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This mixed-methods study focused on advanced student engagement, mathematics competence, and the influence of teachers in classrooms that used 3D printing to teach mathematics. Quantitative methods were used to understand changes in student perceptions of competence, engagement, and feelings regarding group work. Qualitative methods were used to explore teacher self-efficacy in teaching using Prototype Problem Solving and 3D modeling. The results indicated positive changes in student disengagement. It also highlighted the influence of teachers in implementing new pedagogy in the classroom as significant differences were found between groups of students based on school. The teacher participants indicated that in addition to learning how to use 3D modeling and printing in their classrooms, using Prototype Problem Solving Activities and the professional development that they received in this program inspired them to provide more creative opportunities when teaching mathematics in a heterogeneous classroom.

The goal of this study is to revisit and contrast the original data from Volume 19 Number 1, January 2013, 'School Library eBook Providers and Spanish Language Equity: An Analysis of eBook Collections Available to School Libraries.' The original study examined the eBooks in Spanish provided by vendors of library resources to school libraries to determine if there are equitable offerings of eBooks in Spanish relative to the Spanish speaking school population in the United States. The processes in that study were replicated where possible and expanded upon for contextual understanding. Results indicate an increase in the Spanish language eBook options available in this replication study., Introduction When Spanish-speaking students who can read in their native language come into school libraries, it is staff's professional responsibility to meet their information needs (AASL, 2009). The school library [...]

The present study addresses the complex challenge of showing how teacher candidates created original children's literature in the form of digital stories for their P-12 students within a clinical model. Through a step-by-step process, the researchers explain how to create digital stories that align with standards and students' needs. The preservice teachers with guidance from currently practicing teachers and university faculty employed multiple measures of P-12 student data, curricular mapping, standards and Universal Design lesson plan template to engage students with customized learning experiences.

Storytime is an important fixture in many school libraries that helps foster students' reading abilities. With a history of success, why would librarians want to alter storytime by incorporating technology? This article discusses how Laura Fleming, a long-time school librarian, addressed decreased student engagement in traditional reading materials by engaging readers with materials that included URLs augmenting the plot. Her experience indicates that careful selection of high-quality materials and supportive technologies can help enhance student engagement. The process of planning for a digital storytime can be considered through the same lens as planning a more traditional storytime. This article provides the following information to help librarians navigate the new educational landscape containing digitally augmented and/or created books: (1) selection criteria for traditional read-aloud storytimes and digital storytimes; (2) tips for preparing for and presenting traditional and digital storytimes; (3) examples of augmented reality titles; (4) examples of e-books and story apps with embedded access to additional resources; (5) examples of resources that support students' creation of their own e-books; and (6) Wonder Workshop hardware and apps that support students' exploration of coding.

This study explored the use of makerspaces as a professional development activity when examined through the analysis of qualitative data reflecting participant experience. The data were gathered in the course of a professional development opportunity at a university during a conference held on campus. The researchers wanted to select an innovative form of professional development for implementation within a traditional conference format. Both to match innovation and to accommodate a traditional time frame (one hour), the concept of makerspace was chosen. Multiple makerspace sessions were developed as professional development opportunities. The participant, practicing teachers would be experiencing the makerspace as if they were students. The research team wanted to explore the experiences and perceptions of the participants from multiple perspectives, including those who participated as learners and those who participated as facilitators, or leaders as termed in this article. A phenomenological approach was used to analyze data collected from three instruments: participant survey; leader reflection; and observer protocol. The data collected allowed researchers to observe a makerspace experience from multiple perspectives, thereby providing insight into the use of makerspaces as professional development and within the educational setting as a whole.

The goal of this study was to examine the collections of eBooks in Spanish provided by vendors of library resources to school libraries to determine if there are equitable offerings of eBooks in Spanish relative to the Spanish-speaking school population in the United States. The results of the study indicated that the top vendors do provide eBooks in Spanish, but the titles comprised a small percentage of their total collections and do not mirror national demographics. Research findings showed that with only one to three percent of eBook titles in vendor's collections available in Spanish, there is a lack of equity in Spanish language eBook titles compared to the national school population of 10% to 17% Spanish speaking children with varying degrees of English proficiency. This lack of equity in Spanish eBooks available for school libraries will be of growing concern as demand for eBooks in Spanish increases with the growing Spanish speaking school population in U.S. public schools., Introduction: Equity for Spanish speaking Students When Spanish-speaking students who are able to read in their native language come into our libraries, it is our professional responsibility to meet their [...]

Objective: To evaluate the effectiveness and safety of 25 mcg sublingual misoprostol for induction of Labor at term according to parity and membrane integrity.Methods: We conducted a prospective observational study on singleton pregnancies undergoing induction of Labor at term. Twenty-five mcg of misoprostol were administered sublingually every 4 h. Main outcomes were vaginal deliveries within 24 h, time-to-vaginal-delivery, hyper-stimulation syndrome, cesarean section rate, arterial pH< 7.0 and NICU admission rate.Results: We studied 508 patients, 375 nulliparous and 133 multiparous women. Sixty-five percent and 78%, respectively, delivered vaginally within 24 h from first administration. Median time-to-vaginal-delivery was significantly shorter in PROM than in women with intact membranes (p < 0.001). Epidural analgesia prolonged time-to-vaginal-delivery among nulliparous women (p < 0.0005). A positive correlation between BMI and time to delivery was observed in both nulliparous and multiparous women (p < 0.05). Cesarean section rate was 22% in nulliparous and 6% in multiparous group. Induction failure was 1.4% and uterine hyper-stimulation 1%. No pH≤ 7.00 was recorded; overall 7 (1.4%) newborns were admitted to NICU.Conclusions: Sublingually administered misoprostol is an effective and safe method for induction of Labor at term. Parity, status of membranes and BMI significantly affect time to delivery. [ABSTRACT FROM AUTHOR]

Objective: To analyze maternal and neonatal outcomes of midwife-led labor in low-risk women at term. Methods: Prospective observational cohort of 1788 singleton low-risk pregnancies in spontaneous term labor, managed according to a specific midwife-led labor protocol. Primary outcomes were mode of delivery, episiotomy, 3rd–4th degree lacerations, post-partum hemorrhage (PPH), need for blood transfusions, pH and Apgar score and NICU admissions. Results: A total 1754 low-risk women (50.3% of all deliveries) were included in the analysis. Epidural analgesia was performed in 29.8% of cases. The rate of cesarean section was 3.7%. Episiotomy was performed in 17.6% of women. PPH > 1000 ml occurred in 1.7% of cases. 3.2% and 0.3% of the cases had an Apgar score <7 and pH < 7.10, respectively, while 0.3% of the newborns were admitted to NICU. Consultant-led labor was required for emerging risk factors during 1st and 2nd stage of labor in 16.1 and 8.6% of cases, respectively. Although maternal outcome were worse in women with emerging risk factors in labor, while neonatal outcomes were not affected by the presence these complications. Conclusions: In hospital settings, midwife-led labor in low-risk women might unfold its major advantages without additional risks of medicalization for the mother and the neonate. [ABSTRACT FROM AUTHOR]

Background. The library field is changing constantly as a result of changes in information access and technology innovations. Librarians are part and parcel of the change process, either as the initiators or primary recipient of change. Objectives. The goals of this study were to understand librarians' emotional responses during the change process and the types of changes they were experiencing. School librarians in the United States were the subjects of this study. Methods. The study used exploratory survey methodology to gain a preliminary understanding of the types of changes school librarians were experiencing and how they were responding to these changes. Results. Overall, school librarians reported that they experienced negative emotions as a response to change, particularly discouragement. The results of this study indicated that school librarians responded negatively to change when it was imposed externally. School librarians were more positive about change when they had some level of influence over the changes being made. Novice librarians were most positive about change. In all cases, school librarians felt slightly more positive about change over time. Contributions. The results of this study indicate that there are parallels between the emotional responses of school librarians and teachers during times of change, which has implications for research on librarians in schools across the globe. The study shows that librarians with some influence have more positive experiences with change, which the researchers believe has implications for professional practice. [ABSTRACT FROM AUTHOR]