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This study explored online mentoring dialogues of first-year science teachers (FYSTs) to construct a model that was informed by metaphors in teaching dilemmas. Nine teachers' yearlong threaded dialogues were archived and first analyzed by Windschitl's (2002) four dilemma categories, and later by Lakoff and Johnson's (2003) conceptual metaphor theory. Particularly, we charted conceptual metaphor systems and schematic elements of FYSTs' teaching practices in conceptual, pedagogical, cultural, and political dilemma categories using computer-mediated discourse analysis. Findings indicated that the FYSTs' mentoring dialogues were predominantly pedagogical dilemmas (64.34%), mostly related to mastering the art of facilitation. The conceptual metaphors and schematic elements include (a) "Teaching is a trip" within a path schema, (b) "Teaching is a race" within an up-down and more-less visual field schema, (c) "Teaching is policing" within a sanctioned land schema, and (d) "Teaching is building a house" within a construction site schema. This study contributes to the understanding of challenging factors that FYSTs encounter and also illustrates the functionality of the conceptual metaphors for teacher effectiveness.

This article presents engaging and practical methods of helping educators to "remix" the evidence-based and high-leverage practices they are already familiar with to include the new capabilities of artificial intelligence (AI). Transformational modern technologies can be powerful and disruptive, possessing the potential to impact multiple areas of society, including education. One of the best ways for educators to implement AI in their teaching is using it to help support and extend their current practices (Mishra et al., 2023). Similar to how a new remix on the radio can make an old favorite song fresh again, educators can use AI to uphold and enhance their existing instructional strategies and skills. However, adapting to the new paradigm of AI in education may be challenging for teacher preparation programs in special education. The authors of this article apply some of the strategies from "Leveraging Emerging Technology to Design an Inclusive Future with Universal Design for Learning" (McMahon & Walker, 2019) to effectively implement AI in education. Rather than needing to start fresh or relearn how to teach while incorporating AI, teachers can view this article as a foundation for how to apply AI tools to support current practice. The recommendations are based on Universal Design for Learning (UDL) and strategies for adapting AI tools to support high-leverage practices and established evidence-based practices. The authors aim to inspire special educators to start using AI to help "remix" and innovate the implementation of their existing instructional strategies.

Individuals with disabilities have been less involved in school activities than their peers of the same age and this includes career preparation in science and math (Agran et al., 2019; Eriksson et al., 2007; Jackson et al., 2022). Students with disabilities often lack access to facilities, programs, and equipment, and acceptance by educators, employers, and co-workers (Burgstahler, 1994). The effects of a virtual reality (VR) human anatomy application as the means of teaching science vocabulary definitions and locations acquisition for three different human anatomy systems (digestive, respiratory, and integumentary) to college-age students with intellectual disability (ID) are reviewed. This single subject, multiple baseline study included two transition age youth with ID. The intervention package included both a guided and exploratory portion. Data were collected on the participants' accuracy on the definitions and locations of ten vocabulary words for each of the three body systems on a paper assessment. Findings indicated that a functional relation existed between the implementation of the intervention package and an increase in the accuracy of scores in both definitions and locations for each of the three body systems for each participant.

Plants release a wealth of metabolites into the rhizosphere that can shape the composition and activity of microbial communities in response to environmental stress. The connection between rhizodeposition and rhizosphere microbiome succession has been suggested, particularly under environmental stress conditions, yet definitive evidence is scarce. In this study, we investigated the relationship between rhizosphere chemistry, microbiome dynamics, and abiotic stress in the bioenergy crop switchgrass grown in a marginal soil under nutrient-limited, moisture-limited, and nitrogen (N)-replete, phosphorus (P)-replete, and NP-replete conditions. We combined 16S rRNA amplicon sequencing and LC-MS/MS-based metabolomics to link rhizosphere microbial communities and metabolites. We identified significant changes in rhizosphere metabolite profiles in response to abiotic stress and linked them to changes in microbial communities using network analysis. N-limitation amplified the abundance of aromatic acids, pentoses, and their derivatives in the rhizosphere, and their enhanced availability was linked to the abundance of bacterial lineages from Acidobacteria, Verrucomicrobia, Planctomycetes, and Alphaproteobacteria. Conversely, N-amended conditions increased the availability of N-rich rhizosphere compounds, which coincided with proliferation of Actinobacteria. Treatments with contrasting N availability differed greatly in the abundance of potential keystone metabolites; serotonin and ectoine were particularly abundant in N-replete soils, while chlorogenic, cinnamic, and glucuronic acids were enriched in N-limited soils. Serotonin, the keystone metabolite we identified with the largest number of links to microbial taxa, significantly affected root architecture and growth of rhizosphere microorganisms, highlighting its potential to shape microbial community and mediate rhizosphere plant-microbe interactions.

When very dry soil is rewet, rapid stimulation of microbial activity has important implications for ecosystem biogeochemistry, yet associated changes in microbial transcription are poorly known. Here, we present metatranscriptomes of California annual grassland soil microbial communities, collected over 1 week from soils rewet after a summer drought-providing a time series of short-term transcriptional response during rewetting.

Soil microorganisms help transform plant inputs into mineral-associated soil organic carbon (SOC) – the largest and slowest-cycling pool of organic carbon on land. However, the microbial traits that influence this process are widely debated. While current theory and biogeochemical models have settled on carbon-use efficiency (CUE) and growth rate as positive predictors of mineral-associated SOC, empirical tests are sparse, with contradictory observations. Using 13C-labeling of an annual grass (Avena barbata) under two moisture regimes, we found that microbial traits associated with formation of 13C-mineral-associated SOC varied by soil habitat, as did active microbial taxa and SOC chemical composition. In the rhizosphere, bacterial-dominated communities with fast growth, high biomass, and high extracellular polymeric substance (EPS) production were positively associated with 13C-mineral-associated SOC. In contrast, the detritusphere held communities dominated by fungi and more filamentous bacteria, and with greater exoenzyme activity; there, 13C-mineral-associated SOC was associated with slower microbial growth and lower microbial biomass. CUE was a negative predictor of 13C-mineral-associated SOC in both habitats. Using 13C-quantitative stable isotope probing, we found that the majority of 13C assimilation in the rhizosphere and detritusphere at week 12 of the experiment was performed by very few bacterial and fungal taxa (3–5% of the total taxa that assimilated 13C). Several complementary chemical analyses (13C-NMR, FTICR-MS, and STXM-NEXAFS) suggested that SOC in the rhizosphere had a more oxidized chemical signature, while SOC in the detritusphere had a less oxidized, more lignin-like chemical signature. Our findings challenge current theory by demonstrating that microbial traits linked with mineral-associated SOC are not universal, but vary with soil habitat and moisture conditions, and are shaped by a small number of active taxa. Emerging SOC models that explicitly reflect these interactions may better predict SOC storage, since climate change causes shifts in soil moisture regimes and the ratio of living versus decaying roots.

Arbuscular mycorrhizal fungi (AMF) transport substantial plant carbon (C) that serves as a substrate for soil organisms, a precursor of soil organic matter (SOM), and a driver of soil microbial dynamics. Using two-chamber microcosms where an air gap isolated AMF from roots, we 13CO2-labeled Avena barbata for 6 wk and measured the C Rhizophagus intraradices transferred to SOM and hyphosphere microorganisms. NanoSIMS imaging revealed hyphae and roots had similar 13C enrichment. SOM density fractionation, 13C NMR, and IRMS showed AMF transferred 0.77 mg C g-1 of soil (increasing total C by 2% relative to non-mycorrhizal controls); 33% was found in occluded or mineral-associated pools. In the AMF hyphosphere, there was no overall change in community diversity but 36 bacterial ASVs significantly changed in relative abundance. With stable isotope probing (SIP)-enabled shotgun sequencing, we found taxa from the Solibacterales, Sphingobacteriales, Myxococcales, and Nitrososphaerales (ammonium oxidizing archaea) were highly enriched in AMF-imported 13C (> 20 atom%). Mapping sequences from 13C-SIP metagenomes to total ASVs showed at least 92 bacteria and archaea were significantly 13C-enriched. Our results illustrate the quantitative and ecological impact of hyphal C transport on the formation of potentially protective SOM pools and microbial roles in the AMF hyphosphere soil food web.

Global potent greenhouse gas nitrous oxide (N2O) emissions from soil are accelerating, with increases in the proportion of reactive nitrogen emitted as N2O, i.e., N2O emission factor (EF). Yet, the primary controls and underlying mechanisms of EFs remain unresolved. Based on two independent but complementary global syntheses, and three field studies determining effects of acidity on N2O EFs and soil denitrifying microorganisms, we show that soil pH predominantly controls N2O EFs and emissions by affecting the denitrifier community composition. Analysis of 5438 paired data points of N2O emission fluxes revealed a hump-shaped relationship between soil pH and EFs, with the highest EFs occurring in moderately acidic soils that favored N2O-producing over N2O-consuming microorganisms, and induced high N2O emissions. Our results illustrate that soil pH has a unimodal relationship with soil denitrifiers and EFs, and the net N2O emission depends on both the N2O/(N2O + N2) ratio and overall denitrification rate. These findings can inform strategies to predict and mitigate soil N2O emissions under future nitrogen input scenarios.

We describe the survey design and science goals for One-hundred-deg2 DECam Imaging in Narrowbands (ODIN), a NOIRLab survey using the Dark Energy Camera (DECam) to obtain deep (AB ∼ 25.7) narrowband images over an unprecedented area of sky. The three custom-built narrowband filters, N419, N501, and N673, have central wavelengths of 419, 501, and 673 nm and respective FWHM of 7.5, 7.6, and 10.0 nm, corresponding to Lyα at z = 2.4, 3.1, and 4.5 and cosmic times of 2.8, 2.1, and 1.4 Gyr, respectively. When combined with even deeper, public broadband data from the Hyper Suprime-Cam, DECam, and in the future, the Legacy Survey of Space and Time, the ODIN narrowband images will enable the selection of over 100,000 Lyα-emitting (LAE) galaxies at these epochs. ODIN-selected LAEs will identify protoclusters as galaxy overdensities, and the deep narrowband images enable detection of highly extended Lyα blobs (LABs). Primary science goals include measuring the clustering strength and dark matter halo connection of LAEs, LABs, and protoclusters, and their respective relationship to filaments in the cosmic web. The three epochs allow for the redshift evolution of these properties to be determined during the period known as Cosmic Noon, where star formation was at its peak. The narrowband filter wavelengths are designed to enable interloper rejection and further scientific studies by revealing [O ii] and [O iii] at z = 0.34, Lyα and He ii 1640 at z = 3.1, and Lyman continuum plus Lyα at z = 4.5. Ancillary science includes similar studies of the lower-redshift emission-line galaxy samples and investigations of nearby star-forming galaxies resolved into numerous [O iii] and [S ii] emitting regions.

Soil microbial communities perform critical ecosystem services through the collective metabolic activities of numerous individual organisms. Most microbes use corrinoids, a structurally diverse family of cofactors related to vitamin B12. Corrinoid structure influences the growth of individual microbes, yet how these growth responses scale to the community level remains unknown. Analysis of metagenome-assembled genomes suggests that corrinoids are supplied to the community by members of the archaeal and bacterial phyla Thermoproteota, Actinobacteria, and Proteobacteria. Corrinoids were found largely adhered to the soil matrix in a grassland soil, at levels exceeding those required by cultured bacteria. Enrichment cultures and soil microcosms seeded with different corrinoids showed distinct shifts in bacterial community composition, supporting the hypothesis that corrinoid structure can shape communities. Environmental context influenced both community- and taxon-specific responses to specific corrinoids. These results implicate corrinoids as key determinants of soil microbiome structure and suggest that environmental micronutrient reservoirs promote community stability.

Unravelling biosphere feedback mechanisms is crucial for predicting the impacts of global warming. Soil priming, an effect of fresh plant-derived carbon (C) on native soil organic carbon (SOC) decomposition, is a key feedback mechanism that could release large amounts of soil C into the atmosphere. However, the impacts of climate warming on soil priming remain elusive. Here, we show that experimental warming accelerates soil priming by 12.7% in a temperate grassland. Warming alters bacterial communities, with 38% of unique active phylotypes detected under warming. The functional genes essential for soil C decomposition are also stimulated, which could be linked to priming effects. We incorporate lab-derived information into an ecosystem model showing that model parameter uncertainty can be reduced by 32-37%. Model simulations from 2010 to 2016 indicate an increase in soil C decomposition under warming, with a 9.1% rise in priming-induced CO2 emissions. If our findings can be generalized to other ecosystems over an extended period of time, soil priming could play an important role in terrestrial C cycle feedbacks and climate change.

The purpose of this study was to examine the use of virtual reality, an emerging technology, to teach college-age students with intellectual disability and autism to acquire science vocabulary words relating to human anatomy. One student with autism and two students with an intellectual disability participated in a multiple baseline across skills (i.e., acquisition of science vocabulary words) design. Data were collected on the three students' abilities to define and label three sets of human anatomy vocabulary words (i.e., bones, muscles, and organs) while using Organon 3D. Students used this application while using the Oculus Rift S, a virtual reality head-mounted display. Results indicated that all students acquired definitions and labeling knowledge for the new science vocabulary terms in the area of human anatomy.

We outline a multidimensional ecological systems policy framework to better understand how the Individuals with Disabilities Education Act (IDEA) and patterns of racial disproportionality in special education relate. The framework engages with ideology, power, privilege, and context across the multiple layers of the policy-implementation process and educational ecosystem. It highlights how policy reverberates through the educational ecosystem via interpretation and implementation flows spanning from the exo-, macro-, and meso levels (e.g., federal policy, state education agency (SEA) guidance, local education agency (LEA) officials' actions, educators) to the micro- level (e.g., families and students) and back up. The framework provides critical insights that can inform efforts to reduce racial and ability inequities.

Educational agencies with inequities in special education or exclusionary discipline are required to review local policies, practices, and procedures as potential drivers of disproportionality. Indeed, disparities manifest in both locally and through broad, historical narratives; solutions must thus address both local context and histories of power and privilege. However -- despite racial and ethnic disparities defining inequities, school-wide approaches enacted for addressing drivers (e.g. multi-tiered systems of support) rarely center culturally sustaining, anti-racist, and anti-ableist lenses that consider the sociohistorical contexts of an educational space. Further, there is little practical guidance regarding how to implement these frameworks through such a lens, leaving school stakeholders with scant guidance for understanding and addressing inequities via school-level, institutional practices. We outline practical implementation ideas that practitioners might use when selecting school-wide programs meant to shift inequitable systems and provide meaningful access to learning for all students.

This paper describes the integration of geographic information system (GIS) technology in a high school environmental science classroom, specifically examining the impact of GIS technology on student engagement, critical thinking, and interdisciplinary learning for Education for Sustainability (EfS). This environmental science classroom utilized ArcGIS Online and StoryMaps to facilitate hands-on learning, enabling students to explore spatial relationships, analyze data, and communicate insights to foster engagement and critical thinking. This GIS technology promotes interdisciplinary learning by connecting essential environmental issues with location and other social factors. Students deepen their understanding of human-environment interactions by interpreting spatial data, empowering them to propose sustainable solutions to environmental challenges. Using ArcGIS Online and StoryMaps, students engaged in guided lessons, explored sustainability topics, and created their own StoryMaps based on the United Nations' (UN) Sustainable Development Goals (SDGs). The findings highlight positive engagement, critical thinking, and interdisciplinary learning impacts. Students demonstrated increased interest, understanding of complex issues, and developed analytical skills through spatial data analysis. The approach encouraged interdisciplinary thinking and expanded awareness of ongoing environmental challenges, supporting EfS goals.

Interlocking mechanisms of exclusion function as gatekeepers to high-quality learning in schools, which perpetuate oppressive conceptions of ability, learning, and intelligence. Across educational ecosystems, these intersecting forms of oppression--including but not limited to racism, ableism, and colonialism--are reified through exclusionary practices that hoard learning opportunities. In this paper, we contend that learning-access disparities are at the crux of educational inequalities, and that theoretical fragmentation across educational disciplines has limited our understanding of entrenched patterns of exclusion and potential solutions. This fragmentation has led to siloed equity conversations and solutions; therefore, we articulate a conceptual framework for inclusive education: Critical Inclusion (InCrit). In doing so, we first engage in a critical-historical review of educational inclusion, including how it has been theorised and operationalised in both research and praxis. We next describe the cross-pollination of the foundational theories on which the conceptual framework stands to emphasise intersectionality and emancipatory education in relation to the vast scholarship on critical inclusion. We then present the framework's core components, which represent connectors between theory and practice, and illustrative examples. We conclude with a discussion of the cross-systems change required to make meaningful progress toward emancipatory education for all students and achieve critical inclusion in practice.

Theory-focused joint displays represent an innovative approach to data and results integration with potential to build understanding of complex constructs, including factors that influence change over time. However, the extant literature offers few examples for doing so, particularly in convergent research designs. Therefore, the purpose of this article is to provide a replicable framework for developing and refining an emergent theoretical model in a convergent research design. Through an illustrative example of a study on preservice teachers' growth in practice, we detail a seven-step process in which a theoretical model served as the guide and culminating purpose of the research. In addition to this primary contribution, we also explore the role of visuals in joint display analyses to support meta-inference generation.

This paper is a preliminary exploration of how doctoral study can increase educational leaders' capacity to use evidence. Our mixed methods study uses interviews and surveys of graduates from four EdD programs. Methods training linked to students' work and social capital development among students and with faculty both influenced graduates, use of evidence. We expected to find distinct uses of research (e.g., to make decisions, to persuade others). While we did, leaders often combined such uses in specific cases. We conclude with suggestions for further research on how professional education influences educational leaders' use of evidence.

Root causes of disproportionality in exclusionary discipline are multiply determined. Teachers' perceptions and implicit biases, enacted within the contexts of schools as racialised organisations, shape how educators interpret and respond to student behaviour. Focusing on the referral phase of the disciplinary process, this systematic review of theoretical frameworks applied in studies on discipline-disparity reduction uncovers how scholars have theorised the impacts of school-based programmes seeking to diminish inequities. We analysed research published between 1990 and 2021 to examine how empirically evaluated programs and their theoretical underpinnings have approached discipline disparities and their alignment with root causes established in the broader literature base. Our findings indicated that studies' conceptual frameworks were commonly at odds with established theory regarding root causes, and we found a notable absence of frameworks related to schools as white, hegemonic spaces. We advocate that researchers apply conceptual frameworks that decentre whiteness, smartness, and goodness in schools.

Interactions between plant roots and rhizosphere bacteria modulate nitrogen (N)-cycling processes and create habitats rich in low molecular weight compounds (exudates) and complex organic molecules (decaying root litter) compared to those of bulk soil. Microbial N-cycling is regulated by edaphic conditions and genes from many interconnected metabolic pathways, but most studies of soil N-cycling gene expression have focused on single pathways. Currently, we lack a comprehensive understanding of the interplay between soil N-cycling gene regulation, spatial habitat, and time. We present results from a replicated time series of soil metatranscriptomes; we followed gene expression of multiple N transformations in four soil habitats (rhizosphere, detritusphere, rhizo-detritusphere, and bulk soil) during active root growth for the annual grass, Avena fatua. The presence of root litter and living roots significantly altered the trajectories of N-cycling gene expression. Upregulation of assimilatory nitrate reduction in the rhizosphere suggests that rhizosphere bacteria were actively competing with roots for nitrate. Simultaneously, ammonium assimilatory pathways were upregulated in both rhizosphere and detritusphere soil, which could have limited N availability to plants. The detritusphere supported dissimilatory processes DNRA and denitrification. Expression of nitrification genes was dominated by three phylotypes of Thaumarchaeota and was upregulated in bulk soil. Unidirectional ammonium assimilation and its regulatory genes (GS/GOGAT) were upregulated near relatively young roots and highly decayed root litter, suggesting N may have been limiting in these habitats (GS/GOGAT is typically activated under N limitation). Our comprehensive analysis indicates that differences in carbon and inorganic N availability control contemporaneous transcription of N-cycling pathways in soil habitats. IMPORTANCE Plant roots modulate microbial nitrogen (N) cycling by regulating the supply of root-derived carbon and nitrogen uptake. These differences in resource availability cause distinct micro-habitats to develop: soil near living roots, decaying roots, near both, or outside the direct influence of roots. While many environmental factors and genes control the microbial processes involved in the nitrogen cycle, most research has focused on single genes and pathways, neglecting the interactive effects these pathways have on each other. The processes controlled by these pathways determine consumption and production of N by soil microorganisms. We followed the expression of N-cycling genes in four soil microhabitats over a period of active root growth for an annual grass. We found that the presence of root litter and living roots significantly altered gene expression involved in multiple nitrogen pathways, as well as tradeoffs between pathways, which ultimately regulate N availability to plants.

Nitrogen (N) is frequently limiting to plant growth, in part because most soil N is present as polymeric organic compounds that are not readily taken up by plants. Microbial depolymerization of these large macromolecular N-substrates gradually releases available inorganic N. While many studies have researched and modeled controls on soil organic matter formation and bulk N mineralization, the ecological-spatial, temporal and phylogenetic-patterns underlying organic N degradation remain unclear. We analyzed 48 time-resolved metatranscriptomes and quantified N-depolymerization gene expression to resolve differential expression by soil habitat and time in specific taxonomic groups and gene-based guilds. We observed much higher expression of extracellular serine-type proteases than other extracellular N-degrading enzymes, with protease expression of predatory bacteria declining with time and other taxonomic patterns driven by the presence (Gammaproteobacteria) or absence (Thermoproteota) of live roots and root detritus (Deltaproteobacteria and Fungi). The primary chitinase chit1 gene was more highly expressed by eukaryotes near root detritus, suggesting predation of fungi. In some lineages, increased gene expression over time suggests increased competitiveness with rhizosphere age (Chloroflexi). Phylotypes from some genera had protease expression patterns that could benefit plant N nutrition, for example, we identified a Janthinobacterium phylotype and two Burkholderiales that depolymerize organic N near young roots and a Rhizobacter with elevated protease levels near mature roots. These taxon-resolved gene expression results provide an ecological read-out of microbial interactions and controls on N dynamics in specific soil microhabitats and could be used to target potential plant N bioaugmentation strategies.

Lumpy skin disease (LSD) is an infectious disease currently spreading worldwide and poses a serious global threat. However, there is limited evidence and understanding to support the use of models to inform decision-making in LSD outbreak responses. This review aimed to identify modelling approaches that can be used before and during an outbreak of LSD, examining their characteristics and priorities, and proposing a structured workflow. We conducted a systematic review and identified 60 relevant publications on LSD outbreak modelling. The review identified six categories of question to be addressed following outbreak detection (origin, entry pathway, outbreak severity, risk factors, spread, and effectiveness of control measures), and five analytical techniques used to address them (descriptive epidemiology, risk factor analysis, spatiotemporal analysis, dynamic transmission modelling, and simulation modelling). We evaluated the questions each analytical technique can address, along with their data requirements and limitations, and accordingly assigned priorities to the modelling. Based on this, we propose a structured workflow for modelling during an LSD outbreak. Additionally, we emphasise the importance of pre-outbreak preparation and continuous updating of modelling post-outbreak for effective decision-making. This study also discusses the inherent limitations and uncertainties in the identified modelling approaches. To support this workflow, high-quality data must be collected in standardised formats, and efforts should be made to reduce inherent uncertainties of the models. The suggested modelling workflow can be used as a process to support rapid response for countries facing their first LSD occurrence and can be adapted to other transboundary diseases.

Bacon, Simon. Eco-Vampires: The Undead and the Environment. McFarland, 2020. 207 pp. Hardcover. ISBN 978-1-4766-7622-7. $45. Without fail, every day, there's a news headline telling the public that Earth's environment [...]

Abstract Global potent greenhouse gas nitrous oxide (N2O) emissions from soil are accelerating, with increases in the proportion of reactive nitrogen emitted as N2O, i.e., N2O emission factor (EF). Yet, the primary controls and underlying mechanisms of EFs remain unresolved. Based on two independent but complementary global syntheses, and three field studies determining effects of acidity on N2O EFs and soil denitrifying microorganisms, we show that soil pH predominantly controls N2O EFs and emissions by affecting the denitrifier community composition. Analysis of 5438 paired data points of N2O emission fluxes revealed a hump-shaped relationship between soil pH and EFs, with the highest EFs occurring in moderately acidic soils that favored N2O-producing over N2O-consuming microorganisms, and induced high N2O emissions. Our results illustrate that soil pH has a unimodal relationship with soil denitrifiers and EFs, and the net N2O emission depends on both the N2O/(N2O + N2) ratio and overall denitrification rate. These findings can inform strategies to predict and mitigate soil N2O emissions under future nitrogen input scenarios.