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This mixed-methods study compared teacher candidates' (TCs) perceived preparedness in a clinically oriented teacher education model, Clinical Experiences and Practices in Teaching (CEPT), to a traditional model. Eighteen TCs participating in the CEPT model and 22 non-CEPT TCs were surveyed and interviewed after 1 year of the program. Clinical Experiences and Practices in Teaching teacher candidates reported more frequent participation in collaboration, networking, and mentoring than the non-CEPT teacher candidates. No group difference in TCs' perceived preparedness to meet teaching standards was found. Interview data revealed that CEPT TCs experienced "reality shock" initially and developed greater teaching confidence and self-efficacy over two semesters.

Despite clarion calls about the need for more research related to social work licensing and education, few studies have examined this area. This exploratory study investigated faculty (N=170) knowledge about social work licensing. Participants identified as a full or part-time faculty member at a CSWE accredited institution in one southeastern state. Researchers examined actual, perceived, and discrepancies in knowledge about licensing. Results indicate that participants tended to overestimate their knowledge about licensing. Findings also show that participants with tenure, and employed full-time tended to overestimate their knowledge to a greater degree, when compared to non-tenured faculty and those employed part-time, respectively. Regression tree methodology showed that being a full-time faculty member was the strongest predictor of knowledge discrepancy.

Critics against the inclusion of dispositions as part of the teacher education accreditation focus on the dearth of empirical literature on reliably and validly accessing dispositions (Borko, Liston, & Whitcomb, 2007). In this study, a confirmatory factor analysis (CFA) was performed to test the factorial validity of a teacher dispositions form (3 factors and 12 indicators) employed by a southern American university to assess teacher candidates from 2006 to 2016. The initial CFA results revealed highly unsatisfactory model fit statistics. Further model modifications were then implemented to remove two less relevant indicators (Diversity and Collaboration) which significantly improved the model fit.

With increasing use of robots in social life, individuals need to interact with robots more frequently, and user-anxiety about robots has attracted an extensive research attention. However, this topic has not been explored as much in China. To provide a scale for research on robot anxiety in China, this study translated and examined the reliability and validity of the Robot Anxiety Scale (RAS). The results showed that the Chinese version of RAS had an acceptable content validity. The exploratory factor analysis (EFA) showed that only one factor was extracted in this study, and the confirmatory factor analysis (CFA) verified the factor structure, with the model-fitting index reaching an acceptable standard: χ2/df = 3.26, SRMR =.02, CFI =.99, GFI =.96, TLI =.98, RMSEA =.06. These findings were cross validated using Rasch measurement, in addition to further investigation of other RAS psychometric properties under the Rasch framework. Moreover, criterion validity analysis results also showed that robot anxiety was significantly positively correlated with state anxiety, trait anxiety, and negative emotions, while robot anxiety was significantly negatively correlated with trust in automation and positive emotions. In conclusion, the Chinese version of RAS is an effective tool for measuring robot anxiety in China. [ABSTRACT FROM AUTHOR]

There is a growing need for a more diverse teacher workforce in the United States to close the racial and ethnic gap between students and teachers. Due to the significant gap in the literature and the practical relevance of the topic, we propose a conceptual framework to apply artificial intelligence (AI) to address inequities in recruiting, hiring, and retention of Teachers of Color (ToCs) in K-12 education. The model aims to increase access, opportunity, and support for ToCs across their careers using data-driven AI systems. It assists human decision-makers who play the central role in recruitment, hiring, and retention processes. [ABSTRACT FROM AUTHOR]

The assistant principal plays a key role in school success but research suggests there are differences between principals and assistant principals in their perceptions of their roles. The 2011 Teaching, Empowering, Leading, and Learning Kentucky survey responses of educator perceptions were statistically analyzed for the statewide sample of principals and assistant principals. Results indicate that principals and assistant principals reported significantly different perceptions regarding teacher leadership and school leadership. Differences in principal and assistant principal responses were not related to student achievement, however. Implications for collaborative engagement between principals and assistant principals as they focus on increasing school leadership and teacher effectiveness are discussed.

Previous research suggests that Positive Behavioral Interventions and Supports (PBIS) can reduce student disciplinary office referrals and out-of-school suspensions, especially when implemented with fidelity. Existing research is mixed as to whether PBIS also contributes to improvements in student achievement, but at least one study has found that PBIS leads to improvements in teachers' perceptions of overall organizational health, an effect that may help facilitate improvements in student learning. This study uses the TELL (Teaching, Empowering, Leading, and Learning) Kentucky survey to analyze teacher perceptions of their working conditions between PBIS and non-PBIS schools, and among schools varying in level of PBIS implementation fidelity. Furthermore, because the TELL Kentucky survey has been shown to predict increases in student achievement, this study examined the relationship between PBIS implementation and student test score outcomes. Teachers in PBIS schools reported higher levels of student and faculty understanding of behavioral expectations and a stronger atmosphere of professional trust and respect. Although there were no significant differences in student achievement levels between PBIS and non-PBIS schools, analysis did reveal that student academic outcomes were significantly higher at high- and medium-fidelity PBIS schools than low-fidelity PBIS schools. Significance, limitations, and implications for practice are discussed.

A Monte Carlo simulation study was conducted to investigate the performance of full information maximum-likelihood (FIML) estimator in multilevel structural equation modeling (SEM) with missing data and different intra-class correlations (ICCs) coefficients. The study simulated the influence of two independent variables (missing data patterns, and ICC coefficients) in multilevel SEM on five outcome measures (model rejection rates, parameter estimate bias, standard error bias, coverage, and power). Results indicated that FIML parameter estimates were generally robust for data missing on outcomes and/or higher-level predictor variables under the data completely at random (MCAR) and for data missing at random (MAR). However, FIML estimation yielded substantially lower parameter and standard error bias when data was not missing on higher-level variables, and in high rather than in low ICC conditions (0.50 vs 0.20). Future research should extend to further examination of the impacts of data distribution, complexity of the between-level model, and missingness on the between-level variables on FIML estimation performance. [ABSTRACT FROM AUTHOR]

This mixed-methods study compared teacher candidates' (TCs) perceived preparedness in a clinically oriented teacher education model, Clinical Experiences and Practices in Teaching (CEPT), to a traditional model. Eighteen TCs participating in the CEPT model and 22 non-CEPT TCs were surveyed and interviewed after 1 year of the program. Clinical Experiences and Practices in Teaching teacher candidates reported more frequent participation in collaboration, networking, and mentoring than the non-CEPT teacher candidates. No group difference in TCs' perceived preparedness to meet teaching standards was found. Interview data revealed that CEPT TCs experienced "reality shock" initially and developed greater teaching confidence and self-efficacy over two semesters. [ABSTRACT FROM AUTHOR]

Despite clarion calls about the need for more research related to social work licensing and education, few studies have examined this area. This exploratory study investigated faculty (N=170) knowledge about social work licensing. Participants identified as a full or part-time faculty member at a CSWE accredited institution in one southeastern state. Researchers examined actual, perceived, and discrepancies in knowledge about licensing. Results indicate that participants tended to overestimate their knowledge about licensing. Findings also show that participants with tenure, and employed full-time tended to overestimate their knowledge to a greater degree, when compared to non-tenured faculty and those employed part-time, respectively. Regression tree methodology showed that being a full-time faculty member was the strongest predictor of knowledge discrepancy. [ABSTRACT FROM AUTHOR]

The importance of self-care among social work practitioners notwithstanding, research literature is in the nascent stages of examining this area inquiry. This exploratory study examined the frequency of self-care practices among social work practitioners in Czech Republic, Finland, Poland, and Slovakia. Utilising data collected as part of Wave I of the Global Self-Care Initiative, a large-scale exploratory study designed to examine self-care practices among diverse practitioner groups, researchers sought to investigate differences in practitioners, by country. Analyses revealed significant cross-country differences. Both hierarchical regression and regression tree analyses showed country to have significantly explanatory effect. Practitioners from Finland reported engaging in self-care significantly more frequently than did practitioners in the other countries. Implications derived from contextual practice environments and areas for apposite research inquiry are discussed. [ABSTRACT FROM AUTHOR]

Despite the use of online support groups within areas of child welfare, namely postadoptive services, research in this area has not kept pace. This study examined adoptive parent perceptions of a virtual platform utilized for an online support group, and the impact of these perceptions on information seeking effectiveness. Overall, findings indicate that participants viewed the platform as usable, flexible, and congruent with fostering adequate participant interaction. Perceived group interaction, satisfaction with group membership, and perceived usefulness of the virtual platform were all significant predictors of information seeking effectiveness. Data from this study suggest that ample consideration should be given to the form and function of - virtual platforms use to administer support groups. Implications for practice and apposite area of future research are discussed. [ABSTRACT FROM AUTHOR]

This study explored the personal self-care practices of adoptive parents (N = 229) in one southeastern state. Overall, findings indicate that adoptive parents only engage in moderate modest self-care practices. Significant differences in self-care practices were detected by health status (self-report) and current financial status. In summary, the healthier one perceived themselves to be and the more financially stable they were, the more they tended to engage in self-care practices. Data suggest the need for entities involved with potential and/or adoptive parents need to explicitly engage adoptive parents in education about self-care and training in support of self-care practices. As well, data indicate the need for reframing self-care from an ancillary activity to an integrated tool to assuage the challenges facing adoptive parents. [ABSTRACT FROM AUTHOR]

Objectives: To measure the expression of matrix metalloproteinase (MMP)-2, tissue inhibitor of matrix metalloproteinase inhibitor (TIMP)-2, and CD147 in mice with chronic liver injury induced by carbon tetrachloride after treatment with the traditional Chinese medicine (TCM) "Compound T11". Method: Sixty male ICR mice were divided randomly into 6 groups of 10: control (C), model (M), low-dose treatment (LT; 50 mg/mL of Compound T11), medium-dose treatment (MT, 100 mg/mL), high-dose treatment (HT, 150 mg/mL), and positive drug treatment (YT, 67.5 mg/mL). Each group was modeled for 7 weeks. Groups M, LT, MT, HT, and YT were injected (s.c.) with 20% carbon tetrachloride diluted with olive oil, and group C was given olive oil in the same way twice a week. After modeling, the treatment groups were administered Compound T11 at the concentrations shown above by oral gavage daily for 2 weeks, while group C was given 0.5% carboxymethyl cellulose sodium. After the final treatment, mice were killed and their liver tissues were excised. Immunohistochemical staining was performed to measure the protein expression of MMP-2, TIMP-2, and CD147, and western blotting was used to measure the protein expression of MMP-2, TIMP-2, CD147, and α-smooth muscle actin (SMA). MMP-2, TIMP-2, and CD147 mRNA expression was determined by quantitative fluorescence real-time PCR. Results: Compound T11 increased the protein expression of MMP-2 and CD147 and decreased the protein expression of TIMP-2 and α-SMA. Conclusions: Treatment of chronic liver injury by TCM Compound T11 may be associated with changes to the expression of MMP-2 and CD147, and the inhibition of TIMP-2 expression. [ABSTRACT FROM AUTHOR]

Veritably, many adoptees have experienced trauma. In fact, the very nature of being adopted can be traumatic for some young people. While it is imperative that adoptive parents have the requisite knowledge about trauma to help adoptees deal with this issue, studies that examine this knowledge are nominal, at best. This exploratory cross-sectional study investigated adoptive parents' (N = 206) perceived and actual knowledge about child trauma. All participants had adopted at least one child from the public child welfare system. Results indicate dissonance between participants' perceived trauma knowledge and actual trauma knowledge. Further, data suggest that individuals who have had trauma training are more likely to inaccurately assess their actual knowledge about trauma. After a brief review of literature, this paper will explicate findings from this study and discuss salient implications derived from the findings. [ABSTRACT FROM AUTHOR]

To promote trauma-informed professional supports and services to maltreated youth, it is imperative that researchers explore foster parents’ knowledge of child trauma. However, there is a dearth in the literature related to this topic. This exploratory study utilizes a convenience sample (N = 219) of foster parents in one southeastern state. Variables of interest include actual and perceived knowledge about child trauma. After a terse review of background literature, this paper will explicate key results, discuss these findings, and identify salient practice and policy implications derived from this study. The paper will conclude by delineating apposite areas for future research. [ABSTRACT FROM AUTHOR]

Indubitably, the process of adopting a young person, no matter the context, can be challenging. To assist adoptive parents in coping with these challenges, entities (e.g., social service/adoption agencies, etc.) have historically fostered the development of support groups. Despite the intent of these efforts, many adoptive parent support groups utilize frameworks that are not congruent with meeting the needs of group participants. This paper examines the process for using Concept Mapping to conceptualize effective support groups based on the perspectives of adoptive parents in one southeastern state. [ABSTRACT FROM PUBLISHER]

Previous research suggests that Positive Behavioral Interventions and Supports (PBIS) can reduce student disciplinary office referrals and out-of-school suspensions, especially when implemented with fidelity. Existing research is mixed as to whether PBIS also contributes to improvements in student achievement, but at least one study has found that PBIS leads to improvements in teachers’ perceptions of overall organizational health, an effect that may help facilitate improvements in student learning. This study uses the TELL (Teaching, Empowering, Leading, and Learning) Kentucky survey to analyze teacher perceptions of their working conditions between PBIS and non-PBIS schools, and among schools varying in level of PBIS implementation fidelity. Furthermore, because the TELL Kentucky survey has been shown to predict increases in student achievement, this study examined the relationship between PBIS implementation and student test score outcomes. Teachers in PBIS schools reported higher levels of student and faculty understanding of behavioral expectations and a stronger atmosphere of professional trust and respect. Although there were no significant differences in student achievement levels between PBIS and non-PBIS schools, analysis did reveal that student academic outcomes were significantly higher at high- and medium-fidelity PBIS schools than low-fidelity PBIS schools. Significance, limitations, and implications for practice are discussed. [ABSTRACT FROM AUTHOR]

Despite the use of virtual support groups among adoptive parents, very few studies have empirically examined outcomes of participating in these groups. This research brief investigated the impact of perceived social support, information seeking effectiveness, and homophily on perceived empathy within a pilot-phase virtual support group for adoptive parents (N = 27) in one southeastern state. Researchers also examined the moderating effect of homophily on these relationships. Findings suggest that while perceived social support was significantly positively related to perceived empathy, there was no association between perceived information seeking effectiveness and perceived empathy. Of variables of interest for this study, only homophily uniquely predicted empathy and was not a moderator in other models. While findings lend credence to the notion that perceived similarities among participants is important, there are implications for developing diverse, inclusive adoptive parent support groups. This brief discusses results from this study and apposite areas for future research. • This research brief investigated the impact of social support, information seeking effectiveness, and homophily on perceived empathy. • Findings suggest that perceived social support was significantly positively related to perceived empathy. • Of variables of interest for this study, only homophily uniquely predicted empathy and was not a moderator in other models. [ABSTRACT FROM AUTHOR]

Abstract Despite the importance of self-care to social workers, in general, and those employed in child welfare contexts, specifically, few studies have explicitly examined this area of inquiry. This research brief explores the personal and professional of social workers employed in child welfare (N = 623) in the United States (U.S.). Overall, findings indicate that participants engage in minimal amounts of self-care. Analyses revealed significant differences in self-care by Race , Education Level , Licensing Status , Marital Status , Supervision Status , Professional Organization Membership, and Financial Status, respectively. Findings indicate the need for more explicit attention to education and training related to self-care, and more organizational supports for child welfare workers. Despite the importance of self-care to child welfare workers, few studies have explicitly examined this area of inquiry (Bloomquist, Wood, Friedmeyer-Trainor, & Kim, 2015 ; Grise-Owens, Miller, & Eaves, 2016 ; Lee & Miller, 2013 ; Miller, Donohue-Dioh, Niu, & Shalash, 2018 ; Newell, 2018). This research brief explores the personal and professional of child welfare workers employed in child welfare (N = 623) in the United States (U.S.). After pithily examining relevant background information, this brief will explicate findings from this study and discuss salient implications derived from the data. Highlights • This research brief explores the self-care practices of child welfare workers (N = 623) in the United States. • Overall, findings indicate that participants engage in minimal amounts of self-care. • Findings indicate the need for more explicit attention to education/training and organizational supports related to self-care. [ABSTRACT FROM AUTHOR]

Child welfare workers experience higher rates of vicarious trauma, workplace stress, and compassion fatigue, when compared to other social service workers. Increasingly, social service agencies, in general, and child welfare agencies, specifically, recognize the importance of self-care in assuaging these problematic employee outcomes. However, research that explicitly examines the self-care practices of child welfare workers in nominal. This study brief explores the self-care practices of child welfare workers (N = 222) in one southeastern state. Results reveal that child welfare workers only engage in self-care at moderate levels. Additionally, data suggests that variables such as health status , current financial status , and relationship status significantly impact personal and professional self-care practices, respectively. After a terse review of relevant literature, this brief will explicate findings associated with this study, and identify salient discussion points and implications for child welfare training, practice, and research. [ABSTRACT FROM AUTHOR]