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107. Activities for Enacting Equity in Mathematics Education Research

Author

Hauk, Shandy, Toney, Allison F., Brown, April, and Salguero, Katie

Abstract

This interactive essay serves as a research companion to support the reader in thinking and talking about equity in research design, implementation, and reporting in post-secondary mathematics education. The terms equity, diversity, inclusion, and social justice have entered the mathematics education research lexicon. Yet, researchers continue to face significant challenges in gaining a nuanced understanding of the various ideas associated with these words and how those ideas are consequential for research. The authors describe and illustrate tools for making sense of (and making sense with) "equity" as an essential component of research. The tools focus on self-aware communication, an essential component of enhancing mathematics education research with an equity lens. The authors offer a set of reflective questions, outline the call for courageous conversations in mathematics education research, and provide a tool for engaging in such conversations. The piece closes with suggestions for further reading and prompts for related challenging conversations about equity in rigorous research in post-secondary mathematics education.

Published
2021
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108. Minimal adjuvant chemotherapy for children with hepatoblastoma resected at diagnosis (AHEP0731): a Children's Oncology Group, multicentre, phase 3 trial

Author

Katzenstein, Howard M, Langham, Max R, Malogolowkin, Marcio H, Krailo, Mark D, Towbin, Alexander J, McCarville, Mary Beth, Finegold, Milton J, Ranganathan, Sarangarajan, Dunn, Stephen, McGahren, Eugene D, Tiao, Gregory M, O'Neill, Allison F, Qayed, Muna, Furman, Wayne L, Xia, Caihong, Rodriguez-Galindo, Carlos, and Meyers, Rebecka L

Subjects
Biomedical and Clinical Sciences, Cardiovascular Medicine and Haematology, Clinical Sciences, Oncology and Carcinogenesis, Patient Safety, Pediatric, Clinical Trials and Supportive Activities, Pediatric Cancer, Clinical Research, Cancer, Evaluation of treatments and therapeutic interventions, 6.1 Pharmaceuticals, Age Factors, Antineoplastic Combined Chemotherapy Protocols, Chemotherapy, Adjuvant, Child, Child, Preschool, Cisplatin, Disease Progression, Female, Fluorouracil, Hepatectomy, Hepatoblastoma, Humans, Infant, Liver Neoplasms, Male, Neoplasm Staging, Progression-Free Survival, Risk Assessment, Risk Factors, Time Factors, United States, Vincristine, Oncology & Carcinogenesis, Oncology and carcinogenesis
Abstract

BackgroundHepatoblastoma treatment with curative intent requires surgical resection, but only about a third of newly diagnosed patients with hepatoblastoma have resectable disease at diagnosis. Patients who have upfront resection typically receive a total of 4-6 cycles of adjuvant chemotherapy post-surgery, with the combination of cisplatin, fluorouracil, and vincristine. We aimed to investigate whether event-free survival in children with hepatoblastoma who had complete resection at diagnosis could be maintained with two cycles of adjuvant chemotherapy.MethodsIn this Children's Oncology Group, multicentre, phase 3 trial, patients were enrolled in four risk groups on the basis of Evans surgical stage, tumour histology, and levels of α-fetoprotein at diagnosis to receive risk-adapted therapy. Here, we report on the low-risk stratum of the trial. Eligible patients were younger than 21 years and had histologically confirmed, stage I or II hepatoblastoma without 100% pure fetal stage I or small-cell undifferentiated histology; elevated serum α-fetoprotein level (>100 ng/mL); a complete resection at diagnosis; at least 50% Karnofsky (patients >16 years) or Lansky (patients ≤16 years) performance status; and had received no previous chemotherapy or other hepatoblastoma-directed therapy. Patients received two 21-day cycles of cisplatin, fluorouracil, and vincristine within 42 days of resection, consisting of cisplatin (100 mg/m2 per dose or 3·3 mg/kg per dose for children

Published
2019

109. Outcomes of children with well-differentiated fetal hepatoblastoma treated with surgery only: Report from Children's Oncology Group Trial, AHEP0731

Author

Vasudevan, Sanjeev A, Meyers, Rebecka L, Finegold, Milton J, López-Terrada, Dolores, Ranganathan, Sarangarajan, Dunn, Stephen P, Langham, Max R, McGahren, Eugene D, Tiao, Greg M, Weldon, Christopher B, Malogolowkin, Marcio H, Krailo, Mark D, Piao, Jin, Randazzo, Jessica, Towbin, Alexander J, BethMcCarville, M., O'Neill, Allison F, Furman, Wayne L, Rodriguez-Galindo, Carlos, and Katzenstein, Howard M

Published
2022
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110. The influence of anastomotic techniques on postoperative anastomotic complications: Results of the Oesophago-Gastric Anastomosis Audit

Author

Kamarajah, S.K., Evans, R.P.T., Nepogodiev, D., Hodson, J., Bundred, J.R., Gockel, I., Gossage, J.A., Isik, A., Kidane, B., Mahendran, H.A., Negoi, I., Okonta, K.E., Sayyed, R., van Hillegersberg, R., Vohra, R.S., Wijnhoven, B.P.L., Singh, P., Griffiths, E.A., Alderson, D., Bundred, J., Gossage, J., Jefferies, B., McKay, S., Mohamed, I., Siaw-Acheampong, K., Vohra, R., Wanigasooriya, K., Whitehouse, T., Gjata, A., Moreno, J.I., Takeda, F.R., Guevara Castro, R., Harustiak, T., Bekele, A., Kechagias, A., Kennedy, A., Da Roit, A., Bagajevas, A., Azagra, J.S., Mejía-Fernández, L., El Kafsi, J., Sayyed, R.H., Sousa, M., Sampaio, A.S., Blanco, R., Wallner, B., Schneider, P.M., Hsu, P.K., Gananadha, S., Wills, V., Devadas, M., Duong, C., Talbot, M., Hii, M.W., Jacobs, R., Andreollo, N.A., Johnston, B., Darling, G., Isaza-Restrepo, A., Rosero, G., Arias-Amézquita, F., Raptis, D., Gaedcke, J., Reim, D., Izbicki, J., Egberts, J.H., Dikinis, S., Kjaer, D.W., Larsen, M.H., Achiam, M.P., Saarnio, J., Theodorou, D., Liakakos, T., Korkolis, D.P., Robb, W.B., Collins, C., Murphy, T., Reynolds, J., Tonini, V., Migliore, M., Bonavina, L., Valmasoni, M., Bardini, R., Weindelmayer, J., Terashima, M., White, R.E., Alghunaim, E., Elhadi, M., Leon-Takahashi, A.M., Medina-Franco, H., Lau, P.C., Heisterkamp, J., Rosman, C., Beban, G., Babor, R., Gordon, A., Rossaak, J.I., Pal, K.M.I., Qureshi, A.U., Naqi, S.A., Syed, A.A., Barbosa, J., Vicente, C.S., Leite, J., Freire, J., Casaca, R., Costa, R.C.T., Scurtu, R.R., Mogoanta, S.S., Bolca, C., Constantinoiu, S., Sekhniaidze, D., Bjelović, M., So, J.B.Y., Gačevski, G., Loureiro, C., Pera, M., Bianchi, A., Moreno Gijón, M., Martín Fernández, J., Trugeda Carrera, M.S., Vallve-Bernal, M., Cítores Pascual, M.A., Elmahi, S., Halldestam, I., Hedberg, J., Mönig, S., Gutknecht, S., Tez, M., Guner, A., Tirnaksiz, M.B., Colak, E., Sevinç, B., Hindmarsh, A., Khan, I., Khoo, D., Byrom, R., Gokhale, J., Wilkerson, P., Jain, P., Chan, D., Robertson, K., Iftikhar, S., Skipworth, R., Forshaw, M., Higgs, S., Nijjar, R., Viswanath, Y.K.S., Turner, P., Dexter, S., Boddy, A., Allum, W.H., Oglesby, S., Cheong, E., Beardsmore, D., Maynard, N., Berrisford, R., Mercer, S., Puig, S., Melhado, R., Kelty, C., Underwood, T., Dawas, K., Lewis, W., Al-Bahrani, A., Bryce, G., Thomas, M., Arndt, A.T., Palazzo, F., Meguid, R.A., Fergusson, J., Beenen, E., Mosse, C., Salim, J., Cheah, S., Wright, T., Cerdeira, M.P., McQuillan, P., Richardson, M., Liem, H., Spillane, J., Yacob, M., Albadawi, F., Thorpe, T., Dingle, A., Cabalag, C., Loi, K., Fisher, O.M., Ward, S., Read, M., Johnson, M., Bassari, R., Bui, H., Cecconello, I., Sallum, R.A.A., da Rocha, J.R.M., Lopes, L.R., Tercioti, V., Jr, Coelho, J.D.S., Ferrer, J.A.P., Buduhan, G., Tan, L., Srinathan, S., Shea, P., Yeung, J., Allison, F., Carroll, P., Vargas-Barato, F., Gonzalez, F., Ortega, J., Nino-Torres, L., Beltrán-García, T.C., Castilla, L., Pineda, M., Bastidas, A., Gómez-Mayorga, J., Cortés, N., Cetares, C., Caceres, S., Duarte, S., Pazdro, A., Snajdauf, M., Faltova, H., Sevcikova, M., Mortensen, P.B., Katballe, N., Ingemann, T., Morten, B., Kruhlikava, I., Ainswort, A.P., Stilling, N.M., Eckardt, J., Holm, J., Thorsteinsson, M., Siemsen, M., Brandt, B., Nega, B., Teferra, E., Tizazu, A., Kauppila, J.H., Koivukangas, V., Meriläinen, S., Gruetzmann, R., Krautz, C., Weber, G., Golcher, H., Emons, G., Azizian, A., Ebeling, M., Niebisch, S., Kreuser, N., Albanese, G., Hesse, J., Volovnik, L., Boecher, U., Reeh, M., Triantafyllou, S., Schizas, D., Michalinos, A., Balli, E., Mpoura, M., Charalabopoulos, A., Manatakis, D.K., Balalis, D., Bolger, J., Baban, C., Mastrosimone, A., McAnena, O., Quinn, A., Ó Súilleabháin, C.B., Hennessy, M.M., Ivanovski, I., Khizer, H., Ravi, N., Donlon, N., Cervellera, M., Vaccari, S., Bianchini, S., Sartarelli, l., Asti, E., Bernardi, D., Merigliano, S., Provenzano, L., Scarpa, M., Saadeh, L., Salmaso, B., De Manzoni, G., Giacopuzzi, S., La Mendola, R., De Pasqual, C.A., Tsubosa, Y., Niihara, M., Irino, T., Makuuchi, R., Ishii, K., Mwachiro, M., Fekadu, A., Odera, A., Mwachiro, E., AlShehab, D., Ahmed, H.A., Shebani, A.O., Elhadi, A., Elnagar, F.A., Elnagar, H.F., Makkai-Popa, S.T., Wong, L.F., Tan, Y.R., Thannimalai, S., Ho, C.A., Pang, W.S., Tan, J.H., Basave, H.N.L., Cortés-González, R., Lagarde, S.M., van Lanschot, J.J.B., Cords, C., Jansen, W.A., Martijnse, I., Matthijsen, R., Bouwense, S., Klarenbeek, B., Verstegen, M., van Workum, F., Ruurda, J.P., van der Sluis, P.C., de Maat, M., Evenett, N., Johnston, P., Patel, R., MacCormick, A., Young, M., Smith, B., Ekwunife, C., Memon, A.H., Shaikh, K., Wajid, A., Khalil, N., Haris, M., Mirza, Z.U., Qudus, S.B.A., Sarwar, M.Z., Shehzadi, A., Raza, A., Jhanzaib, M.H., Farmanali, J., Zakir, Z., Shakeel, O., Nasir, I., Khattak, S., Baig, M., MA, Noor, Ahmed, H.H., Naeem, A., Pinho, A.C., da Silva, R., Bernardes, A., Campos, J.C., Matos, H., Braga, T., Monteiro, C., Ramos, P., Cabral, F., Gomes, M.P., Martins, P.C., Correia, A.M., Videira, J.F., Ciuce, C., Drasovean, R., Apostu, R., Paitici, S., Racu, A.E., Obleaga, C.V., Beuran, M., Stoica, B., Ciubotaru, C., Negoita, V., Cordos, I., Birla, R.D., Predescu, D., Hoara, P.A., Tomsa, R., Shneider, V., Agasiev, M., Ganjara, I., Gunjić, D., Veselinović, M., Babič, T., Chin, T.S., Shabbir, A., Kim, G., Crnjac, A., Samo, H., Díez del Val, I., Leturio, S., Ramón, J.M., Dal Cero, M., Rifá, S., Rico, M., Pagan Pomar, A., Martinez Corcoles, J.A., Rodicio Miravalles, J.L., Pais, S.A., Turienzo, S.A., Alvarez, L.S., Campos, P.V., Rendo, A.G., García, S.S., Santos, E.P.G., Martínez, E.T., Fernández Díaz, M.J., Magadán Álvarez, C., Concepción Martín, V., Díaz López, C., Rosat Rodrigo, A., Pérez Sánchez, L.E., Bailón Cuadrado, M., Tinoco Carrasco, C., Choolani Bhojwani, E., Sánchez, D.P., Ahmed, M.E., Dzhendov, T., Lindberg, F., Rutegård, M., Sundbom, M., Mickael, C., Colucci, N., Schnider, A., Er, S., Kurnaz, E., Turkyilmaz, S., Turkyilmaz, A., Yildirim, R., Baki, B.E., Akkapulu, N., Karahan, O., Damburaci, N., Hardwick, R., Safranek, P., Sujendran, V., Bennett, J., Afzal, Z., Shrotri, M., Chan, B., Exarchou, K., Gilbert, T., Amalesh, T., Mukherjee, D., Mukherjee, S., Wiggins, T.H., Kennedy, R., McCain, S., Harris, A., Dobson, G., Davies, N., Wilson, I., Mayo, D., Bennett, D., Young, R., Manby, P., Blencowe, N., Schiller, M., Byrne, B., Mitton, D., Wong, V., Elshaer, A., Cowen, M., Menon, V., Tan, L.C., McLaughlin, E., Koshy, R., Sharp, C., Brewer, H., Das, N., Cox, M., Al Khyatt, W., Worku, D., Iqbal, R., Walls, L., McGregor, R., Fullarton, G., Macdonald, A., MacKay, C., Craig, C., Dwerryhouse, S., Hornby, S., Jaunoo, S., Wadley, M., Baker, C., Saad, M., Kelly, M., Davies, A., Di Maggio, F., Mistry, P., Singhal, R., Tucker, O., Kapoulas, S., Powell-Brett, S., Davis, P., Bromley, G., Watson, L., Verma, R., Ward, J., Shetty, V., Ball, C., Pursnani, K., Sarela, A., Sue Ling, H., Mehta, S., Hayden, J., To, N., Palser, T., Hunter, D., Supramaniam, K., Butt, Z., Ahmed, A., Kumar, S., Chaudry, A., Moussa, O., Kordzadeh, A., Lorenzi, B., Wilson, M., Patil, P., Noaman, I., Willem, J., Bouras, G., Evans, R., Singh, M., Warrilow, H., Ahmad, A., Tewari, N., Yanni, F., Couch, J., Theophilidou, E., Reilly, J.J., van Boxel Gijs, Akbari, K., Zanotti, D., Sgromo, B., Sanders, G., Wheatley, T., Ariyarathenam, A., Reece-Smith, A., Humphreys, L., Choh, C., Carter, N., Knight, B., Pucher, P., Athanasiou, A., Tan, B., Abdulrahman, M., Vickers, J., Akhtar, K., Chaparala, R., Brown, R., Alasmar, M.M.A., Ackroyd, R., Patel, K., Tamhankar, A., Wyman, A., Walker, R., Grace, B., Abbassi, N., Slim, N., Ioannidi, L., Blackshaw, G., Havard, T., Escofet, X., Powell, A., Owera, A., Rashid, F., Jambulingam, P., Padickakudi, J., Ben-Younes, H., Mccormack, K., Makey, I.A., Karush, M.K., Seder, C.W., Liptay, M.J., Chmielewski, G., Rosato, E.L., Berger, A.C., Zheng, R., Okolo, E., Singh, A., Scott, C.D., Weyant, M.J., and Mitchell, J.D.

Published
2022
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112. Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes?

Author

Goldman, Samantha E. and Gilmour, Allison F.

Abstract

Although typically taught by special educators, few studies have examined if certification area is associated with academic outcomes for students with autism spectrum disorders (ASDs). The purpose of this study was to determine whether students with ASD scored better on language arts and mathematics state assessments depending on teacher certification, and whether these associations varied by assessment type. We analyzed 3 years of state administrative data from students with ASD in grades 4-8 receiving special education services. Results showed students taking the regular or alternate assessment had similar academic outcomes regardless of teacher certification. Students who were taught by special education certified teachers and took the modified assessment had lower academic outcomes. Implications for practice, policy, and research are discussed.

Published
2021
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114. Policies That Define Instruction: A Systematic Review of States' and Districts' Recommendations for Evaluating Special Educators

Author

Gilmour, Allison F. and Jones, Nathan D.

Abstract

Educational policies addressing instruction may fail to acknowledge that effective instruction is not the same for all learners. We reviewed teacher evaluation systems across all states and the 25 largest districts to determine how states and districts approach the evaluation of special education teachers, a policy aimed at improving teaching effectiveness. We found that most states and districts did not provide guidance to schools for adapting evaluation systems for these teachers. Some states provided guidance on technical aspects of special education teacher evaluation, such as incorporating student achievement into special education teachers' scores. Districts were more likely to focus on instructional considerations. We discuss the implications of these findings for policies that aim to promote the use of effective instructional practices.

Published
2020
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116. Characterisation of urban environment and activity across space and time using street images and deep learning in Accra

Author

Nathvani, Ricky, Clark, Sierra N., Muller, Emily, Alli, Abosede S., Bennett, James E., Nimo, James, Moses, Josephine Bedford, Baah, Solomon, Metzler, A. Barbara, Brauer, Michael, Suel, Esra, Hughes, Allison F., Rashid, Theo, Gemmell, Emily, Moulds, Simon, Baumgartner, Jill, Toledano, Mireille, Agyemang, Ernest, Owusu, George, Agyei-Mensah, Samuel, Arku, Raphael E., and Ezzati, Majid

Published
2022
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118. Genetic counselors and congenital heart disease: Clinical roles, genetic testing practices, and perceived genetic testing utility.

Author

Fitzgerald‐Butt, Sara M., Schartman, Allison F., Schmit, Kelly, Ison, Hannah E., and Helm, Benjamin M.

Abstract

Genetic counseling and genetic testing are essential for individuals with congenital heart disease/defects (CHD/CHDs). However, the clinical practices of genetic counselors (GCs) and their preferences for different CHD genetic testing strategies are previously unexplored. To address these gaps, GCs (n = 112) representing diverse specialties completed an online survey regarding their counseling and testing practices for syndromic CHD and apparently isolated/non‐syndromic CHDs (iCHD). We found practice variability around family screening recommendations, with prenatal respondents reporting lower prevalence of this practice for iCHDs (p = 0.0004). We found that all specialties considered chromosomal microarray (CMA) the most common prioritized genetic test for syndromic and iCHD, while more prenatal respondents considered FISH and karyotype useful for iCHDs compared to postnatal respondents (p = 0.0002 and p = 0.002, respectively). Among postnatal respondents, a higher proportion considered exome/genome sequencing as useful compared to prenatal respondents (p = 0.0159); specifically, postnatal respondents' preference for exome/genome sequencing for iCHDs was ~2.6‐fold higher than prenatal respondents. We estimated participants' assessment of utility for different genetic testing modalities for iCHDs and found that prenatal respondents assigned higher mean utility to FISH (p = 0.0002), karyotype (p = 0.0006), and CMA (p < 0.0001). There were relatively moderate to decreased utility scores for gene panels and exome/genome sequencing for iCHDs compared to cytogenetic testing, across all specialties. Overall, these results provide insight into GC practices and use of various genetic testing strategies for syndromic CHDs and iCHDs. Findings may help inform and/or standardize clinical practices for CHD genetic testing, though additional studies are warranted. [ABSTRACT FROM AUTHOR]

Published
2024
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120. Pediatric Adrenocortical Carcinoma: The Nuts and Bolts of Diagnosis and Treatment and Avenues for Future Discovery.

Author

O'Neill, Allison F, Ribeiro, Raul C, Pinto, Emilia M, Clay, Michael R, Zambetti, Gerard P, Orr, Brent A, Weldon, Christopher B, and Rodriguez-Galindo, Carlos

Subjects
OVERALL survival, DNA methylation, SURGICAL excision, BOLTS & nuts, SYMPTOMS, ADRENAL tumors
Abstract

Adrenocortical tumors (ACTs) are infrequent neoplasms in children and adolescents and are typically associated with clinical symptoms reflective of androgen overproduction. Pediatric ACTs typically occur in the context of a germline TP53 mutation, can be cured when diagnosed at an early stage, but are difficult to treat when advanced or associated with concurrent TP53 and ATRX alterations. Recent work has demonstrated DNA methylation patterns suggestive of prognostic significance. While current treatment standards rely heavily upon surgical resection, chemotherapy, and hormonal modulation, small cohort studies suggest promise for multi-tyrosine kinases targeting anti-angiogenic pathways or immunomodulatory therapies. Future work will focus on novel risk stratification algorithms and combination therapies intended to mitigate toxicity for patients with perceived low-risk disease while intensifying therapy or accelerating discoveries aimed at improving survival for patients with difficult-to-treat disease. [ABSTRACT FROM AUTHOR]

Published
2024
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122. Writing Instruction in First Grade: An Observational Study

Author

Coker, David L., Farley-Ripple, Elizabeth, Jackson, Allison F., Wen, Huijing, MacArthur, Charles A., and Jennings, Austin S.

Abstract

As schools work to meet the ambitious Common Core State Standards in writing (Common Core State Standards Initiation, 2010), instructional approaches are likely to be examined. However, there is little research that describes the current state of instruction. This study was designed to expand the empirical base on writing instruction in first grade. Daylong observations were conducted four times during the year in 50 first-grade classrooms. Using a time-sampled, observational protocol, observers coded multiple dimensions of instruction, including grouping, instructional focus, teacher action, and student tasks. Results revealed that writing was commonly taught in whole-class settings with teachers presenting information and asking students questions. Considerable variability was observed at both the classroom and school level in the amount and focus of writing instruction and in student writing practice. Several moderate relationships were found between the instructional focus and the type of student practice. A few schools were identified with distinctive patterns in their approach to instruction and practice, signaling the potential importance of school-level factors. These findings reveal the inconsistent nature of first-grade writing instruction across classrooms and schools and point to instructional implications for teachers and schools. [This report was published in "Reading and Writing: An Interdisciplinary Journal" (EJ1097743).]

Published
2016
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124. The Association between Teaching Students with Disabilities and Teacher Turnover

Author

Gilmour, Allison F. and Wehby, Joseph H.

Abstract

More students with disabilities (SWDs) are being educated in general education classrooms than ever before, resulting in higher expectations for the abilities of general education teachers to meet SWDs' educational needs. Yet few recent, quantitative studies have examined if teaching SWDs influences general education certified or special education certified teachers' decisions to leave their school. We fit multilevel logistic regression models to a large state administrative dataset in order to examine (a) if the percentage of SWDs a teacher instructs was associated with turnover, (b) if this association varied by student disability, and (c) how these associations were moderated by special education certification. The percentage of SWDs in teachers' classes was associated with an increase in the odds of turnover after controlling for teacher, classroom, and school characteristics. This association was moderated by special education certification such that there was not an association between the percentage of SWDs in these teachers' classes and their odds of turnover. Teaching students with emotional/behavioral disorders was associated with a large increase in the odds of turnover for all categories of teachers. Results suggest the need for more training and supports for teachers with SWDs in their classrooms.

Published
2020
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125. Teacher Certification Area and the Academic Outcomes of Students with Learning Disabilities or Emotional/Behavioral Disorders

Author

Gilmour, Allison F.

Abstract

Special education certification is used as an indicator of teaching quality in research, practice, and policy. This study examined whether elementary and middle school students with learning disabilities (LD) or emotional/behavioral disorders (EBD) scored better on state math and English language arts (ELA) assessments in years when they were taught by a teacher certified in special education or dual-certified in special education and another area compared to years when they were taught by general education--certified teachers. For most student groups, academic achievement appeared unrelated to teacher certification type. Students with LD and higher academic skills appeared to benefit from having a dual-certified teacher over a general education--certified teacher in ELA. Lower achieving students with EBD scored worse in math when they were taught by special education--certified teachers instead of general education--certified or dual-certified teachers. Implications for indicators of teaching quality in special education are discussed.

Published
2020
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126. Predicting Special and General Educators' Intent to Continue Teaching Using Conservation of Resources Theory

Author

Bettini, Elizabeth, Gilmour, Allison F., Williams, Thomas O., and Billingsley, Bonnie

Abstract

Retaining teachers is an important priority for school leaders, especially in special education, a field with chronic shortages. We analyzed a nationally representative survey using conservation of resources theory to examine how job demands and resources interacted with one another and with teachers' assignments (i.e., as special and general educators) to predict intentions to continue teaching. We found that teachers were more inclined to stay in their schools when they experienced stronger school administrative and collegial support, had more access to instructional materials, and were more experienced. Teachers indicated weaker intent to stay when they experienced more problems with students, spent more time working, were less experienced, and served in higher-poverty schools. School administrative support moderated relationships between intent and (a) school poverty and (b) experience. We found no differences between special and general educators' intent to stay, though we did find differences in the conditions predicting special versus general educators' intent.

Published
2020
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127. Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills

Author

Bean, Allison F., Perez, Brenda I., Dynia, Jaclyn M., Kaderavek, Joan N., and Justice, Laura M.

Abstract

Emergent-literacy skills are frequently taught within social interactions in preschool classrooms such as shared book reading. Children with impaired language and/or social engagement may have difficulty accessing these learning opportunities. Therefore, we sought to investigate the relationship between book-reading orientation during a teacher-led shared book reading activity and emergent-literacy skill development across three groups of preschool children; autism (n = 22), developmental language disorder (DLD; n = 23), and typical development (TD; n = 58). The children with autism demonstrated less book-reading orientation than their DLD and TD peers. Book-reading orientation was a significant predictor of residualized gains in print-concept knowledge and phonological awareness. Thus, book-reading orientation appears to play a critical role in preschooler's emergent-literacy skill development.

Published
2020
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128. The Ups and Downs of Reading across Content Areas: The Association between Instruction and Fluctuations in Reading Motivation

Author

Neugebauer, Sabina Rak and Gilmour, Allison F.

Abstract

A major component of reading in subject areas is motivation to engage with text in different and specific ways. Yet, scant research captures fluctuations in adolescents' daily reading motivation in subject areas or across diverse reading activities: important information for supporting discipline-specific reading performance. Thus, this study captures adolescents' fluctuations in reading motivation within and across classroom environments and explores the ways in which teacher practices may bolster student motivation to read in content-area classrooms. This investigation followed 161 students in 6th through 8th grade in three underresourced middle schools in social studies, English language arts, science, and math classrooms (45 classes) with 14 content-area teachers, across multiple days of instruction. Multilevel modeling results show that capturing dynamic understandings of reading motivation--beyond commonly used context-neutral measures--provides unique insight about the flexibility of motivation to read and specifically how environmental factors can influence students' ups and downs in their levels of reading motivation. Findings demonstrate that students' fluctuations in reading motivation reflect the way in which students interact socially, personally, and materially with reading activities irrespective of the content area of classrooms. These findings provide guidance on how an interactive approach to reading motivation can be integrated into the motivation literature for improving instruction for adolescent readers and extends pedagogical and empirical research on supporting environmentally triggered reading motivations.

Published
2020
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129. Who Are the Classmates of Students with Disabilities in Elementary Mathematics Classrooms?

Author

Gilmour, Allison F. and Henry, Gary T.

Abstract

The Individuals with Disabilities Education Act stresses the importance of educating students with disabilities (SWDs) in the least restrictive environment, often with peers who do not have disabilities. Prior research has examined the extent to which SWDs are included in general education classrooms, but not the characteristics of the peers with whom SWDs are educated. We examined the math classmates of fourth- and fifth-grade SWDs from one state. On average, SWDs were grouped with twice as many other SWDs, about four per class, than students without disabilities. Students with learning disabilities had fewer peers with disabilities in their classrooms than students with other disabilities. Students with intellectual disabilities, autism, or emotional/behavioral disorders more often had peers with disabilities, often their same disability. Our results provide directions for future research regarding peer effects and understanding how schools group SWDs.

Published
2020
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130. Examining the Impact of Social Media on Mood and Body Dissatisfaction Using Ecological Momentary Assessment

Author

Bennett, Brooke L., Whisenhunt, Brooke L., Hudson, Danae L., Wagner, Allison F., Latner, Janet D., Stefano, Emily C., and Beauchamp, Marshall T.

Abstract

Objective: To assess the effects of social media consumption on body dissatisfaction and negative affect using ecological momentary assessment, a method of assessment over time in the participants' naturalistic environment. Participants: Woman college students (N = 30) from a large public university participated in the study in Fall 2015. Methods: Participants were contacted via their smartphones five times per day for five days and asked to complete a battery of measures which assessed social media use, body dissatisfaction, and negative affect. Results: Results demonstrated that the number of social media sites visited was a significant predictor of body dissatisfaction while time spent using social media was not. The number of sites visited and time spent on social media were both significant predictors of general negative affect, sadness, and guilt. Conclusions: Results demonstrate the negative impact that social media use can have on body dissatisfaction and negative affect.

Published
2020
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131. Elementary Math Teachers' Narrated Noticing: What Occurs between Teacher Listening and Teacher Response

Author

Allison F. Stansbury

Abstract

Teacher noticing requires listening to student sense-making, interpreting the mathematical understandings teachers hear, and deciding how to respond based on what they notice in a specific interaction. Teachers manage what they notice about students in instructional interactions to both make key teaching decisions and adjust their interactions with specific learners. Elementary teachers narrate their procedural and declarative knowledge in the moment between listening and deciding how to interact. The data is generated through qualitative interviewing, observation, and documentation. There is a cyclical process of listening to student sense-making then recalling the student criteria that triggered an interaction, as well as a balance between impulsivity and overthinking (in which the tension between a teacher's best knowledge and the gathering of more student information is considered), before a teacher commits to a specific response. Teacher listening processes, context, and ability to narrate interactions are considered to describe how student sense-making can drive the opportunities to learn that teachers provide. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2020

132. Postoperative and Pathological Outcomes of CROSS and FLOT as Neoadjuvant Therapy for Esophageal and Junctional Adenocarcinoma: An International Cohort Study From the Oesophagogastric Anastomosis Audit (OGAA)

Author

Steering Committee, Alderson, D, Bundred, J, RPT, Evans, Gossage, J, Griffiths, EA, Jefferies, B, Kamarajah, SK, McKay, S, Mohamed, I, Nepogodiev, D, Siaw- Acheampong, K, Singh, P, van Hillegersberg, R, Vohra, R, Wanigasooriya, K, Whitehouse, T., National Leads, Gjata, A, Moreno, JI, Takeda, FR, Kidane, B, Guevara Castro, R, Harustiak, T, Bekele, A, Kechagias, A, Gockel, I, Kennedy, A, Da Roit, A, Bagajevas, A, Azagra, JS, Mahendran, HA, Mejía-Fernández, L, Wijnhoven, BPL, El Kafsi, J, Sayyed, RH, Sousa, M, Sampaio, AS, Negoi, I, Blanco, R, Wallner, B, Schneider, PM, Hsu, PK, Isik, A, Site Leads, Gananadha, S, Wills, V, Devadas, M, Duong, C, Talbot, M, Hii, MW, Jacobs, R, Andreollo, NA, Johnston, B, Darling, G, Isaza-Restrepo, A, Rosero, G, Arias- Amézquita, F, Raptis, D, Gaedcke, J, Reim, D, Izbicki, J, Egberts, JH, Dikinis, S, Kjaer, DW, Larsen, MH, Achiam, MP, Saarnio, J, Theodorou, D, Liakakos, T, Korkolis, DP, Robb, WB, Collins, C, Murphy, T, Reynolds, J, Tonini, V, Migliore, M, Bonavina, L, Valmasoni, M, Bardini, R, Weindelmayer, J, Terashima, M, White, RE, Alghunaim, E, Elhadi, M, Leon-Takahashi, AM, Medina-Franco, H, Lau, PC, Okonta, KE, Heisterkamp, J, Rosman, C, van Hillegersberg, R, Beban, G, Babor, R, Gordon, A, Rossaak, JI, Pal, KMI, Qureshi, AU, Naqi, SA, Syed, AA, Barbosa, J, Vicente, CS, Leite, J, Freire, J, Casaca, R, Costa, RCT, Scurtu, RR, Mogoanta, SS, Bolca, C, Constantinoiu, S, Sekhniaidze, D, Bjelović, M, So, JBY, Gačevski, G, Loureiro, C, Pera, M, Bianchi, A, Moreno Gijón, M, Martín Fernández, J, Trugeda Carrera, MS, Vallve-Bernal, M, Cítores Pascual, MA, Elmahi, S, Halldestam, I, Hedberg, J, Mönig, S, Gutknecht, S, Tez, M, Guner, A, Tirnaksiz, MB, Colak, E, Sevinç, B, Hindmarsh, A, Khan, I, Khoo, D, Byrom, R, Gokhale, J, Wilkerson, P, Jain, P, Chan, D, Robertson, K, Iftikhar, S, Skipworth, R, Forshaw, M, Higgs, S, Gossage, J, Nijjar, R, Viswanath, YKS, Turner, P, Dexter, S, Boddy, A, Allum, WH, Oglesby, S, Cheong, E, Beardsmore, D, Vohra, R, Maynard, N, Berrisford, R, Mercer, S, Puig, S, Melhado, R, Kelty, C, Underwood, T, Dawas, K, Lewis, W, Al-Bahrani, A, Bryce, G, Thomas, M, Arndt, AT, Palazzo, F, Meguid, RA, Collaborators, Fergusson, J, Beenen, E, Mosse, C, Salim, J, Cheah, S, Wright, T, Cerdeira, MP, McQuillan, P, Richardson, M, Liem, H, Spillane, J, Yacob, M, Albadawi, F, Thorpe, T, Dingle, A, Cabalag, C, Loi, K, Fisher, OM, Ward, S, Read, M, Johnson, M, Bassari, R, Bui, H, Cecconello, I, RAA, Sallum, da Rocha, JRM, Lopes, LR, Tercioti, V, Jr, JDS, Coelho, Ferrer, JAP, Buduhan, G, Tan, L, Srinathan, S, Shea, P, Yeung, J, Allison, F, Carroll, P, Vargas-Barato, F, Gonzalez, F, Ortega, J, Nino-Torres, L, Beltrán-García, TC, Castilla, L, Pineda, M, Bastidas, A, Gómez-Mayorga, J, Cortés, N, Cetares, C, Caceres, S, Duarte, S, Pazdro, A, Snajdauf, M, Faltova, H, Sevcikova, M, Mortensen, PB, Katballe, N, Ingemann, T, Kruhlikava, Morten B, I, Ainswort, AP, Stilling, NM, Eckardt, J, Holm, J, Thorsteinsson, M, Siemsen, M, Brandt, B, Nega, B, Teferra, E, Tizazu, A, Kauppila, JH, Koivukangas, V, Meriläinen, S, Gruetzmann, R, Krautz, C, Weber, G, Golcher, H, Emons, G, Azizian, A, Ebeling, M, Niebisch, S, Kreuser, N, Albanese, G, Hesse, J, Volovnik, L, Boecher, U, Reeh, M, Triantafyllou, S, Schizas, D, Michalinos, A, Balli, E, Mpoura, M, Charalabopoulos, A, Manatakis, DK, Balalis, D, Bolger, J, Baban, C, Mastrosimone, A, McAnena, O, Quinn, A, Ó Súilleabháin, CB, Hennessy, MM, Ivanovski, I, Khizer, H, Ravi, N, Donlon, N, Cervellera, M, Vaccari, S, Bianchini, S, Sartarelli, l, Asti, E, Bernardi, D, Merigliano, S, Provenzano, L, Scarpa, M, Saadeh, L, Salmaso, B, De Manzoni, G, Giacopuzzi, S, La Mendola, R, De Pasqual, CA, Tsubosa, Y, Niihara, M, Irino, T, Makuuchi, R, Ishii, K, Mwachiro, M, Fekadu, A, Odera, A, Mwachiro, E, AlShehab, D, Ahmed, HA, Shebani, AO, Elhadi, A, Elnagar, FA, Elnagar, HF, Makkai-Popa, ST, Wong, LF, Tan, YR, Thannimalai, S, Ho, CA, Pang, WS, Tan, JH, HNL, Basave, Cortés-González, R, Lagarde, SM, van Lanschot, JJB, Cords, C, Jansen, WA, Martijnse, I, Matthijsen, R, Bouwense, S, Klarenbeek, B, Verstegen, M, van Workum, F, Ruurda, JP, van der Sluis, PC, de Maat, M, Evenett, N, Johnston, P, Patel, R, MacCormick, A, Young, M, Smith, B, Ekwunife, C, Memon, AH, Shaikh, K, Wajid, A, Khalil, N, Haris, M, Mirza, ZU, SBA, Qudus, Sarwar, MZ, Shehzadi, A, Raza, A, Jhanzaib, MH, Farmanali, J, Zakir, Z, Shakeel, O, Nasir, I, Khattak, S, Baig, M, Noor, MA, Ahmed, HH, Naeem, A, Pinho, AC, da Silva, R, Bernardes, A, Campos, JC, Matos, H, Braga, T, Monteiro, C, Ramos, P, Cabral, F, Gomes, MP, Martins, PC, Correia, AM, Videira, JF, Ciuce, C, Drasovean, R, Apostu, R, Ciuce, C, Paitici, S, Racu, AE, Obleaga, CV, Beuran, M, Stoica, B, Negoita, Ciubotaru C, V, Cordos, I, Birla, RD, Predescu, D, Hoara, PA, Tomsa, R, Shneider, V, Agasiev, M, Ganjara, I, Gunjić, D, Veselinović, M, Babič, T, Chin, TS, Shabbir, A, Kim, G, Crnjac, A, Samo, H, Díez del Val, I, Leturio, S, Ramón, JM, Dal Cero, M, Rifá, S, Rico, M, Pagan Pomar, A, Martinez Corcoles, JA, Rodicio Miravalles, JL, Pais, SA, Turienzo, SA, Alvarez, LS, Campos, PV, Rendo, AG, García, SS, EPG, Santos, Martínez, ET, Fernández Díaz, MJ, Magadán Álvarez, C, Concepción Martín, V, Díaz López, C, Rosat Rodrigo, A, Pérez Sánchez, LE, Bailón Cuadrado, M, Tinoco Carrasco, C, Choolani Bhojwani, E, Sánchez, DP, Ahmed, ME, Dzhendov, T, Lindberg, F, Rutegård, M, Sundbom, M, Mickael, C, Colucci, N, Schnider, A, Er, S, Kurnaz, E, Turkyilmaz, S, Turkyilmaz, A, Yildirim, R, Baki, BE, Akkapulu, N, Karahan, O, Damburaci, N, Hardwick, R, Safranek, P, Sujendran, V, Bennett, J, Afzal, Z, Shrotri, M, Chan, B, Exarchou, K, Gilbert, T, Amalesh, T, Mukherjee, D, Mukherjee, S, Wiggins, TH, Kennedy, R, McCain, S, Harris, A, Dobson, G, Davies, N, Wilson, I, Mayo, D, Bennett, D, Young, R, Manby, P, Blencowe, N, Schiller, M, Byrne, B, Mitton, D, Wong, V, Elshaer, A, Cowen, M, Menon, V, Tan, LC, McLaughlin, E, Koshy, R, Sharp, C, Brewer, H, Das, N, Cox, M, Al Khyatt, W, Worku, D, Iqbal, R, Walls, L, McGregor, R, Fullarton, G, Macdonald, A, MacKay, C, Craig, C, Dwerryhouse, S, Hornby, S, Jaunoo, S, Wadley, M, Baker, C, Saad, M, Kelly, M, Davies, A, Di Maggio, F, McKay, S, Mistry, P, Singhal, R, Tucker, O, Kapoulas, S, Powell-Brett, S, Davis, P, Bromley, G, Watson, L, Verma, R, Ward, J, Shetty, V, Ball, C, Pursnani, K, Sarela, A, Sue Ling, H, Mehta, S, Hayden, J, To, N, Palser, T, Hunter, D, Supramaniam, K, Butt, Z, Ahmed, A, Kumar, S, Chaudry, A, Moussa, O, Kordzadeh, A, Lorenzi B Wilson, M, Patil, P, Noaman, I, Willem, J, Bouras, G, Evans, R, Singh, M, Warrilow, H, Ahmad, A, Tewari, N, Yanni, F, Couch, J, Theophilidou, E, Reilly, JJ, Singh, P, van Boxel, Gijs, Akbari, K, Zanotti, D, Sgromo, B, Sanders, G, Wheatley, T, Ariyarathenam, A, Reece-Smith, A, Humphreys, L, Choh, C, Carter, N, Knight, B, Pucher, P, Athanasiou, A, Mohamed, I, Tan, B, Abdulrahman, M, Vickers, J, Akhtar, K, Chaparala, R, Brown, R, Alasmar, MMA, Ackroyd, R, Patel, K, Tamhankar, A, Wyman, A, Walker, R, Grace, B, Abbassi, N, Slim, N, Ioannidi, L, Blackshaw, G, Havard, T, Escofet, X, Powell, A, Owera, A, Rashid, F, Jambulingam, P, Padickakudi, J, Ben-Younes, H, Mccormack, K, Makey, IA, Karush, MK, Seder, CW, Liptay, MJ, Chmielewski, G, Rosato, EL, Berger, AC, Zheng, R, Okolo, E, Singh, A, Scott, CD, Weyant, MJ, and Mitchell, JD.

Published
2023
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139. Mortality from esophagectomy for esophageal cancer across low, middle, and high-income countries: An international cohort study

Author

Kamarajah, S.K., Nepogodiev, D., Bekele, A., Cecconello, I., Evans, R.P.T., Guner, A., Gossage, J.A., Harustiak, T., Hodson, J., Isik, A., Kidane, B., Leon-Takahashi, A.M., Mahendran, H.A., Negoi, I., Okonta, K.E., Rosero, G., Sayyed, R.H., Singh, P., Takeda, F.R., van Hillegersberg, R., Vohra, R.S., White, R.E., Griffiths, E.A., Alderson, D., Bundred, J., Gossage, J., Jefferies, B., McKay, S., Mohamed, I., Siaw- Acheampong, K., Vohra, R., Wanigasooriya, K., Whitehouse, T., Gjata, A., Moreno, J.I., Guevara, Castro R., Kechagias, A., Gockel, I., Kennedy, A., Da Roit, A., Bagajevas, A., Azagra, J.S., Mejía-Fernández, L., Wijnhoven, B.P.L., El Kafsi, J., Sousa, M., Sampaio, A.S., Blanco, R., Wallner, B., Schneider, P.M., Hsu, P.K., Gananadha, S., Wills, V., Devadas, M., Duong, C., Talbot, M., Hii, M.W., Jacobs, R., Andreollo, N.A., Johnston, B., Darling, G., Isaza-Restrepo, A., Arias- Amézquita, F., Raptis, D., Gaedcke, J., Reim, D., Izbicki, J., Egberts, J.H., Dikinis, S., Kjaer, D.W., Larsen, M.H., Achiam, M.P., Saarnio, J., Theodorou, D., Liakakos, T., Korkolis, D.P., Robb, W.B., Collins, C., Murphy, T., Reynolds, J., Tonini, V., Migliore, M., Bonavina, L., Valmasoni, M., Bardini, R., Weindelmayer, J., Terashima, M., Alghunaim, E., Elhadi, M., Medina-Franco, H., Lau, P.C., Heisterkamp, J., Rosman, C., Beban, G., Babor, R., Gordon, A., Rossaak, J.I., Pal, K.M.I., Qureshi, A.U., Naqi, S.A., Syed, A.A., Barbosa, J., Vicente, C.S., Leite, J., Freire, J., Casaca, R., Costa, R.C.T., Scurtu, R.R., Mogoanta, S.S., Bolca, C., Constantinoiu, S., Sekhniaidze, D., Bjelović, M., So, J.B.Y., Gačevski, G., Loureiro, C., Pera, M., Bianchi, A., Moreno, Gijón M., Martín Fernández, J., Trugeda Carrera, M.S., Vallve-Bernal, M., Cítores Pascual, M.A., Elmahi, S., Halldestam, I., Hedberg, J., Mönig, S., Gutknecht, S., Tez, M., Tirnaksiz, M.B., Colak, E., Sevinç, B., Hindmarsh, A., Khan, I., Khoo, D., Byrom, R., Gokhale, J., Wilkerson, P., Jain, P., Chan, D., Robertson, K., Iftikhar, S., Skipworth, R., Forshaw, M., Higgs, S., Nijjar, R., Viswanath, Y.K.S., Turner, P., Dexter, S., Boddy, A., Allum, W.H., Oglesby, S., Cheong, E., Beardsmore, D., Maynard, N., Berrisford, R., Mercer, S., Puig, S., Melhado, R., Kelty, C., Underwood, T., Dawas, K., Lewis, W., Al-Bahrani, A., Bryce, G., Thomas, M., Arndt, A.T., Palazzo, F., Meguid, R.A., Fergusson, J., Beenen, E., Mosse, C., Salim, J., Cheah, S., Wright, T., Cerdeira, M.P., McQuillan, P., Richardson, M., Liem, H., Spillane, J., Yacob, M., Albadawi, F., Thorpe, T., Dingle, A., Cabalag, C., Loi, K., Fisher, O.M., Ward, S., Read, M., Johnson, M., Bassari, R., Bui, H., Sallum, R.A.A., da Rocha, J.R.M., Lopes, L.R., Tercioti, V., Jr., Coelho, J.D., Ferrer, J.A.P., Buduhan, G., Tan, L., Srinathan, S., Shea, P., Yeung, J., Allison, F., Carroll, P., Vargas-Barato, F., Gonzalez, F., Ortega, J., Nino-Torres, L., Beltrán-García, T.C., Castilla, L., Pineda, M., Bastidas, A., Gómez-Mayorga, J., Cortés, N., Cetares, C., Caceres, S., Duarte, S., Pazdro, A., Snajdauf, M., Faltova, H., Sevcikova, M., Mortensen, P.B., Katballe, N., Ingemann, T., Morten, B., Kruhlikava, I., Ainswort, A.P., Stilling, N.M., Eckardt, J., Holm, J., Thorsteinsson, M., Siemsen, M., Brandt, B., Nega, B., Teferra, E., Tizazu, A., Kauppila, J.H., Koivukangas, V., Meriläinen, S., Gruetzmann, R., Krautz, C., Weber, G., Golcher, H., Emons, G., Azizian, A., Ebeling, M., Niebisch, S., Kreuser, N., Albanese, G., Hesse, J., Volovnik, L., Boecher, U., Reeh, M., Triantafyllou, S., Schizas, D., Michalinos, A., Mpali, E., Mpoura, M., Charalabopoulos, A., Manatakis, D.K., Balalis, D., Bolger, J., Baban, C., Mastrosimone, A., McAnena, O., Quinn, A., Ó Súilleabháin, C.B., Hennessy, M.M., Ivanovski, I., Khizer, H., Ravi, N., Donlon, N., Cervellera, M., Vaccari, S., Bianchini, S., Sartarelli, l, Asti, E., Bernardi, D., Merigliano, S., Provenzano, L., Scarpa, M., Saadeh, L., Salmaso, B., De Manzoni, G., Giacopuzzi, S., La Mendola, R., De Pasqual, C.A., Tsubosa, Y., Niihara, M., Irino, T., Makuuchi, R., Ishii, K., Mwachiro, M., Fekadu, A., Odera, A., Mwachiro, E., AlShehab, D., Ahmed, H.A., Shebani, A.O., Elhadi, A., Elnagar, F.A., Elnagar, H.F., Makkai-Popa, S.T., Wong, L.F., Tan, Y.R., Thannimalai, S., Ho, C.A., Pang, W.S., Tan, J.H., Basave, H.N.L., Cortés-González, R., Lagarde, S.M., van Lanschot, J.J.B., Cords, C., Jansen, W.A., Martijnse, I., Matthijsen, R., Bouwense, S., Klarenbeek, B., Verstegen, M., van Workum, F., Ruurda, J.P., van der Sluis, P.C., de Maat, M., Evenett, N., Johnston, P., Patel, R., MacCormick, A., Young, M., Smith, B., Ekwunife, C., Memon, A.H., Shaikh, K., Wajid, A., Khalil, N., Haris, M., Mirza, Z.U., Qudus, S.B.A., Sarwar, M.Z., Shehzadi, A., Raza, A., Jhanzaib, M.H., Farmanali, J., Zakir, Z., Shakeel, O., Nasir, I., Khattak, S., Baig, M., Noor, M.A., Ahmed, H.H., Naeem, A., Pinho, A.C., da Silva, R., Bernardes, A., Campos, J.C., Matos, H., Braga, T., Monteiro, C., Ramos, P., Cabral, F., Gomes, M.P., Martins, P.C., Correia, A.M., Videira, J.F., Ciuce, C., Drasovean, R., Apostu, R., Paitici, S., Racu, A.E., Obleaga, C.V., Beuran, M., Stoica, B., Ciubotaru, C., Negoita, V., Cordos, I., Birla, R.D., Predescu, D., Hoara, P.A., Tomsa, R., Shneider, V., Agasiev, M., Ganjara, I., Gunjić, D., Veselinović, M., Babič, T., Chin, T.S., Shabbir, A., Kim, G., Crnjac, A., Samo, H., Díez del Val, I., Leturio, S., Ramón, J.M., Dal Cero, M., Rifá, S., Rico, M., Pagan Pomar, A., Martinez Corcoles, J.A., Rodicio Miravalles, J.L., Pais, S.A., Turienzo, S.A., Alvarez, L.S., Campos, P.V., Rendo, A.G., García, S.S., Santos, E.P.G., Martínez, E.T., Fernández, Díaz MJ., Magadán, Álvarez C., Concepción, Martín V., Díaz, López C., Rosat, Rodrigo A., Pérez, Sánchez LE., Bailón, Cuadrado M., Tinoco, Carrasco C., Choolani Bhojwani, E., Sánchez, D.P., Ahmed, M.E., Dzhendov, T., Lindberg, F., Rutegård, M., Sundbom, M., Mickael, C., Colucci, N., Schnider, A., Er, S., Kurnaz, E., Turkyilmaz, S., Turkyilmaz, A., Yildirim, R., Baki, B.E., Akkapulu, N., Karahan, O., Damburaci, N., Hardwick, R., Safranek, P., Sujendran, V., Bennett, J., Afzal, Z., Shrotri, M., Chan, B., Exarchou, K., Gilbert, T., Amalesh, T., Mukherjee, D., Mukherjee, S., Wiggins, T.H., Kennedy, R., McCain, S., Harris, A., Dobson, G., Davies, N., Wilson, I., Mayo, D., Bennett, D., Young, R., Manby, P., Blencowe, N., Schiller, M., Byrne, B., Mitton, D., Wong, V., Elshaer, A., Cowen, M., Menon, V., Tan, L.C., McLaughlin, E., Koshy, R., Sharp, C., Brewer, H., Das, N., Cox, M., Al Khyatt, W., Worku, D., Iqbal, R., Walls, L., McGregor, R., Fullarton, G., Macdonald, A., MacKay, C., Craig, C., Dwerryhouse, S., Hornby, S., Jaunoo, S., Wadley, M., Baker, C., Saad, M., Kelly, M., Davies, A., Di Maggio, F., Mistry, P., Singhal, R., Tucker, O., Kapoulas, S., Powell-Brett, S., Davis, P., Bromley, G., Watson, L., Verma, R., Ward, J., Shetty, V., Ball, C., Pursnani, K., Sarela, A., Sue, Ling H., Mehta, S., Hayden, J., To, N., Palser, T., Hunter, D., Supramaniam, K., Butt, Z., Ahmed, A., Kumar, S., Chaudry, A., Moussa, O., Kordzadeh, A., Lorenzi, B., Wilson, M., Patil, P., Noaman, I., Willem, J., Bouras, G., Evans, R., Singh, M., Warrilow, H., Ahmad, A., Tewari, N., Yanni, F., Couch, J., Theophilidou, E., Reilly, J.J., van Boxel, Gijs, Akbari, K., Zanotti, D., Sgromo, B., Sanders, G., Wheatley, T., Ariyarathenam, A., Reece-Smith, A., Humphreys, L., Choh, C., Carter, N., Knight, B., Pucher, P., Athanasiou, A., Tan, B., Abdulrahman, M., Vickers, J., Akhtar, K., Chaparala, R., Brown, R., Alasmar, M.M.A., Ackroyd, R., Patel, K., Tamhankar, A., Wyman, A., Walker, R., Grace, B., Abbassi, N., Slim, N., Ioannidi, L., Blackshaw, G., Havard, T., Escofet, X., Powell, A., Owera, A., Rashid, F., Jambulingam, P., Padickakudi, J., Ben-Younes, H., Mccormack, K., Makey, I.A., Karush, M.K., Seder, C.W., Liptay, M.J., Chmielewski, G., Rosato, E.L., Berger, A.C., Zheng, R., Okolo, E., Singh, A., Scott, C.D., Weyant, M.J., and Mitchell, J.D.

Published
2021
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143. Reimagining memorial spaces through digital technologies: A typology of CemTech

Author

Allison, F, Nansen, B, Gibbs, M, Arnold, M, Holleran, S, Kohn, T, Allison, F, Nansen, B, Gibbs, M, Arnold, M, Holleran, S, and Kohn, T

Abstract

Digital technologies are creating new ways for visitors to engage with cemeteries. This article presents research into the development of digital cemetery technologies, or cemtech, to understand how they are reimagining memorial spaces. Through a systematic review of examples of cemtech in online records, academic literature, patents, and trade publications, we developed a typology of cemtech according to four characteristics: application type, technical components, target users, and development status. Analysis of the application types resulted in five higher-level themes of functionality or operation-Wayfinding, Narrativizing, Presencing, Emplacing, and Repurposing-which we discuss. This typology and thematic analysis help to identify and understand the development of cemetery technology design trajectories and how they reimagine possibilities for cemetery use and experience.

Published
2024

144. Representing alkaline hydrolysis: a material-semiotic analysis of an alternative to burial and cremation

Author

Arnold, M, Kohn, T, Nansen, B, Allison, F, Arnold, M, Kohn, T, Nansen, B, and Allison, F

Abstract

Alkaline hydrolysis can lay claim to being a resource-efficient, effective, economical and environmentally sound method of final body disposition, relative to burial and cremation. On technical grounds it may have much to recommend it, however, like many other technical innovations, its take-up is hindered by the fact that it lacks a clear position in the public imagination. For this position to take shape, an understanding of just what it is and what it offers is required by proponents in the funeral industry who advise the bereaved, as well as by the material representations of the alkaline hydrolysis technologies themselves. In this article, we describe and analyse four extant alternative material and discursive forms of alkaline hydrolysis and how they variously occupy the fraught space where morality, death and marketing converge. Currently, each of the four forms of alkaline hydrolysis struggle to represent themselves in a public narrative that conveys their different ontologies and their competitive advantage, relative to burial and cremation, and this paper describes some key rhetorical and technical aspects of these struggles.

Published
2024

145. Use of Sodium Thiosulfate as an Otoprotectant in Patients With Cancer Treated With Platinum Compounds: A Review of the Literature

Author

Apotheek O&O&O, Cancer, Speerpunt, Zorg en O&O, Child Health, Meijer, Annelot J.M., Diepstraten, Franciscus A., Ansari, Marc, Bouffet, Eric, Bleyer, Archie, Fresneau, Brice, Geller, James I., Huitema, Alwin D.R., Kogner, Per, Maibach, Rudolf, O’Neill, Allison F., Papadakis, Vassilios, Rajput, Kaukab M., Veal, Gareth J., Sullivan, Michael, van den Heuvel-Eibrink, Marry M., Brock, Penelope R., Apotheek O&O&O, Cancer, Speerpunt, Zorg en O&O, Child Health, Meijer, Annelot J.M., Diepstraten, Franciscus A., Ansari, Marc, Bouffet, Eric, Bleyer, Archie, Fresneau, Brice, Geller, James I., Huitema, Alwin D.R., Kogner, Per, Maibach, Rudolf, O’Neill, Allison F., Papadakis, Vassilios, Rajput, Kaukab M., Veal, Gareth J., Sullivan, Michael, van den Heuvel-Eibrink, Marry M., and Brock, Penelope R.

Published
2024

146. Alternate Trajectories: Women Moving into Mathematics Education

Author

Toney, Allison F.

Abstract

While only about one-third of each year's doctoral graduates in mathematics are women, about two-thirds of the doctoral graduates in mathematics education are women. This article reports on the results of a qualitative investigation into the nature of the graduate school-related experiences of women in collegiate mathematics education doctoral programs (Toney, 2008). Eight women with advanced mathematics degrees were interviewed. Each woman chose to move into a collegiate mathematics education doctoral program in a mathematics department. The two-interview protocol explored and extended a framework about women doctoral mathematics students' experiences suggested by the research of Herzig (2002, 2004a, 2004b), Hollenshead, Younce, and Wenzel (1994), and Stage and Maple (1996). Results support an addition of three new categories to this framework: self as scholar, "my teaching," and future possible self. Concluding remarks include suggestions for future research and new directions for practice, graduate program development, and faculty recruitment.

Published
2014

147. Understanding the Influence of Text Complexity and Question Type on Reading Outcomes

Author

Spencer, Mercedes, Gilmour, Allison F., Miller, Amanda C., Emerson, Angela M., Saha, Neena M., and Cutting, Laurie E.

Abstract

In the current study, we examined how student characteristics and cognitive skills, differing levels of text complexity (cohesion, decoding, vocabulary, and syntax), and reading comprehension question types (literal, inferential, critical analysis, and reading strategy) affected different types of reading outcomes (multiple-choice reading comprehension questions, free recall, and oral reading fluency) in a sample of 181 native English-speaking adolescents (9 to 14.83 years). Results from item response theory one-parameter models and multilevel models suggested that different cognitive skills predicted performance across the three reading outcomes. After controlling for student characteristics and cognitive skills, text complexity negatively impacted reading outcomes, particularly oral reading fluency and free recall. Critical analysis and inferential questions emerged as the most difficult types of comprehension questions. The implications of these findings are discussed.

Published
2019
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148. Dynamical System Modeling Of Immune Reconstitution Following Allogeneic Stem Cell Transplantation Identifies Patients At Risk For Adverse Outcomes

Author

Toor, Amir A., Sabo, Roy T., Roberts, Catherine H., Moore, Bonny L., Salman, Salman R., Scalora, Allison F., Aziz, May T., Ali, Ali S. Shubar, Hall, Charles E., Meier, Jeremy, Thorn, Radhika M., Wang, Elaine, Song, Shiyu, Miller, Kristin, Rizzo, Kathryn, Clark, William B., McCarty, John M., Chung, Harold M., Manjili, Masoud H., and Neale, Michael C.

Subjects
Quantitative Biology - Quantitative Methods
Abstract

Systems that evolve over time and follow mathematical laws as they do so, are called dynamical systems. Lymphocyte recovery and clinical outcomes in 41 allograft recipients conditioned using anti-thymocyte globulin (ATG) and 4.5 Gray total-body-irradiation were studied to determine if immune reconstitution could be described as a dynamical system. Survival, relapse, and graft vs. host disease (GVHD) were not significantly different in two cohorts of patients receiving different doses of ATG. However, donor-derived CD3+ (ddCD3) cell reconstitution was superior in the lower ATG dose cohort, and there were fewer instances of donor lymphocyte infusion (DLI). Lymphoid recovery was plotted in each individual over time and demonstrated one of three sigmoid growth patterns; Pattern A (n=15), had rapid growth with high lymphocyte counts, pattern B (n=14), slower growth with intermediate recovery and pattern C, poor lymphocyte reconstitution (n=10). There was a significant association between lymphocyte recovery patterns and both the rate of change of ddCD3 at day 30 post-SCT and the clinical outcomes. GVHD was observed more frequently with pattern A; relapse and DLI more so with pattern C, with a consequent survival advantage in patients with patterns A and B. We conclude that evaluating immune reconstitution following SCT as a dynamical system may differentiate patients at risk of adverse outcomes and allow early intervention to modulate that risk., Comment: 17 pages, 4 tables, 4 Figures, 4 Supplementary figures

Published
2014

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