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Student engagement is a pivotal contributor to academic achievement, retention, and well-being, and yet the role of teacher influence on engagement is poorly understood. This is in part due to the contextual and 'hidden' nature of student engagement, and as such, levels of student engagement are assumed through observable factors such as attendance and conduct. It is also due to the difficulty in mapping student engagement simultaneously with understanding the teacher practices used to influence it. This article reports on a pre-post case study in which student survey and teacher focus group data were analysed together, revealing the nature and depth of association between the practices adopted by teachers and student engagement. By comparing the change of engagement at a class or homegroup level, it was possible to identify how approaches used by teachers impacted various elements of engagement. Furthermore, it found a high correlation between teacher practices and change in student engagement at a class or homegroup level, providing the opportunity for teachers to learn what practices were effective in their specific context.

Australian schooling is one of the most segregated systems in the OECD, with much focus on the inequality between schools from poorer areas compared with those from wealthier suburbs. These inequalities have been explored in terms of infrastructure and funding, as well as their relative academic achievement. Previous research has also found that children from more disadvantaged backgrounds are more likely to have poorer health than their wealthier peers. To determine whether there is a connection between these findings, this study investigates the impact of social and educational advantage on participation and success in primary school sports carnivals in Tasmania. It examined the results of Tasmanian primary schools across interschool cross-country carnivals between 2009 and 2019 and found that structural segregation existed across all competitions. Multiple regression was used to see if the Index of Community Socio-Educational Advantage (ICSEA), total school enrolments and geographic location predicted school cross-country rank. It was found that school size, geographic region and ICSEA all played an independent role in determining the participation and success of schools. Implications of these findings are discussed.

Hallucinogen exposure in patients in the perioperative period presents challenges for anesthesiologists and other anesthesia providers. Acute and chronic exposure to these substances can cause physiological impacts that can affect the function of anesthetic and analgesic medications used during perioperative care. The objective of this narrative review is to educate readers on the wide array of hallucinogens and psychedelics that may influence the perioperative management of patients exposed to these substances. A narrative review of the literature surrounding hallucinogens and psychedelics was completed. Hallucinogens and psychedelics are quite varied in their mechanisms of action and therefore present a variety of perioperative implications and perioperative considerations. Many of these substances increase serotonin levels or act directly at serotonergic receptors. However, there are other relevant actions that may include varied mechanisms from N-methyl-D-aspartate receptor antagonism to stimulation of muscarinic receptors. With hallucinogen exposure rates on the rise, understanding the effects of hallucinogens is important for optimizing management and reducing risks perioperatively for patients with acute or chronic exposure. [ABSTRACT FROM AUTHOR]

There have been many calls for the development of discipline-specific argument writing interventions to integrate science-specific and general literacy standards and goals. Yet, adolescents with and without exceptionalities struggle to meet existing writing demands. This explanatory sequential mixed methods design draws from the strengths of multiple baseline design and integrates rich qualitative data, from a student perspective, to better understand the elements that contribute to effective discipline-specific writing instruction. The study examined the effects of implementing Self-Regulated Strategy Development (SRSD) through a writing-to-learn sensemaking framework adapting the DEFEND strategy to improve students' written argument-based explanations across inclusive science classrooms and focus learners with exceptionalities. A ninth-grade science teacher delivered science and writing instruction and collected quick writes before, during, and after SRSD implementation. Results indicated that students' argument-based explanations improved in discipline-specific components (i.e. claim, evidence, reasoning, knowledge) and general components (i.e. organization and writing quality). Students discussed the challenges of using their developing knowledge to write argument-based explanations using the DEFEND strategy, with particular difficulties in expressing reasoning and an appropriate counterclaim. Issues of feasibility and usability are discussed. [ABSTRACT FROM AUTHOR]

The 2024 IN-STAR List is a curated list of books elementary teachers can use to integrate children's literature and science. The titles align to the domains of the Disciplinary Core Ideas of the K-12 Science Indiana Academic Standards. Several nationally recognized lists are produced to help teachers identify books that can be used in elementary classrooms, but these lists don't align their selections to grade levels and Indiana's K-5 science standards. The IN-STAR list bridges that gap. The IN-STAR List ensures that the recommended books meet the specific science standards for each grade level in Indiana. This alignment helps teachers deliver targeted instruction and assess student learning effectively. All books were published in 2023 and there are two high-quality titles per grade level and three honorable mention selections for the primary and intermediate grade bands. A brief description and ISBN number are offered so that the reader may consider classroom connections and work with local libraries to acquire books. [ABSTRACT FROM AUTHOR]

Co-teaching teams of special educators and science educators can collaboratively plan and implement the Rock Out the Rubric revising strategy to improve students' writing in science class. The strategy is implemented as part of the evidence-based writing practice of Self-regulated Strategy Development (SRSD). In this article, first we describe how secondary students with exceptionalities struggle with discipline-specific elements of writing in science class. Then, we briefly review how teachers can use primary-trait rubrics to develop students' self-regulation, to monitor students' progress with writing processes and products, and to focus teacher-student and peer conferences as part of the revising phase of writing-to-learn instruction in inclusive secondary science classrooms. Step-by-step instructions are provided for implementing the Rock Out the Rubric strategy. [ABSTRACT FROM AUTHOR]

This study identifies and summarizes potential risks to operations, regulatory compliance, supply chains, and infrastructure of the electric power industry from changing surface water conditions resulting from global climate change. The results help inform companies/utilities seeking to incorporate climate change risk in their planning and decision‐making processes by ranking risk severity and likelihood of occurrence on both a regional basis and by risk receptor. The assessment includes identification of potential risks to: (1) thermal generating, (2) hydroelectric, (3) land‐based renewable generating, and (4) transmission and distribution assets. These risks may result from such projected changes as reduced water availability (e.g., for hydroelectric or once‐through cooling), increased water temperatures (e.g., decrease in cooling efficiency, inability to meet discharge permit conditions), increased flood severity (e.g., increased streambank erosion and/or damage to river‐adjacent infrastructure), and decreased water quality (e.g., from increased transport of sediment and dissolved solids). The potential risks identified from this qualitative risk‐assessment are documented in a graphical format depicting both severity and likelihood. This approach allows for comparison of risks across a portfolio and for future prioritization of adaptation strategies. A total of 32 risks were identified in the study, including nine risks to infrastructure, six risks to operations, four risks to supply chain, and 13 environmental/regulatory risks. [ABSTRACT FROM AUTHOR]

Backgrounds: Acute surgical care nowadays usually involves access to urgent imaging. There is a paucity of data on how often the images or radiologist reports of these images are used by the surgical team. We aimed to identify the rates and timeliness of radiology images and report viewing for acute surgical admissions in an Australian tertiary university teaching hospital. Methods: We utilized a data set comprising radiological studies completed at our institute during a one‐month period. Investigations were classified by modality and whether images or reports were available 'in‐hours' or 'after‐hours'. The time taken from imaging to reports available for viewing by the surgical team was calculated using timestamps derived from electronic hospital systems. Spearman's rho test was used to assess correlation between the Study Ascribable Time and time to view an image or report. Results: Of 40 042 investigations, 1156 (3%) satisfied study criteria. Both images and reports were viewed in 82% (n = 950/1156) of cases. CT scans had the shortest median time for image (14 min, IQR 4–47 min) and report (25 min, IQR 8–68 min) viewing. CT (95%, n = 410/430) and MRI (95%, n = 38/40) scans had the highest proportion of both images and reports viewed, regardless of whether the scan was completed 'in‐hours' or 'after‐hours'. X‐ray reports were viewed least often (73%). Conclusion: This study demonstrates a high level of viewing of acute surgical radiological imaging and reports by surgical teams. The 'simpler' the study the less likely the radiology report will be viewed. [ABSTRACT FROM AUTHOR]

The 2023 IN-STAR List is a resource for Indiana teachers who wish to integrate children's literature and science. Several nationally recognized lists are produced to help teachers identify books that can be used in elementary classrooms, but these lists don't align their selections to grade levels and Indiana's K-5 science standards. The IN-STAR list bridges that gap by identifying two high-quality titles per grade level and honorable mention selections for the primary and intermediate grade bands. Books were published in 2022 and are vetted using a set of expectations for scientific content and applicability to the elementary classroom. A brief description and ISBN number are offered so that the reader may consider classroom connections and work with local libraries to acquire books. [ABSTRACT FROM AUTHOR]