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Within any higher education institution, there are great teachers who recognize the challenges to sustaining a commitment to highly effective teaching. The current paper explores the beliefs and practices of 10 faculty members who won an undergraduate teacher of the year award at a research-intensive institution. The paper explores the challenges faculty face in prioritizing teaching, the strategies they use to meet these challenges, and suggests institutional supports with the potential to facilitate high-quality teaching in higher education.

Policy and program decisions involve choices among different ways of preparing teachers. These choices are shrouded in increasingly contentious debates as teacher shortages reach crisis proportions. Yet, research on special education teacher education is almost nonexistent. Findings from comparative research documenting the characteristics of effective teacher education programs can inform these choices, but these findings should be grounded in what we know from previous research in general teacher education. To assist educators, we have analyzed literature in general and special teacher education toward two ends. First, we present a framework, derived from work in general education, for analyzing teacher education programs. Second, we use this framework to analyze practice in teacher education in special education. Specifically, we conducted an exhaustive review of special education program descriptions and evaluations. We conclude by describing steps necessary to improve the special education teacher education research base.

ImportanceAs Alzheimer disease (AD) research moves to intervene in presymptomatic phases of the disease, we must develop outcome measures sensitive to the earliest disease-related changes.ObjectiveTo demonstrate the feasibility of a cognitive composite outcome for clinically normal elderly participants with evidence of AD pathology using the ADCS Preclinical Alzheimer Cognitive Composite (ADCS-PACC). The ADCS-PACC combines tests that assess episodic memory, timed executive function, and global cognition. The ADCS-PACC is the primary outcome measure for the first clinical trial in preclinical AD (ie, the Anti-Amyloid Treatment in Asymptomatic Alzheimer's study).Design, setting, and participantsWith the ADCS-PACC, we derive pilot estimates of amyloid-related decline using data from 2 observational studies conducted in North America and another conducted in Australia. The participants analyzed had normal cognition and mean ages of 75.81, 71.37, and 79.42 years across the 3 studies.Main outcomes and measuresFor the 2 studies that collected data on Aβ levels (ADNI and AIBL), we estimate decline in a preclinical AD "Aβ-positive" placebo group and compare them with an "Aβ-negative" group. For the study that did not include data on Aβ levels (the ADCS Prevention Instrument [ADCS-PI] study), we grouped participants by the presence of APOE-ε4 and by clinical progression.ResultsIn ADNI, Aβ-positive participants showed more decline than did Aβ-negative participants with regard to the ADCS-PACC score at 24 months (mean [SE] difference, -1.239 [0.522] [95% CI, -2.263 to -0.215]; P = .02). In AIBL, the mean (SE) difference is significant at both 18 months (-1.009 [0.406] [95% CI, -1.805 to -0.213]; P = .01) and 36 months (-1.404 [0.452] [95% CI, -2.290 to -0.519]; P = .002). In the ADCS-PI study, APOE-ε4 allele carriers performed significantly worse on the ADCS-PACC at 24 months (mean [SE] score, -0.742 [0.294] [95% CI, -1.318 to -0.165]; P = .01) and 36 months (-1.531 [0.469] [95% CI, -2.450 to -0.612]; P = .001). In the ADCS-PI study, cognitively normal participants who progress from a global Clinical Dementia Rating score of 0 are significantly worse on the ADCS-PACC than cognitively normal participants who are stable with a global Clinical Dementia Rating score of 0 at months 12, 24, and 36 (mean [SE] ADCS-PACC score, -4.471 [0.702] [95% CI, -5.848 to -3.094]; P

Fin whale song is a ubiquitous low-frequency pulsing that has been recorded in every ocean basin. In recent years, the complexity of fin whale song has been realized. In the North Atlantic, this song is made up of two low-frequency note types (A and B notes) and one higher-frequency note type (upsweeps). The A and B notes are produced with both singlet and doublet inter-note intervals. These song patterns are interwoven throughout an individual's song and have been observed to shift over time, both gradually and suddenly. Like many baleen whales, the population size of fin whales is poorly defined. Passive acoustic monitoring has been suggested as a way to estimate abundance if a cue rate or calling rate can be determined. In this study, we used recordings from 119 fin whale tracks from 2013-2023 generated from passive acoustic recorders in the North Atlantic to define fin whale song patterns in this ocean basin, identify changes in these song patterns over time, and calculate cue rates. The fin whales recorded sang in 4 distinct patterns. Inter-note intervals were 25 s for A-A singlets, 13 s for B-B singlets, 12/20 s for B-B doublets, and 10/11 s for A-B doublets. B-B doublet inter-note intervals significantly increased from May 2019-April 2023 and A-B inter-note intervals showed an intra-annual increasing trend that reset each summer. Fin whale song in the North Atlantic also often includes higher frequency upsweep notes immediately prior to B notes. While A and B note peak frequency was steady over these years, upsweep peak frequency significantly decreased, continuing a similar trend that has been observed over 30 years. Despite these changes, the dominant song pattern remained consistent and cue rate for actively singing whales was relatively stable, which is in contrast to patterns observed in the North Pacific. Many of these nuances in fin whale singing behavior are newly described herein, and these findings are vital for monitoring baseline behavior, behavioral trends over time, and ultimately estimating abundance of a poorly understood species. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethods and MaterialsResultsConclusionsPhysician educators are often expected to direct educational programs and assume roles that conform to field norms for career advancement but that may not afford meaningful work for educators. The purpose of this study was to describe and analyse the perspectives and actions taken by physician educators in response to tension between feeling compelled to direct an educational program and doing educationally meaningful work.We used data from a longitudinal study and focused on three participants who, over the course of the five-year study, offered significant insights into how physician educators act in ways that run counter to expectations for career advancement. Our narrative analysis entailed organizing data from interview transcripts into time-ordered displays, weaving data into counternarratives that were edited by participants, and using the theory of faculty agency (and its key constructs, strategic perspectives and strategic action) to thread the stories together.In each counternarrative, the participant deliberated their sense of being a physician educator (strategic perspectives) and when expectations became untenable, they did what they needed to do to engage in meaningful work (strategic action) rather than comply with expectations for career advancement in academic medicine. For one participant, faculty agency meant leaving academic medicine; for another, it meant reducing clinical time so that unpaid time could be devoted to education; and for another, it meant opting not do direct a reputable education program.Faculty agency is a useful theoretical lens for conceptualizing how physician educators navigate their careers in academic medicine. Counternarratives that illuminate faculty agency offer stories that describe alternate career paths and portend a different future for physician educators. [ABSTRACT FROM AUTHOR]

Objective: This study was undertaken to determine whether assessing learning over days reveals Alzheimer disease (AD) biomarker‐related declines in memory consolidation that are otherwise undetectable with single time point assessments. Methods: Thirty‐six (21.9%) cognitively unimpaired older adults (aged 60–91 years) were classified with elevated β‐amyloid (Aβ+) and 128 (78%) were Aβ− using positron emission tomography with 11CPittsburgh compound B. Participants completed the multiday Boston Remote Assessment for Neurocognitive Health (BRANCH) for 12 min/day on personal devices (ie, smartphones, laptops), which captures the trajectory of daily learning of the same content on 3 repeated tests (Digit Signs, Groceries‐Prices, Face‐Name). Learning is computed as a composite of accuracy across all 3 measures. Participants also completed standard in‐clinic cognitive tests as part of the Preclinical Alzheimer's Cognitive Composite (PACC‐5), with 123 participants undergoing PACC‐5 follow‐up after 1.07 (standard deviation = 0.25) years. Results: At the cross‐section, there were no statistically significant differences in performance between Aβ+/− participants on any standard in‐clinic cognitive tests (eg, PACC‐5) or on day 1 of multiday BRANCH. Aβ+ participants exhibited diminished 7‐day learning curves on multiday BRANCH after 4 days of testing relative to Aβ− participants (Cohen d = 0.49, 95% confidence interval = 0.10–0.87). Diminished learning curves were associated with greater annual PACC‐5 decline (r = 0.54, p < 0.001). Interpretation: Very early Aβ‐related memory declines can be revealed by assessing learning over days, suggesting that failures in memory consolidation predate other conventional amnestic deficits in AD. Repeated digital memory assessments, increasingly feasible and uniquely able to assess memory consolidation over short time periods, have the potential to be transformative for detecting the earliest cognitive changes in preclinical AD. ANN NEUROL 2024;95:507–517 [ABSTRACT FROM AUTHOR]