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In many sectors and in many respects, interdisciplinarity has made progress in recent decades, but less so when it comes to evaluating interdisciplinary work. Challenges remain, especially regarding what counts as 'good' interdisciplinarity. While previous reviews describe broad trends contributing to these challenges, high-level observations are less suited to: (1) pinpointing underlying sources of persistent evaluative issues, (2) capturing less frequent counterexamples and emerging trends, and (3) providing practical guidance for moving the field forward. This article presents a novel approach for excavating and analyzing assessment designs within and across a wide range of published studies. It is the first study to structure its review of interdisciplinary evaluation around the basics of evaluation theory, creating a simplified model of assessment design choices called an "assessment pathway." It further stands alone as an extensive systematic review of the interdisciplinary literature uniquely placed within the context of evaluation, encompassing 20 years, 142 studies, 1,006 assessment pathways, and 19,114 data points. Results show that while interdisciplinary assessments to date excel at variation, only 12% of identified pathways contain the minimum elements required to reach an evaluative judgment. Increased attention to evaluation theory can catalyze progress and provide structure and shared language to a highly varied domain. Readers can visually explore the full dataset online and download it from Harvard's Dataverse.

Two studies examine the convergence between measures of friendship and measures of liking in the assessment of friendship and peer acceptance. In the first study, 551 (301 boys and 250 girls) Canadian primary school children (ages 8-11) nominated friends and liked-most classmates. In the second study, 282 (127 boys and 155 girls) US primary school children (ages 9-11) nominated friends and rated classmates on a sociometric preference scale. The results revealed considerable convergence in the assessment of friendship. Most first, second, and third ranked friends were also nominated and rated as liked-peers, suggesting that when measures of liking are used to identify friends, few top-ranked friendships are overlooked. There was less convergence in assessments of peer acceptance. Peer acceptance scores derived from friend nominations were more strongly correlated with peer acceptance scores derived from liking nominations than with those derived from sociometric preference ratings. We conclude that liking nominations accurately capture friendships, particularly best friendships. Friend nominations may be a suitable substitute for assessments of liking, but they are a poor substitute for assessments of sociometric preference.

Nearly half of all college students and the majority of college students of color begin their studies at 2-year colleges. The educational quality that these students experience will affect future success, but little research to date has focused on the professional development (PD) of their instructors. We offer an exploratory study on PD needs and preferences of ten 2-year college biology instructors who have experience with evidence-based instructional practices. Using a literature review and interview data, we address four research questions. We contextualize the interview results by describing interviewee teaching styles and their teaching and inclusion strategies, drawing on categorizations from education research literatures in and beyond biology. We then summarize interviewee experiences, preferences, and recommendations for PD. Most interviewees preferred PD that could be readily applied to their courses and included follow-up community support. While our purposive sample is limited, we note high levels of interest in PD supporting inclusive pedagogy and non-biology learning goals, such as study skills, metacognition, and quantitative skills. We describe implications for inclusive design of biology instructor PD.

Peer influence is a twofold process that entails a behavior by an agent of influence that elicits conformity from the target of influence. Susceptibility describes the likelihood that conformity will occur. This review focuses on factors that shape susceptibility to peer influence. We argue that conformity has two distinct sources. In some instances, conformity is a product of characteristics of the target of influence, operationalized as stable individual difference variables. Trait-like attributes associated with susceptibility to peer influence include conformity dispositions, social goals, resource acquisition strategies, vulnerabilities, and maturational status. In other instances, conformity is a product of the context in which the target is situated, operationalized as impermanent individual difference variables. State-like circumstances associated with susceptibility to peer influence include conditions of uncertainty, personal attributes that differ from the partner or group, perceived benefits of impression management, unmet social needs, and social referents and beliefs about their behavior. Empirical illustrations are provided. We close with a discussion of developmental changes hypothesized to impact variations in susceptibility to peer influence.

Higher accepted friends are known to influence the alcohol misuse of lower accepted friends, but not the reverse. The present study was designed to address the origins of this influence: Are higher accepted friends particularly "influential" or are lower accepted friends particularly "susceptible" to influence? To address this question, we introduce an innovative application of longitudinal social network techniques (RSIENA) designed to distinguish being influential from being susceptible to influence. The results revealed that influence was a product of heightened susceptibility among low accepted adolescents, rather than heightened influence among high accepted adolescents. The findings are consistent with claims that low accepted youth fear the consequences of nonconformity and adjust their behavior to more closely resemble their affiliates.

Despite the naïve intuition that individuals' confidence in their future memory performance should increase with longer self-paced study time, it is commonly observed that the relation between invested study time and memory predictions (i.e., judgments of learning (JOLs)) is negative. This negative relation has been suggested to reflect use of the "memorizing effort heuristic," whereby participants infer that items that require more effort to learn are less likely to be subsequently remembered. Here, we report the results of two experiments along with a re-analysis of a prior published dataset (Laursen & Fiacconi, "Memory & Cognition," 49(3), 498-517, 2021) that place constraints on our current understanding of individuals' use of the memorizing effort heuristic. In Experiment 1 we presented difficult word pairs either in isolation or intermixed with relatively easier items to assess the impact of list context on individuals' use of the memorizing effort heuristic. Our results showed that in the presence of relatively easier items the negative relation between study time and JOLs for difficult items was absent. In Experiment 2, we sought to determine whether this same context-dependent shift also applied to individuals' predictions for others' memory performance. Interestingly, we found that, although individuals did apply the memorizing effort heuristic when making predictions regarding others' memory performance, they did not adapt their use of this heuristic in the same context-dependent manner as when they predict their own memory performance. Together, these findings point to the need for a more sophisticated understanding of the interplay between data-driven and goal-driven regulation of self-directed learning.

Randomised trials are often funded by commercial companies and methodological studies support a widely held suspicion that commercial funding may influence trial results and conclusions. However, these studies often have a risk of confounding and reporting bias. The risk of confounding is markedly reduced in meta-epidemiological studies that compare fairly similar trials within meta-analyses, and risk of reporting bias is reduced with access to unpublished data. Therefore, we initiated the COMmercial Funding In Trials (COMFIT) study aimed at investigating the impact of commercial funding on estimated intervention effects in randomised clinical trials based on a consortium of researchers who agreed to share meta-epidemiological study datasets with information on meta-analyses and trials included in meta-epidemiological studies. Here, we describe the COMFIT study, its database, and descriptive results. We included meta-epidemiological studies with published or unpublished data on trial funding source and results or conclusions. We searched five bibliographic databases and other sources. We invited authors of eligible meta-epidemiological studies to join the COMFIT consortium and to share data. The final construction of the COMFIT database involves checking data quality, identifying trial references, harmonising variable categories, and removing non-informative meta-analyses as well as correlated meta-analyses and trial results. We included data from 17 meta-epidemiological studies, covering 728 meta-analyses and 6841 trials. Seven studies (405 meta-analyses, 3272 trials) had not published analyses on the impact of commercial funding, but shared unpublished data on funding source. On this basis, we initiated the construction of a combined database. Once completed, the database will enable comprehensive analyses of the impact of commercial funding on trial results and conclusions with increased statistical power and a markedly reduced risk of confounding and reporting bias. [This article was written on behalf of the COMFIT Consortium.]

Integration is crucial to interdisciplinary and transdisciplinary work and it therefore deserves perennial attention by scholars and practitioners of such work. Few have thought so carefully, deeply, and tenaciously about integration as Julie Thompson Klein. In this article, we recount the development of Klein's thinking on integration, from her early stepwise model in 1990 to her current socio-linguistic model. After summarizing Klein's views, we compare the socio-linguistic model to a more recent view of integration known as the IPO (input-process-output) model. We show how these two models of integration relate to one another, and then we demonstrate their complementarity using an example of integrative argumentation from a Toolbox workshop. We conclude that we can understand instances of cross-disciplinary integration better with both models than with only one or the other. This theoretical stereoscope opens new avenues of research about the types of integrative relations collaborators use, what is involved in social/rhetorical integration, and the extent to which it is feasible to specify all of the parameters in an instance of integration.

Introduction: Acute inflammatory demyelinating polyneuropathy (AIDP) is characterized by progressive, mild sensory symptoms and progressive areflexic weakness. It typically follows a gastrointestinal or respiratory infection but has rarely been described after acute viral hepatitis.Case Report: This is the case of a 59-year-old male who presented to the emergency department after acutely developing progressive neurologic symptoms following a hospitalization for acute hepatitis A. Cerebrospinal fluid analysis revealed albuminocytologic dissociation, and cervical spine magnetic resonance imaging revealed nerve root enhancement.Discussion: The patient was diagnosed with AIDP, which is the most common subtype of Guillain-Barré syndrome in the United States and Europe. There have been few previously reported cases of AIDP following acute hepatitis A infection.

Chronic pulmonary aspergillosis (CPA) is a chronic fungal infection of the lung associated with high morbidity and mortality. The CPA Research network (CPAnet) registry established in 2018 is an international multicenter collaboration aiming to improve CPA knowledge and patient care. This study's aim was to describe the data collection process and content of CPAnet registry with preliminary clinical data. In the CPAnet registry, clinical data are collected through a web-based questionnaire. Data include CPA phenotype, comorbidities, treatment, outcome, and follow-up from several international centers. An exemplary descriptive analysis was performed on 74 patients, who were registered online before April 2020. CPA patients were predominantly (72%) male, 39% had chronic obstructive pulmonary disease, and 68% had a history of smoking. Chronic cavitary pulmonary aspergillosis was the most common CPA subtype (62%). In 32 patients (52%), voriconazole was the preferred first-line therapy. The multicenter multinational CPAnet registry is a valuable approach to gather comprehensive data on a large study population and reflects real-world clinical practice rather than focusing on specific patient populations in more specialized centers. Additional CPA reference centers are being encouraged to join this promising clinical research collaboration.

Background: Most previous studies of teaching styles and reading skills have been cross-sectional. Longitudinal research is needed to clarify the direction of effects. The present longitudinal study examined the degree to which differences in teaching styles in the third grade predict the sixth-grade reading performance. The consistency of the findings was addressed by comparing results across students in two countries (Finland and Estonia). Methods: A total of 1,057 students (50.9% boys) were followed from the third to sixth grade. Teaching styles of third-grade teachers (N = 70) were examined as predictors of the development of reading (i.e., third-grade to sixth-grade reading fluency and comprehension). Results: Five patterns of third-grade teaching practices were found across two countries: "child-centred style," "teacher-directed style," "child-dominated style," "extreme child-centred style," and "mixed child-centred" and "teacher-directed style (mixed teaching style)." The mixed teaching style and the child-centred style in the third grade were related to the greatest increases in reading fluency from the third to sixth grade, over and above the contribution of age, gender and maternal education. Conclusions: The findings underscore the importance of the flexible use of child-centred and teacher-directed practices, which are both linked to the development of reading fluency during late primary school years.

The present study examined the academic antecedents of declining peer social status. Participants included 545 (311 boys, 234 girls) Finnish students followed from the 1st through the 4th grade (ages 6-8 at outset). Each year, teachers completed assessments of academic task avoidance and students completed standardized measures of reading and math achievement. Acceptance was assayed through peer nominations. Supporting the hypothesized model, the results indicated that a lack of interest and motivation at the outset of primary school leads to a downward spiral of academic difficulties and diminished peer acceptance. Specifically, academic task avoidance in 1st and 2nd grade anticipated declining math and reading achievement one year later, which in turn, anticipated decreases in peer acceptance the following year. The findings held after controlling for factors known to contribute to school and peer difficulties, such as friendlessness, school readiness, and emotional and behavioural problems.

Children with hearing loss often attend inclusive preschool classrooms aimed at improving their spoken language skills. Although preschool classrooms are fertile environments for vocal interaction with peers, little is known about the dyadic processes that influence children's speech to one another and foster their language abilities and how these processes may vary in children with hearing loss. We used new objective measurement approaches to identify and quantify children's vocalizations during social contact, as determined by children's proximity and mutual orientation. The contributions of peer vocalizations to children's future vocalizations and language abilities were examined in oral language inclusion classrooms containing children with hearing loss who use hearing aids or cochlear implants and their typically hearing peers. Across over 600 hours of recorded vocal interactions of 29 2.5-3.5 year olds (16 girls) in 3 cohorts of children in a classroom, we found that vocalizations from each peer on a given observation predicted a child's vocalizations to that same peer on the subsequent observation. Children who produced more vocalizations to their peers had higher receptive and expressive language abilities, as measured by a standardized end-of-year language assessment. In fact, vocalizations from peers had an indirect association with end-of-year language abilities as mediated by children's vocalizations to peers. These findings did not vary as a function of hearing status. Overall, then, the results demonstrate the importance of dyadic peer vocal interactions for children's language use and abilities.

This study focused on the impact of COVID-19 on K-12 access to community education organizations such as museums, theaters, and art studios. Participants from five community education organizations were interviewed to explore and understand their experiences of developing and promoting virtual resources. While each organization responded differently, three approaches for adaptation and innovation were critical: existing virtual presence, collaboration, and responding to e-learning fatigue. Organizations found that the leveraging of technology in the short term may enhance K-12 access to their resources in the future.

This replication study revisited conclusions from 2 previous investigations (Gauze, Bukowski, Aquan-Assee, & Sippola, 1996; van Aken & Asendorpf, 1997), which suggested that support from friends buffers against diminished self-esteem arising from poor quality relationships with mothers during the transition into adolescence. The aim of this replication study was to conduct an independent test of these findings with both concurrent and longitudinal data. Concurrent data for replication analyses were drawn from 4 projects, involving a total of 959 boys and 1,119 girls (ages 10 to 14) from Canada and the United States. Three samples reported participant ethnic descent: Africa (12.1%), Asia (5.6%), Europe (65.3%), Latin America (12.1%), and Native North America (0.9%). Child and mother reports of mother-child relationship quality assayed (a) maternal social support (in 3 data sets), and (b) family cohesion and adaptability (in 2 data sets). Main effects were replicated but hypothesized buffering effects were not. Maternal social support and friend social support were independently associated with adolescent self-esteem, concurrently, but not longitudinally. Family cohesion (but not adaptability) was associated with adolescent self-esteem, concurrently and longitudinally. Friend social support did not moderate associations between mother-child relationship quality and adolescent self-esteem, concurrently or longitudinally. The findings are consistent with a cumulative effects model wherein friends uniquely contribute to adolescent self-worth, over and above the contribution of mothers. The findings do not support claims that friends moderate associations between mother-child relationship quality and adolescent self-esteem.

Observations are widely used in research and evaluation to characterize teaching and learning activities. Because conducting observations is typically resource intensive, it is important that inferences from observation data are made confidently. While attention focuses on interrater reliability, the reliability of a single-class measure over the course of a semester receives less attention. We examined the use and limitations of observation for evaluating teaching practices, and how many observations are needed during a typical course to make confident inferences about teaching practices. We conducted two studies based on generalizability theory to calculate reliabilities given class-to-class variation in teaching over a semester. Eleven observations of class periods over the length of a semester were needed to achieve a reliable measure, many more than the one to four class periods typically observed in the literature. Findings suggest practitioners may need to devote more resources than anticipated to achieve reliable measures and comparisons.

This article aims to convince readers of the value of intersecting the scholarship of interdisciplinarity with the field of argumentation studies. The interdisciplinarity literature has not much engaged with the vehicle that carries interdisciplinary learning, languages, and locutions: the argument. On the argumentation studies side, despite the diverse interests of these scholars, not many have studied how reasoning proceeds in interdisciplinary inquiries. To aid bridge-building from both sides, I use the example of interdisciplinary abductive reasoning to show how the two fields can benefit from each other. The article proceeds as thin, comparative case studies thickened by theory. By analyzing two extended cases of inquiry cast in Douglas Walton's argumentation terms, I argue Walton's model is necessary but not sufficient for understanding and dealing with the unique challenges of interdisciplinary abduction. I propose, instead, we add the PEPR model (Pattern Recognition, Explanation Imagination, Pattern Matching, and Reporting) to help us focus on the data to be explained while we lean on Walton's model to understand the people doing the explaining. I conclude argumentation studies and interdisciplinary theory can be mutually enlightening.

Cancer of unknown primary (CUP) tumors are biologically very heterogeneous, which complicates stratification of patients for treatment. Consequently, these patients face limited treatment options and a poor prognosis. With this study, we aim to expand on the current knowledge of CUP biology by analyzing two cohorts: a well‐characterized cohort of 44 CUP patients, and 213 metastatic patients with known primary. These cohorts were treated at the same institution and characterized by identical molecular assessments. Through comparative analysis of genomic and transcriptomic data, we found that CUP tumors were characterized by high expression of immune‐related genes and pathways compared to other metastatic tumors. Moreover, CUP tumors uniformly demonstrated high levels of tumor‐infiltrating leukocytes and circulating T cells, indicating a strong immune response. Finally, the genetic landscape of CUP tumors resembled that of other metastatic cancers and demonstrated mutations in established cancer genes. In conclusion, CUP tumors possess a distinct immunophenotype that distinguishes them from other metastatic cancers. These results may suggest an immune response in CUP that facilitates metastatic tumor growth while limiting growth of the primary tumor. [ABSTRACT FROM AUTHOR]

The present study compares two methods for assessing peer influence: the longitudinal actor-partner interdependence model (L-APIM) and the longitudinal social network analysis (L-SNA) Model. The data were drawn from 1,995 (49% girls and 51% boys) third grade students (M[subscript age] = 9.68 years). From this sample, L-APIM (n = 206 indistinguishable dyads and n = 187 distinguishable dyads) and L-SNA (n = 1,024 total network members) subsamples were created. Students completed peer nominations and objective assessments of mathematical reasoning in the spring of the third and fourth grades. Patterns of statistical significance differed across analyses. Stable distinguishable and indistinguishable L-APIM dyadic analyses identified reciprocated friend influence such that friends with similar levels of mathematical reasoning influenced one another and friends with higher math reasoning influenced friends with lower math reasoning. L-SNA models with an influence parameter (i.e., average reciprocated alter) comparable to that assessed in L-APIM analyses failed to detect influence effects. Influence effects did emerge, however, with the addition of another, different social network influence parameter (i.e., average alter influence effect). The diverging results may be attributed to differences in the sensitivity of the analyses, their ability to account for structural confounds with selection and influence, the samples included in the analyses, and the relative strength of influence in reciprocated best as opposed to other friendships.

• Patients' body and mind are onslaught by chronic limb-threatening ischemia (CLTI). • Patients with CLTI transition from independency to dependency. • Patients' capacity to be involved in decision-making decreased as CLTI advanced. • Person-centered care is vital to embrace patient experienced attack on body and mind. Patients facing chronic limb-threatening ischemia (CLTI) experience significant burdens, impacting their physical, emotional, and social well-being. They require extensive care from multidisciplinary healthcare professionals across primary and secondary settings. Managing CLTI necessitates strict patient adherence to treatment protocols to prevent severe complications. Surprisingly, previous studies have overlooked these patients' unique perspectives, highlighting the need to explore their experiences and challenges. The objective of this review was to systematically identify, examine, and conceptually map extant literature on patients with CLTI in the context of living with the condition, and explore their experiences of receiving treatment and care within a cross-sectoral setting. A systematic search was completed on 18 September 2023 with no methodological or format restrictions. We identified the population, concept, and context to pinpoint the delineate the focus of this review process. The JBI methodology for scoping reviews and the PRISMA-ScR checklist were followed. Based on our search, we found ten relevant scientific qualitative and/or quantitative sources and one non-scientific source. We identified four main maps: 1) Dependency on others is my new life condition, 2) I'm more than the sum of my conditions , 3) I'm lost in chaos, be alert to all of me , and 4) Give me more time, my body and mind are under attack. This scoping review describes how patients' lives are affected by CLTI and provides insights into their perception of shared decision-making, treatment, and care. The review reveals the need for a more person-centered approach to care. To nuance person-centred care further, it is necessary to consider the impact of patients' cultural values and preferences. However, this area is marked by a notable research gap. [Display omitted] [ABSTRACT FROM AUTHOR]

Strong evidence indicates that student expectations of success in mathematics decline in middle school. The goal of the present study was to examine whether the expectations of teachers and the quality of the student-teacher relationship play a role in these declines. A total of 201 (86 boys, 115 girls) Latino/a students (M = 11.0 years) and their teachers completed surveys at the beginning and end of the 6th grade, describing expectations of the student's success in mathematics and perceptions of teacher involvement with the student. Higher teacher expectations of mathematics success and higher student reports of teacher involvement anticipated greater increases in student expectations of success; the former (but not the latter), was limited to students with above average mathematics abilities.