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Learning to teach writing remains challenging for both student instructors and the experienced faculty, staff, and other professionals who mentor them. Many institutions have created local repositories of teaching-related materials such as syllabi and assignments, and some national efforts have also attempted to facilitate sharing resources to support instructor professional development. However, the labor-intensive nature of building digital resources has reduced the long-term effectiveness of these archives. Interdisciplinary approaches to building professional development resources can address these difficulties, creating more sustainable repositories and similar professional development resources. In this article, we describe the construction of the repository associated with the Corpus & Repository of Writing, a web-based archive of pedagogical materials from first year-writing courses at multiple institutions. We discuss the decisions we made regarding material and metadata collection, data processing, classification of materials, and interface design, and share insights from testing with administrators, teachers, and mentors keen on developing sustainable, equitable approaches to mentoring. By drawing from the methods of corpus linguistics and technical communication, and guiding our development processes with user-centered design, we offer a model for repository building that can shape mentoring, teaching, and research within and across diverse writing programs.

From a tradition of fieldwork-based teaching in geography, we consider the intersections of fieldwork sites and their social and spatial relationships for implications for non-placement work integrated learning (NPWIL). As the skills agenda gathers pace in universities it is critical to understand forms of NPWIL and their development. As a form of NPWIL in geography and related disciplines, fieldwork generates a range of personal, professional and academic skills for students. Through a case study of site-based fieldwork for cultural heritage teaching, we examine how such teaching can expand our understanding of this form of NPWIL. In contrast to ideas of university work including WIL as characterized and bounded by temporal linearity, we argue for seeing WIL in terms of non-linear temporality and slow "innovation flow". We link this analysis of WIL with understandings of cultural heritage and heritage sites as also non-linear and emergent in both time and space. We reflect on a detailed case study of heritage management teaching that draws on fieldtrip and a long-term relationship with a heritage site that is an historic coal mine. Over time the evolution of the field trip shows that the site itself is a key agent in this form of NPWIL. The site embodies and generates a range of changing social and spatial relationships with community, heritage managers, and other sites linked to the mine and its history. This networked perspective on fieldwork sites illustrates how supporting "slow innovation" in fieldwork based NPWIL can facilitate beneficial teaching and other outcomes.

This study examined the use of music software as a pedagogical tool for the delivery of specific content in a music education course offered to Certificate and Bachelor of Education Program students at a Caribbean university. The existing course uses a traditional approach, and thus, the study is significant as the results would propel a shift toward transformational teaching. Twenty-four university students were chosen for the study which adopted a mixed methods approach. Over one semester, participants used a free, open-source music software program to learn simple time signatures. Students produced an assignment as well as completed a questionnaire. Ninety percent of students were able to compose eight bars of music according to a simple time signature using the software. Most participants intimated they felt comfortable and motivated using the software, they understood concepts taught, and they suggested its continued use. The majority of participants also stated that they required more training. Some participants even said that they would adopt this methodology on their teaching practicum. Based on the results, recommendations include the adoption of this and other technological teaching tools within the music program, a teaching practicum assessment, and a progressive training component for both students and staff.

Secondary Checkpoint assessments are taken by students at the end of the Cambridge Lower Secondary programme (aged 14) in countries around the world. Many students continue with Cambridge after this and take IGCSE exams two years later. Given that there is a high level of coherence between the curricula in the two stages, performance in Secondary Checkpoint should be a good indicator of performance at IGCSE. In this article, I investigate whether there is evidence to support this contention, by calculating correlations between Checkpoint scores and IGCSE grades, across a range of subjects. I also look at whether students in schools offering the Cambridge Lower Secondary programme go on to perform better at IGCSE than schools not offering the programme.

IntroductionPragmatic research studies that include diverse dyads of persons living with dementia (PLWD) and their family caregivers are rare.MethodsCommunity-dwelling dyads were recruited for a pragmatic clinical trial evaluating three approaches to dementia care. Four clinical trial sites used shared and site-specific recruitment strategies to enroll health system patients.ResultsElectronic health record (EHR) queries of patients with a diagnosis of dementia and engagement of their clinicians were the main recruitment strategies. A total of 2176 dyads were enrolled, with 80% recruited after the onset of the pandemic. PLWD had a mean age of 80.6 years (SD 8.5), 58.4% were women, and 8.8% were Hispanic/Latino, and 11.9% were Black/African American. Caregivers were mostly children of the PLWD (46.5%) or spouses/partners (45.2%), 75.8% were women, 9.4% were Hispanic/Latino, and 11.6% were Black/African American.DiscussionHealth systems can successfully enroll diverse dyads in a pragmatic clinical trial.

PURPOSE: To investigate the impact of reduced injected doses on the quantitative and qualitative assessment of the amyloid PET tracers [18F]flutemetamol and [18F]florbetaben. METHODS: Cognitively impaired and unimpaired individuals (N = 250, 36% Aβ-positive) were included and injected with [18F]flutemetamol (N = 175) or [18F]florbetaben (N = 75). PET scans were acquired in list-mode (90-110 min post-injection) and reduced-dose images were simulated to generate images of 75, 50, 25, 12.5 and 5% of the original injected dose. Images were reconstructed using vendor-provided reconstruction tools and visually assessed for Aβ-pathology. SUVRs were calculated for a global cortical and three smaller regions using a cerebellar cortex reference tissue, and Centiloid was computed. Absolute and percentage differences in SUVR and CL were calculated between dose levels, and the ability to discriminate between Aβ- and Aβ + scans was evaluated using ROC analyses. Finally, intra-reader agreement between the reduced dose and 100% images was evaluated. RESULTS: At 5% injected dose, change in SUVR was 3.72% and 3.12%, with absolute change in Centiloid 3.35CL and 4.62CL, for [18F]flutemetamol and [18F]florbetaben, respectively. At 12.5% injected dose, percentage change in SUVR and absolute change in Centiloid were  80% for both tracers. CONCLUSION: This proof-of-concept study showed that for both [18F]flutemetamol and [18F]florbetaben, adequate quantitative and qualitative assessments can be obtained at 12.5% of the original injected dose. However, decisions to reduce the injected dose should be made considering the specific clinical or research circumstances.

BackgroundEstimating the medical complexity of people aging with HIV can inform clinical programs and policy to meet future healthcare needs. The objective of our study was to forecast the prevalence of comorbidities and multimorbidity among people with HIV (PWH) using antiretroviral therapy (ART) in the United States (US) through 2030.Methods and findingsUsing the PEARL model-an agent-based simulation of PWH who have initiated ART in the US-the prevalence of anxiety, depression, stage ≥3 chronic kidney disease (CKD), dyslipidemia, diabetes, hypertension, cancer, end-stage liver disease (ESLD), myocardial infarction (MI), and multimorbidity (≥2 mental or physical comorbidities, other than HIV) were forecasted through 2030. Simulations were informed by the US CDC HIV surveillance data of new HIV diagnosis and the longitudinal North American AIDS Cohort Collaboration on Research and Design (NA-ACCORD) data on risk of comorbidities from 2009 to 2017. The simulated population represented 15 subgroups of PWH including Hispanic, non-Hispanic White (White), and non-Hispanic Black/African American (Black/AA) men who have sex with men (MSM), men and women with history of injection drug use and heterosexual men and women. Simulations were replicated for 200 runs and forecasted outcomes are presented as median values (95% uncertainty ranges are presented in the Supporting information). In 2020, PEARL forecasted a median population of 670,000 individuals receiving ART in the US, of whom 9% men and 4% women with history of injection drug use, 60% MSM, 8% heterosexual men, and 19% heterosexual women. Additionally, 44% were Black/AA, 32% White, and 23% Hispanic. Along with a gradual rise in population size of PWH receiving ART-reaching 908,000 individuals by 2030-PEARL forecasted a surge in prevalence of most comorbidities to 2030. Depression and/or anxiety was high and increased from 60% in 2020 to 64% in 2030. Hypertension decreased while dyslipidemia, diabetes, CKD, and MI increased. There was little change in prevalence of cancer and ESLD. The forecasted multimorbidity among PWH receiving ART increased from 63% in 2020 to 70% in 2030. There was heterogeneity in trends across subgroups. Among Black women with history of injection drug use in 2030 (oldest demographic subgroup with median age of 66 year), dyslipidemia, CKD, hypertension, diabetes, anxiety, and depression were most prevalent, with 92% experiencing multimorbidity. Among Black MSM in 2030 (youngest demographic subgroup with median age of 42 year), depression and CKD were highly prevalent, with 57% experiencing multimorbidity. These results are limited by the assumption that trends in new HIV diagnoses, mortality, and comorbidity risk observed in 2009 to 2017 will persist through 2030; influences occurring outside this period are not accounted for in the forecasts.ConclusionsThe PEARL forecasts suggest a continued rise in comorbidity and multimorbidity prevalence to 2030, marked by heterogeneities across race/ethnicity, gender, and HIV acquisition risk subgroups. HIV clinicians must stay current on the ever-changing comorbidities-specific guidelines to provide guideline-recommended care. HIV clinical directors should ensure linkages to subspecialty care within the clinic or by referral. HIV policy decision-makers must allocate resources and support extended clinical capacity to meet the healthcare needs of people aging with HIV.

Treatment of youth concussion during the acute phase continues to evolve, and this has led to the emergence of guidelines to direct care. While symptoms after concussion typically resolve in 14-28 days, a portion (∼20%) of adolescents endorse persistent post-concussive symptoms (PPCS) beyond normal resolution. This report outlines a study implemented in response to the National Institute of Neurological Diseases and Stroke call for the development and initial clinical validation of objective biological measures to predict risk of PPCS in adolescents. We describe our plans for recruitment of a Development cohort of 11- to 17-year-old youth with concussion, and collection of autonomic, neurocognitive, biofluid, and imaging biomarkers. The most promising of these measures will then be validated in a separate Validation cohort of youth with concussion, and a final, clinically useful algorithm will be developed and disseminated. Upon completion of this study, we will have generated a battery of measures predictive of high risk for PPCS, which will allow for identification and testing of interventions to prevent PPCS in the most high-risk youth.

People regularly read multi-line texts in different formats and publishers, internationally, must decide how to present text to make reading most effective and efficient. Relatively few studies have examined multi-line reading, and fewer still Chinese multi-line reading. Here, we examined whether texts presented in single or double columns, and either left-justified or fully-justified affect Chinese reading. Text format had minimal influence on overall reading time; however, it significantly impacted return-sweeps (large saccades moving the eyes from the end of one line of text to the beginning of the next). Return-sweeps were launched and landed further away from margins and involved more corrective saccades in single- than double-column format. For left- compared to fully-justified format, return-sweeps were launched and landed closer to margins. More corrective saccades also occurred. Our results showed more efficient return-sweep behavior for fully- than left-justified text. Moreover, there were clear trade-off effects such that formats requiring increased numbers of shorter return-sweeps produced more accurate targeting and reduced numbers of corrective fixations, whereas formats requiring reduced numbers of longer return-sweeps caused less accurate targeting and an increased rate of corrective fixations. Overall, our results demonstrate that text formats substantially affect return-sweep eye movement behavior during Chinese reading without affecting efficiency and effectiveness, that is, the overall time it takes to read and understand the text.

Regular physical activity (PA) can reduce the risk of chronic diseases and improve cognitive function and emotional health. Unfortunately, many college students are inactive and at risk for chronic diseases and mental health conditions. Therefore, innovative exercise interventions that promote PA in this population are needed. PA adherence is enhanced when the experience promotes positive affect, and intrinsic factors drive participants. Zumba fitness is a popular group exercise class that provides a unique experience in which intrinsic motivation and positive affect are reinforced. This study aimed to implement and evaluate an online synchronous Zumba fitness course to promote PA among college students. Pre- and post-surveys assessed leisure-time PA, intrinsic motivation, and exercise affect. Also, participants (16 female students) reported affect state, need satisfaction, and enjoyment at the end of the Zumba session bi-weekly throughout the semester. Results indicated an overall positive trend from the start to the end of the semester and within individual Zumba sessions. Intrinsic motivation and exercise affect did not significantly increase, but self-reported MVPA increased significantly with a large effect size (d = 1.05). On the post-course evaluations, all students strongly agreed that they enjoyed the course and agreed or strongly agreed that it increased their motivation for physical activity. In addition, students reported enjoying the upbeat music, fun moves, and informative lectures. These findings suggest strategies other PA course instructors can adopt to provide enjoyable PA experiences and promote students' continued PA participation.

Objectives: This literature review seeks to identify based on the current literature how the burden of disease for IBD patients manifests itself as this cohort transitions simultaneously from pediatric to adult care and from secondary to post-secondary education. Methods: This paper reviews the current literature regarding postsecondary students with IBD and provides a summary of research regarding key factors in their quality of experience. The research was conducted through databases including Taylor & Francis, PubMed, as well as searches via Google Scholar. Results: Over the course of this search, thirty-three relevant studies were identified. These studies addressed the themes outlined in this paper, including academic performance, social adaptation, transition of care, as well as overall transition to a postsecondary institution. Each of these is further broken down to identify specific determinants of IBD student experience. Conclusions: Although students with IBD can demonstrate resilience and adaptive behavior, the evidence suggests there are significant limitations impacting their perceived experience. The barriers IBD students face impact their ability to experience postsecondary education as they intend to, forcing them to adjust in adaptive or maladaptive manners. This review also attempts to generate possible solutions to specific barriers identified from current research, generating directions of action for students, physicians, and academic supports.

The aim of the current study was to examine whether students' perceptions of teacher support at an individual-level, teacher support and well-functioning class climate at classroom-level, and teacher support and well-functioning class climate at school-level were associated with peer victimization. Data were obtained from a Student School Survey administered by the selected Swedish municipality. Multilevel analyses were based on 5,646 students in 277 classes and 27 schools. At the individual-level, girls and students who perceived greater teacher support than their classmates were victimized less often by their peers. In addition, students in schools with classes characterized by greater cooperation, cohesion, working atmosphere and respect toward their teachers tended to score lower on peer victimization. Within schools, students belonging to classes with a more well-functioning class climate than what was average in the school, and students belonging to classes that scored their teacher as more caring, fair and respectful compared to other classes in the school, were less likely to be targets of peer victimization.

Purpose: The purpose of this paper is to provide a transcript of a dialogue among literacy educators and researchers on the impact of generative artificial intelligence (AI) in the field. In the spring of 2023, a lively conversation emerged on the National Council of Research on Language and Literacy (NCRLL)'s listserv. Stephanie initiated the conversation by sharing an op-ed she wrote for "Atlanta Journal-Constitution" about the rise of ChatGPT and similar generative AI platforms, moving beyond the general public's concerns about student cheating and robot takeovers. NCRLL then convened a webinar of eight leading scholars in writing and literacies development, inspired by that listserv conversation and an organizational interest in promoting intergenerational collaboration among literacy scholars. Design/methodology/approach: As former doctoral students of two of the panel participants, webinar facilitators Grace and Victoria positioned themselves primarily as learners about this topic and gathered questions from colleagues, P-16 practitioners and those outside the field of education to assess the concerns and wonderings that ChatGPT and generative AI have raised. The following webinar conversation was recorded on two different days due to scheduling conflicts. It has been merged and edited into one dialogue for coherence and convergence. Findings: Panel participants raise a host of questions and issues that go beyond topics of ethics, morality and basic writing instruction. Furthermore, in dialogue with one another, they describe possibilities for meaningful pedagogy and critical literacy to ensure that generative AI is used for a socially just future for students. While the discussion addressed matters of pedagogy, definitions of literacy and the purpose of (literacy) education, other themes included a critique of capitalism; an interrogation of the systems of power and oppression involved in using generative AI; and the philosophical, ontological, ethical and practical life questions about being human. Originality/value: This paper provides a glimpse into one of the first panel conversations about ChatGPT and generative AI in the field of literacy. Not only are the panel members respected scholars in the field, they are also former doctoral students and advisors of one another, thus positioning all involved as both learners and teachers of this new technology.

This research contributes to ongoing debate surrounding primary teachers' perceptions of key benefits, challenges and effective practice associated with whole-class teaching and learning in the primary school. A review of pre-existing literature relevant to the practice and perceptions of whole-class teaching and learning informed the scope and design of the study. A mixed methods exploratory approach was employed through the distribution of digital questionnaires and one-to-one semi-structured interviews, involving thirty-eight primary teachers employed across ten schools in the East Midlands and South East England. Statistical analysis and thematic, inductive and theoretical coding of the resulting data highlighted perceived social benefits alongside challenges surrounding whole-class adaptive teaching. The findings concluded that whole-class pedagogy may be most effective when diverse approaches to questioning and verbal discourse are collectively embedded within a shared directive for practice, and when the engagement of all pupils is continually promoted and sustained throughout teaching and learning.

Self-efficacy is a key factor in performance success, yet little is known about how music educators nurture students' self-belief within studio and class music lessons. This study explored teachers' perceptions of pedagogical priorities in the development of self-efficacy. The goal was to understand how teachers intuitively nurture students' performance self-efficacy and determine the optimal means by which positive self-perceptions and subsequent musical achievement could be most effectively fostered within music environments. Australian music educators (n = 304) responded to a questionnaire asking them to share their strategies for helping students cope with common performance scenarios (exam, first concert, negative experience, and sub-par performance) and key performance issues such as music performance anxiety and confidence. Qualitative analyses coded to the four self-efficacy sources revealed that teachers preferred to focus on mastery experiences and employ verbal persuasion. The development of vicarious experience or the psychological performance skills that would benefit physiological and affective states were given substantially lower priority. There were also some significant between-group findings in the way that studio and school classroom teachers employed verbal persuasion which may be a reflection of the different teaching environments. Efforts to enhance performance self-efficacy could focus on the less-utilized sources. Further recommendations and implications for music pedagogy are outlined.

The COVID-19 pandemic forced post-secondary institutions to shift their technical offerings to blended and/or remote delivery. The Pandemic was a catalyst for pre-service Technology Education programs, traditionally designed for face-to-face learning, to explore innovative pedagogical arrangements. The purpose of this study was to understand the experiences and perceptions of pre-service teachers as they navigated their way through their Pandemic-impacted Technology Education Diploma program. In particular, pre-service teachers were asked about the challenges, benefits, and lessons learned through their lived experiences dealing with the re-organization for remote and blended learning in response to the various waves of the COVID-19 Pandemic. An exploration of the learner experience within pre-service Technology Education programs contributes to a growing body of literature that continues to offer meaningful insight on the institutional arrangements to cope with the limitations brought on by the Pandemic. Interviews from a purposeful sample of nine (N = 9) pre-service teachers was the primary data source within this qualitative study that sought to understand the following research question: How have institutional responses to COVID-19 impacted the experiences and perceptions of pre-service teachers enrolled in a re-organized Technology Education Diploma program? Thematic analysis was used to identify and explore recurring nodes within the data. The findings of this study suggest that the shift in instructional modality had significant impacts on how pre-service teachers experienced their Technology Education program. The reorganization delayed the development of peer relationships within the program cohorts and disrupted lines of communication.

Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6-12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.

Gender equity is an area of concern within STEM, where women are underrepresented in education and career roles. Increasing the representation of women in STEM and removing negative gender stereotypes are necessary actions, both of which can be fostered during formal education through employability initiatives and in the workplace. This study focused on the university setting and explores the perceived employability beliefs of students in STEM (including medicine), particularly their career identity and commitment, learning mindset, awareness of career and how their learning relates to their future career. The 12,708 student responses to an online questionnaire illustrate significant gendered differences in employability beliefs. Female students in STEM have significantly higher confidence in career identity and commitment, and relevance of learning compared to males, although they feel less confident in their reconsideration of career commitment and occupational mobility. In comparison to non-STEM students, women in STEM report higher confidence in career identity and commitment, reconsideration of career commitment, willingness and ability to learn, relevance of learning, career exploration and awareness and occupational mobility. Employability interventions are needed within the STEM educational context to promote long-term equal opportunities for all genders in the workplace.

The Recipe 4 Success preventive intervention targeted multiple factors critical to the health and well-being of toddlers living in poverty. This randomized controlled trial, which was embedded within Early Head Start home visits for 12 weeks, included 242 racially and ethnically diverse families (51% girls; toddler mean age = 2.58 years; data collected 2016-2019). Compared to parents in usual practice home visits, parents in Recipe 4 Success displayed greater sensitive scaffolding of toddlers' learning and more responsive food parenting practices (Cohen's d = 0.21-0.30). Toddlers in Recipe 4 Success exhibited greater self-regulation and had healthier eating habits (Cohen's d = |0.16-0.35|). Results highlight the value of Recipe 4 Success in promoting parent and toddler behavior change that could have life-long benefits.

The compulsory education of students who have complex learning characteristics has received little attention in New Zealand research literature. This paper explores the positive educational experiences of a student who transferred from one high school to another in the same city, which resulted in him 'actually learning'. Using Appreciative Inquiry (AI) methodology, qualitative interviews and focus groups were held with educators and the student's mother, and time was spent with the student. Thematic analysis revealed the significance of communication/relationships, values and flexible teaching and learning practices. The analysis also revealed that educators' beliefs included relational understandings of disability and a presumption of competence, while their practice evidenced elements of inclusive pedagogy.

The paper, based on a primary survey, explores the inequalities in access and household investment on the market-based 'supplemental educational services' (SESs) in post-compulsory school education (i.e. secondary level of education) in Haryana, a northern state in India. We find that around 44% of students access SESs in secondary education in Haryana, and it varies considerably across socioeconomic groups such as class, caste and gender. Results from the two-step Heckman selection model suggest that access to and household investment in SESs is significantly determined by household factors and school characteristics. We also find that SESs in Haryana are not homogenous, vary widely in content delivery and private costs. Nearly 56% of the students (mainly from socio-economically underprivileged groups) attend the low-cost and low-quality private tuition centres, while their better-off counterparts attend the more organised medium- and high-cost tuition services, and this widens the already existing inequality in educational opportunities in the state. The study suggests to stringently regulate the flourishing commercial SESs market to minimise growing educational inequality in the state.

Using a theoretical framework of policy assemblage, we analyse current primary mathematics teacher professional development in England, in the context of a transnational policy of mastery in mathematics influenced by East Asian practices. As well as the increased discourse of marketisation, and school and teacher autonomy, there has also been a paradoxical process of greater state influence over the content and form of professional learning. This paper maps the mathematics mastery market to show how marketisation and competition form a mirage that masks state-market assemblage. An analysis of these assemblages illuminates the state's role in fostering a market whilst also operating as an actor in this market, in this case in mastery professional development. Within the mastery market, tensions arise between the phenomena of replication and isomorphism and differentiation of 'offers' that develop affinity groups and networks. Thus, we extend previous descriptions of the hierarchy, markets, and networks, and the roles of state funded actors within teacher professional development by identifying the importance of multiplicity of logics, assemblage as a process of labour, and the dynamic nature of relationships and activity. Resources to support teacher professional learning are mobilised in competitive processes with apparent choice hiding state direction.

Monoterpenoid indole alkaloids (MIAs) represent a large class of plant natural products with marketed pharmaceutical activities against a wide range of indications, including cancer, malaria and hypertension. Halogenated MIAs have shown improved pharmaceutical properties; however, synthesis of new-to-nature halogenated MIAs remains a challenge. Here we demonstrate a platform for de novo biosynthesis of two MIAs, serpentine and alstonine, in baker's yeast Saccharomyces cerevisiae and deploy it to systematically explore the biocatalytic potential of refactored MIA pathways for the production of halogenated MIAs. From this, we demonstrate conversion of individual haloindole derivatives to a total of 19 different new-to-nature haloserpentine and haloalstonine analogs. Furthermore, by process optimization and heterologous expression of a modified halogenase in the microbial MIA platform, we document de novo halogenation and biosynthesis of chloroalstonine. Together, this study highlights a microbial platform for enzymatic exploration and production of complex natural and new-to-nature MIAs with therapeutic potential.