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What kinds of teacher collaboration are most likely to improve what teachers--and, ultimately, students--learn during their time in school? This study looks within and across different collaborative activities that occurred among one teacher team. Observational data analyzed through a sociocultural theoretical framework suggest how the structure and intended focus of collaborative activity can influence (1) how often and how concretely teachers discuss their teaching with colleagues; (2) which aspects of schooling collaboration will address; and (3) what opportunities for teacher learning are afforded and constrained. Intentionally focusing and structuring teachers' collaborative activity can improve its impact on schooling. (Contains 4 tables and 1 figure.)

When, if ever, should social studies teacher educators and K-12 teachers seek to inculcate specific values, attitudes, and beliefs in their students? To address this question, the author offers a case from his own practice as a social studies teacher educator, illustrating how he promoted critical and divergent thinking during the first half of one class session, and then pushed students toward a convergent set of beliefs during the second half. The author frames this case in terms of contradictory purposes that have been proposed for the social studies: socializing for shared values versus developing critical thinkers. Although there are compelling reasons to maximize critical thinking in social studies classrooms and in social studies teacher education, this article also identifies conditions that merit the use of socialization.

In the United States, considerable financial and human resources have been devoted to breaking some large high schools into smaller learning communities (SLCs). This article reviews research that compares SLCs to comprehensive high schools on a variety of measures. Extant research neither supports nor refutes the promise of SLCs to improve academic achievement; however, research does suggest that SLCs can improve attendance, graduation rates, and students' experience of high schools as supportive environments. The article also uses empirical research to identify three challenges SLCs must overcome if they are to improve academic achievement: focusing on instructional improvement, ensuring equity and rigor, and transcending school history. (Contains 1 table and 1 footnote.)

Monuments are valuable resources for social studies teachers. They provide opportunities for student learning and engagement that are not easily duplicated in the classroom. Their physical appearance, history of creation, narratives, and other features promote opportunities for students to deepen understanding of specific content and to develop historical thinking skills. In this article, the authors propose an activity that teachers can employ that fortifies students' aptitude to understand and interpret historical monuments. This activity helps students to learn from monuments and to view them critically, weighing both the objective realities and subjective interpretations offered by monuments. The assignment presented in this article is not intended to be duplicated exactly, but provides a template that can be adapted to specific teaching contexts and content. (Contains 2 figures and 2 notes.)

Our essential premise in this article is that immersive learning is not new and that, as a practical matter, it is useful to view the relatively new virtual world platforms through that lens. By doing so, the premise continues, developers of learning experiences for these spaces will have a large theoretical base upon which to draw, as well as many examples from practice that can be modeled or adapted. A range of examples from K-12 and higher education are given, and the progression of both teacher and student is viewed in terms of learning styles and behavioral needs. Five essential steps for those wishing to develop their own projects are provided, as well as a list of useful resources. (Contains 5 figures and 5 notes.)

For years, well-intentioned educators have arranged school open houses to encourage language minority families to participate in their children's education. These educators know that decades of research tout the benefits of schools partnering with parents. Yet the results of such events are often discouraging. Many teachers and administrators do not wholly understand the cultural differences that complicate their efforts to work with families. Similarly, school staff often underestimate the economic, educational, cultural, and linguistic challenges that discourage families from participating in their children's education in the ways that many teachers expect and value. This article discusses how schools can design ways to promote mutual learning and understanding among teachers and language-minority families. It also describes some strategies to promote cross-cultural collaboration.

As the global economy expands, emerging nations are finding that focusing on universal primary education is not sufficient, Mr. Levine argues. They are increasingly coming to see the value of investing in early care and education as well.

Surgical specialties, including oral and maxillofacial surgery (OMS), are traditionally male-dominated fields. This study aimed to analyze the proportions of female surgeons on specialty society boards and journal editorial boards in OMS in the United States and to assess whether they were proportionate with female representation in OMS academic faculty between 2011 and 2020. A retrospective cohort study was performed using information obtained from the websites of two major OMS journals and information obtained directly from six American specialty societies for OMS. The predictor variable was time. The outcome variable was gender. Temporal changes in the proportion of women on society and journal editorial boards were compared with those amongst full-time board-certified faculty. Chi-squared test and simple linear regression were used for statistical analyses. Between 2011 and 2020, the proportion of women on editorial and society boards was 6.7% (31 women among 463 editorial board members) and 7.8% (43 women among 553 society board members), respectively. The proportion of women on editorial boards increased from 4.5% in 2011 to 10.6% in 2020 (β = 0.656 [95% confidence interval, 0.336-0.975], P =.001) and that of women on society boards increased from 4.3% in 2011 to 10.3% in 2020 (β = 0.645 [95% confidence interval, 0.252-1.037], P =.005). The proportion of women on editorial boards in 2011-2012 was significantly lower than that in full-time board-certified faculty positions (4.3% vs 11.0%, P =.045), whereas by 2019-2020, there was no difference between the 2 groups (9.8% vs 12.5%, P =.454). Similarly, the proportion of women on society boards in 2011-2012 tended to be lower than that in full-time board-certified faculty positions (5.6% vs 11.0%, P =.111), while in 2019-2020, no difference was observed between the 2 groups (10.4% vs 12.5%, P =.531). The proportion of women on society and journal editorial boards in OMS remains low but has progressively increased from 2011 to 2020, resulting in proportionate female representation in these positions compared with the gender composition of academic faculty in recent years. The current upward trend of female representation in leadership positions will hopefully present more diverse opportunities and mentorship/role models for trainees. [ABSTRACT FROM AUTHOR]

Presents an interview with two faculty members at Temple University on the question of academic integrity. Discusses that while encouraging better detection and stiffer enforcement of policies is an understandable response to studies showing that cheating is in the rise, it is important to keep the dialogue focused on the value of integrity. (GCP)

In discussing what makes for a challenging and supportive learning environment, this paper uses the fiction of J. K. Rowling as a literary vehicle for considering the role of educators and contemplating ideal context for learning. This literature can be used as a guide for educators to try and design a general curriculum where students have a better foundation on which to build higher-order thinking and learning. (Author/JDM)

Discusses curricular learning communities as one way of involving commuter students in learning and fostering intellectual and social connections with faculty and peers. Describes three approaches to learning communities (such as clustered courses), pedagogical strategies for involving commuter students (e.g., collaborative learning), and strategies for encouraging peer leadership. (DB)

Investigates the extent to which forward inferences are activated and encoded during reading, as well as their prevalence and their time course. Finds that inferences were encoded and retained in working memory in both high- and low-predictability conditions, and that high-predictability forward inferences were encoded into long-term memory. Suggests that forward inferences may be more prevalent and persistent than earlier thought. (SR)

Objective: The aim of this study was to determine graft function and survival for kidney transplants from deceased donors with acute kidney injury (AKI) that persists at the time of organ procurement. Background: Kidneys from donors with AKI are often discarded and may provide an opportunity to selectively expand the donor pool. Methods: Using Organ Procurement and Transplantation Network and DonorNet data, we studied adult kidney-only recipients between May 1, 2007 and December 31, 2016. DonorNet was used to characterize longitudinal creatinine trends and urine output. Donor AKI was defined using KDIGO guidelines and terminal creatinine ≥1.5 mg/dL. We compared outcomes between AKI kidneys versus "ideal comparator" kidneys from donors with no or resolved AKI stage 1 plus terminal creatinine <1.5mg/dL. We fit proportional hazards models and hierarchical linear regression models for the primary outcomes of all-cause graft failure (ACGF) and 12-month estimated glomerular filtration rate (eGFR), respectively. Results: We identified 7660 donors with persistent AKI (33.2% with AKI stage 3) from whom ≥1 kidney was transplanted. Observed rates of ACGF within 3 years were similar between recipient groups (15.5% in AKI vs 15.1% ideal comparator allografts, P = 0.2). After risk adjustment, ACGF was slightly higher among recipients of AKI kidneys (adjusted hazard ratio 1.05, 95% confidence interval: 1.01–1.09). The mean 12-month eGFR for AKI kidney recipients was lower, but differences were not clinically important (56.6 vs 57.5 mL/min/1.73m2 for ideal comparator kidneys; P < 0.001). There were 2888 kidneys discarded from donors with AKI, age ≤65 years, without hypertension or diabetes, and terminal creatinine ≤4 mg/dL. Conclusion: Kidney allografts from donors with persistent AKI are often discarded, yet those that were transplanted did not have clinically meaningful differences in graft survival and function. [ABSTRACT FROM AUTHOR]