claro movimento em prol de práticas multilíngues, o que fica evidente no título do artigo de posição da UNESCO sobre a educação de 2003, "Education in a multilingual world". Frente à longa história de contextos multilíngues na região do Himalaia e à emergência de duas potências mundiais no século 21, a Índia e a China, as práticas e políticas linguísticas da região tornaram-se assunto de grande interesse para linguistas e legisladores de todo o mundo. Este artigo contempla estudos de caso para investigar como a globalização influencia as políticas e práticas de educação linguística em países multilíngues. Os estudos de caso aqui destacados, oriundos de quatro nações do sudeste asiático, Afeganistão, China, Índia e Nepal, oferecem insights para outras nações multilíngues do mundo, por representar os impactos da globalização nas práticas e políticas linguísticas dos países multilíngues. O artigo sugere mais pesquisas e estudos comparativos sobre a educação plurilíngue nas nações multilíngues do mundo.

Recent STEAM programs have made accomplishments in recruiting K-12 girl students to participate in STEAM activities. Educational researchers have called for studies of how STEM programs engage girls. However, little research has embedded STEM education with girl education such as their emotional needs, identity, and self-expression. This study examined how crochet that was embedded in a STEM summer camp impacted their sense of belonging (SoBL), creativity, well-being, and STEAM learning. For this qualitative study, surveys were conducted with 37 student participants and Discord was used as part of the data sources. Findings indicated that crocheting enhanced students' SoBL, creativity, and well-being, as well as STEM learning. This study contributes to the STEM learning program design for girls in secondary schools with two closely related theories: Constructivist learning environment theory and SoBL theory. This study added new knowledge to the research of crochet in girl education and STEM program design. [ABSTRACT FROM AUTHOR]

This study describes international doctoral students’ experiences and examines the relationships between their academic goals and psychological well-being and their sense of belonging and mental toughness. We used a multiple case study design based on three international doctoral students enrolled in education programs in the United States. Findings from six interviews about their experiences with their faculty mentors and peers showed that their sense of belonging and mental toughness related to academic goals and psychological well-being. Their sense of belonging impacted their academic goals or psychological well-being based on communication and relationships with their mentors and support from their peers. Also, their mental toughness impacted their academic goals or psychological well-being based on cognition, behavior, and affection. This study calls for faculty mentors and students to communicate early namely at the on-set of their programs and to establish a positive relationship that caters to cultural acculturation, academic success, and sense of belonging. [ABSTRACT FROM AUTHOR]

Aim/Purpose Most programs are designed with full-time doctoral students' characteristics and needs in mind; few programs consider the unique needs of part-time doctoral students, including time restrictions, experiences during the program, identity development, and different professional aspirations. The purpose of this study was to evaluate the potential differences between part-time and full-time doctoral students in their scholarly development, and how technology may serve as a communication and organization tool for individual and program support. Background Built on the application of communities of practice, information and communication technology, and situated learning theory, this study sought to evaluate the potential differences among full-time and part-time doctoral students associated with their scholarly development in a traditional doctoral program at a large research-intensive university. Methodology This study used independent samples t-test to evaluate the potential differences between part-time and full-time doctoral students in their scholarly development. Data were collected from 98 doctoral students via a survey. This study also employed two hypothetical cases that described the issues and solutions related to the program pursuant to scholarly development, which further illustrated the quantitative results and provided more meaningful discussions and suggestions. Contribution This study provided insights into part-time doctoral students' scholarly development and provided suggestions for designing doctoral programs and differentiated mentoring for both full-time and part-time doctoral students. Further, additional multifaceted mentoring approaches including peer mentoring and e-mentoring were evaluated. Findings Significant differences were found in four aspects of doctoral students' scholarly development: the opportunities to do research related to grants with faculty, support for scholarly work in addition to advisor's support, involvement in the teaching/supervision activities, and goals for scholarly development. Recommendations for Practitioners Program designers, faculty, and especially mentors should appreciate the differences between part-time and full-time doctoral students. Potential program redesigns should include judicious applications of technology as essential components to address limited accessibility and opportunities for parttime students. An Individual Development Plan (IDP) should be used to mentor doctoral students to enhance the effectiveness of mentoring regarding academic goals, actions, and related roles and responsibilities. Recommendations for Researchers Future research can further evaluate and develop the instrument to better measure more domains of doctoral students' scholarly development. Additionally, qualitative methods may be used to further provide the emic description of the process of part-time students' engagement with the program, mentors, and peers. Impact on Society With consideration of the unique needs of part-time students and the application of technology-based learning community, opportunities are provided for mentors and doctoral students to engage in scholarship and develop a sense of belonging to their doctoral program. Future Research Future research can examine the differences between male and female doctoral students, different race groups, and disciplines. [ABSTRACT FROM AUTHOR]

This study examines pre-service teacher expectations of the principal's role in teacher induction, using grounded theory methodology to explore the question: What role do secondary pre-service teachers expect of principals in the induction of novice teachers and how do their expectations develop? Findings show that preservice teachers expect the enactment of two main roles of the school principal, school leader and instructional leader, within a continuum from negative beliefs to positive preferences. Findings demonstrate that field experiences influenced preservice teachers' expectations of the principal's role in teacher induction. This study broadens teacher induction research on the transition from pre-service teachers into the teaching profession and how school principals are perceived to be a part of that transition. [ABSTRACT FROM AUTHOR]

The article focuses on the strategy of teacher candidates (TCs) to use clinical experiences as concepts of their lesson planning. Topics discussed include the requirement of TCs to provide support and guidance in adapting curriculum materials, the challenges faced in constructing lesson plan about content knowledge, and classroom management practices.

Drawing on large-scale international teachers’ data from Hungary, Korea, Norway, and Turkey in the Teaching and Learning International Survey in 2008 assessment, this study examined the relationships between new teachers’ beliefs about instruction (direct transmission and constructivist beliefs) and teaching practices (structured, student orientation, and enhanced activities) in the international contexts. The findings of this study showed that for new teachers from the four selected countries, their instructional practices were neither consistent nor aligned with their beliefs about instruction; thus, there were no consistent patterns of the relationship between teacher beliefs and their instructional practices in each country. The results were discussed from perspectives of two types of contexts: classroom and school contexts, and national and international contexts. This study adds to the understanding of relationships between teacher beliefs and instructional practices with international data sets. [ABSTRACT FROM PUBLISHER]

Guided by cultural border crossing and teacher identity development theories, this case study explores the bumpy process of a junior Chinese faculty member's border crossing into the U.S. teaching culture and analyzes the challenges, coping strategies, and consequences of his border crossing on teaching and teacher identity development. The study found the subject demonstrated an active process of adaptation during his border crossing and experienced multifaceted and ongoing identity development in which both Chinese culture and the culture that he embraced played important roles in reshaping and facilitating the development of his professional identity, teacher learning, and teaching practices. [ABSTRACT FROM AUTHOR]

A practicum-based microteaching model was developed based on Grossman et al.'s "approximations of practice." This study introduced the model and examined how it created opportunities for preservice teachers to learn to teach in a meaningful learning context. Sixteen secondary preservice teachers participated in the study in Fall 2009. Results indicated that the model provides preservice teachers with opportunities for interactive learning practices, for rehearsal, revision, and retrial. It offers "manageable chunks" of professional practices and has potential to align the methods courses with preservice teachers' field experiences from a less complete and authentic situation switching to a more complete and authentic situation. [ABSTRACT FROM AUTHOR]

This article explores secondary preservice teachers' attitudes toward the use of teacher self-disclosure as a tool for citizenship education. Based on the notion that teacher self-disclosure may function as citizenship curriculum, this study addressed critical issues of teachers' sharing their knowledge about religions (including their own) and political perspectives (including their own) for citizenship education, and it explored the challenges of integrating teacher self-disclosure into teaching. Data from interviews with six preservice teachers indicate that they did not consider it acceptable for teachers to talk about their religious beliefs and political perspectives for fear of (1) disagreeing with their students, (2) the possibility of students' having limited understanding or misunderstanding, and (3) the risk of inciting conflicts with parents and the school administration. The study suggested that teacher education programs should provide courses and field experiences for preservice teachers to develop their attitudes to better comprehend citizenship curriculum and citizenship education. [ABSTRACT FROM AUTHOR]

Use of web technology in student construction of knowledge through writing their own textbooks via the Wikibooks platform may affect their epistemological beliefs. By using Epistemological Beliefs Inventory, this article investigates whether two groups (n = 229) of pre-service teachers' epistemological beliefs change in different learning environments—a traditional course and a Wiki-centered course. The results of quantitative data analysis indicated differences between the epistemological beliefs of the two groups in one dimension—Certain Knowledge—with no significant differences in the other four dimensions—Simple Knowledge, Innate Ability, Omniscient Authority, and Quick Learning. Finally, this article discusses these differences and similarities and their theoretical and practical implications to teacher education programs. [ABSTRACT FROM AUTHOR]

The present study was designed to examine pre-service teachers' attitudes towards teacher self-disclosure in Chinese and US classroom teaching. The participants of this study included 126 Chinese pre-service teachers and 180 US pre-service teachers. Results showed statistically significant differences between the two groups in their attitudes towards five dimensions of teacher self-disclosure: common topics, uncommon topics, common purposes, uncommon purposes and consideration of students. The discussion focuses on the underlying reasons for the differences and the implications for cross-cultural education. [ABSTRACT FROM AUTHOR]