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We explore how Black and Latino/a students from economically marginalized communities drew upon dominant capitals accrued by virtue of attendance at elite secondary schools in conjunction with non-dominant family and community capitals to chart their postsecondary lives through college and beyond. In so doing, we point to affordances offered by the authors' longitudinal qualitative research investigation, as we work to understand individual and collective class and race positioning practices and outcomes post high school.

Reflections on pandemic schooling and its aftermath have been dominated by narratives of loss. Most notably, there has been sustained attention given to students' loss of learning and loss of social skills (with implications that this will lead to loss of revenue and a lost generation down the road). This neoliberal view of schooling, which is steeped in whiteness, has led to a narrow understanding of both these problems and their solutions. The solutions that are suggested, informed by whiteness and dominant culture, have significant consequences for all children, but especially BIPOC children. Specifically, there have been calls to focus classroom efforts on raising test scores and calls to add the teaching of social emotional learning skills. In this paper, we critique these moves and argue instead for a more expansive view of possibilities for schooling post-pandemic. Rather than framing this loss as a reason to focus on test scores and scripted curricula, we encourage educators to consider what children have gained and how we might reimagine more democratic, just, and liberatory schooling as a result. We highlight two pedagogical frameworks--community engaged teaching and restorative justice--as viable alternatives to a focus on academic learning loss and SEL.

In order to explore whether the Watermark™ Educator Disposition Assessment (EDA) is an equitable assessment for all teacher candidates regardless of race, this study used a Quantitative Critical Race Theory (QuantCrit) methodological design to analyze a pilot implementation of the assessment representing 650 discreet disposition assessments undertaken in 24 designated courses in five distinct programs of educator preparation at a midsized Midwestern university. Chi-square analysis and descriptive statistics from fall 2019-spring 2020 archival data indicate a statistically significant association between the variable race and the average scores assigned to students in multiple EDA assessments, with marked disadvantages for Black teacher candidates. Through this analysis and a careful and critical review of language embedded in each rubric row, the authors argue that the Watermark™ EDA advances and reifies a set of normative practices that align with dominant White, middle-class cultural values under the guise of objectivity.

Background/Context: Scholars have long critiqued the antidemocratic forces at work in education, advocating for a more equitable, liberating, and democratic vision of schooling, with teacher education taking on a central role. Mainstream teacher preparation obstructs democratic education, as evidenced by the failure to disavow and dismantle white supremacy, the jettisoning of commitments to social justice, and a disregard for communities and community expertise, particularly Black, Indigenous, and people of color and low-income communities. Purpose: Through cogenerative dialogue between university faculty and community colleagues, we offer a case of community-engaged teacher preparation in our community to demonstrate both the tenets and the power of this approach. Centering the voices, values, and dreams of the communities within which educators work is essential if we are to reclaim the democratic promise of schooling. Research Design: Contextualized within the scholarship on democratic praxis, this conceptual piece elaborates on and elevates radical reciprocity enacted between communities and universities as a compelling and justifiable direction for the field of educator preparation. Conclusion: The authors argue that the only way to realize the democratic possibilities of public education is to commit to community-engaged teacher preparation. This hyperlocal, community-responsive, and sustaining approach can equitize traditional imbalances of power, creating a more dynamic and democratic educational landscape, both inside and outside of schools.

The purpose of this article is to bring attention to the illustrative power and capacity of qualitative longitudinal research within the context of the urban educational "reform churn." In this article, we draw upon longitudinal ethnographic data collected over 3 years in four low-performing, urban secondary schools in Buffalo, New York, to illuminate the power of the methodology behind our findings. Our research provides an example of the ways in which qualitative longitudinal research can reveal the temporal mechanisms of stabilization and destabilization that develop within urban schools and districts in and through time.

Background/Context: Calls to increase participation in and access to STEM education have been loud and frequent. These democratizing efforts have targeted the aspirations and expectations of non-dominant students attending U.S. secondary schools, promising pathways to college and opportunities for social mobility, yet the results have been mixed. While some exemplars exist, recent research has identified a number of social and structural challenges that undermine the stated goals of policy initiatives and fail to yield positive student outcomes. Purpose: Drawing upon the authors' notion of shadow capital, an extension of Bourdieu's theoretical framework, and Holland, Lachincotte, Skinner, and Cain's theory of figured worlds, this article explores how high-achieving students from non-dominant backgrounds construct their academic identities amid limited STEM material and discursive structures in two urban, non-selective, public, STEM-focused schools. In so doing, we aim to extend and complicate the literature on STEM reform and its ability to provide opportunity and improve outcomes for non-dominant students. Research Design: The findings reported herein are part of a larger ethnographic, longitudinal, and comparative study of eight non-selective, urban public high schools serving primarily economically and racially nondominant students. Data consist of interviews with multiple stakeholders, sustained participant and non-participant observation, and document analysis. In this article we focus on two STEM-focused schools, STEM Academy and Broadway Science Academy (BSA), and primarily draw upon interview data given our emphasis on student identity development. Findings/Results: As a result of a mismatch between the intention and outcome of STEM reform as it plays out in this study, each school provided students with shadow capital. Given the different school contexts, the effects of this shadow capital on students' STEM identities vary across site. In the case of STEM Academy, students develop conflicted STEM identities amid the school's own conflicted institutional identity as both STEM-focused and college preparatory. In the case of BSA, students are provided opportunities that are seen as more "connected" to student-lived experiences, resulting in vocational pathways devoid of the elements that truly bridge home and school in ways that create opportunity, complicating students' ability to actualize their college and career aspirations. Conclusions/Recommendations: In order to create authentic and meaningful connected STEM opportunities that allow students to draw from their own stores of capital and nurture STEM identities, we need to reevaluate and re-envision the "good intentions" undergirding the democratization of education and ask whether efforts to democratize STEM are plausible within our deeply stratified system.

The intricate behavior of particle acceleration and transport mechanisms complicates the overall efforts in formulating a comprehensive understanding of solar energetic particle (SEP) events; these efforts include observations of low-energy particles (from tens of keV to hundreds of MeV) by space-borne instruments and measurements by the ground-based neutron monitors of the secondary particles generated in the Earth atmosphere by SEPs in the GeV range. Numerous space-borne missions provided good data on the nature/characteristics of these solar particles in past solar cycles, but more recently—concurrently with the rise toward the maximum of solar cycle 25—the High-Energy Particle Detector (HEPD-01) proved to be well suited for the study of solar physics and space weather. Its nominal 30–300 MeV energy range for protons can enlarge the detection capabilities of solar particles at low Earth orbit, closer to the injection limit of many SEP events. In this work, we characterize three SEP events within the first six months of 2022 through spectral and velocity dispersion analysis, assessing the response of HEPD-01 to >M1 events. [ABSTRACT FROM AUTHOR]

• Status epilepticus (SE) is a rare complication of SARS-CoV-2 vaccination. • Clear mechanisms are still missing, though inflammation may play a central role. • SE does not show an adequate response to ASM and more aggressive treatment is needed. • Patients suffering from post-SARS-CoV-2 vaccine SE exhibit a low mortality rate. Status Epilepticus (SE) stands as a prominent neurological emergency, showing a mortality rate of approximately 20%. Since February 2021, a worldwide vaccination campaign has been launched against the Coronavirus 19 disease (COVID-19) pandemic. Several possible vaccine-related adverse events have been identified, including neurological manifestations. SE is beginning to surface in literature as an emergent condition in COVID-19-vaccinated individuals, though defined reasons accounting for this correlation are still missing. We report two cases of SE related to the SARS-CoV-2 vaccine. In addition, we performed a systematic search of the literature to identify the consistency of the association between the SARS-CoV-2 vaccine and the SE onset. The following databases were consulted: PubMed and Google Scholar. Two novel super-refractory status epilepticus (SRSE) cases associated with the BNT162b2 mRNA COVID-19 vaccine were identified. Both patients received the second dose of the vaccine about 14 days prior to SE onset. Patients showed a non-convulsive semiology and were treated with a combined anesthetic and immunomodulant therapy, leading to SE resolution in both cases. The literature review identified seven additional cases, primarily non-convulsive SE. Four patients received the Spikevax (ex-COVID-19 Moderna mRNA -1273 vaccine), 2 patients the BNT162b2 (Pfizer/Biotech), and 1 patient the ChAdOx1-s (AstraZeneca) vaccine. The first vaccine dose (5/7, 71.4%) emerged as the most frequently associated with SE onset, which manifested at an average of 4.5 days (± 3.4) following vaccination. Five patients presented RSE and required continuous intravenous anesthetic drug administration. Resolution of SE was achieved in all cases. Status Epilepticus is a rare complication associated with Sars-CoV-2 vaccines. Additional studies are needed to ascertain the potential association between Sars-CoV-2 vaccines and status epilepticus. [ABSTRACT FROM AUTHOR]

The unintended consequences of gene targeting in mouse models have not been thoroughly studied and a more systematic analysis is needed to understand the frequency and characteristics of off-target effects. Using RNA-seq, we evaluated targeted and neighboring gene expression in tissues from 44 homozygous mutants compared with C57BL/6N control mice. Two allele types were evaluated: 15 targeted trap mutations (TRAP); and 29 deletion alleles (DEL), usually a deletion between the translational start and the 3' UTR. Both targeting strategies insert a bacterial beta-galactosidase reporter (LacZ) and a neomycin resistance selection cassette. Evaluating transcription of genes in +/- 500 kb of flanking DNA around the targeted gene, we found up-regulated genes more frequently around DEL compared with TRAP alleles, however the frequency of alleles with local down-regulated genes flanking DEL and TRAP targets was similar. Down-regulated genes around both DEL and TRAP targets were found at a higher frequency than expected from a genome-wide survey. However, only around DEL targets were up-regulated genes found with a significantly higher frequency compared with genome-wide sampling. Transcriptome analysis confirms targeting in 97% of DEL alleles, but in only 47% of TRAP alleles probably due to non-functional splice variants, and some splicing around the gene trap. Local effects on gene expression are likely due to a number of factors including compensatory regulation, loss or disruption of intragenic regulatory elements, the exogenous promoter in the neo selection cassette, removal of insulating DNA in the DEL mutants, and local silencing due to disruption of normal chromatin organization or presence of exogenous DNA. An understanding of local position effects is important for understanding and interpreting any phenotype attributed to targeted gene mutations, or to spontaneous indels.

Professional Educators have witnessed the impact of various forms of racism on children in schools many times during their careers. They have observed inequitable access to facilities and materials, inequitable access to high quality teachers, inequitable access to a climate of high expectations, and inequitable access to an education that is culturally relevant, affirming, responsive, and sustaining. As a result of these inequities in access, persistent and significant inequities in outcomes remain firmly entrenched. Despite being more than 60 years removed from Brown v. Board of Education, this country continues to have a system of public education that is inherently segregated and fundamentally unequal (Orfield & Frankenberg, 2014). The authors address of this article address the persistent gaps in academic access, opportunity, and achievement between children from low-income, minoritized backgrounds, as compared to their more advantaged peers, and identify it as a moral scar on a country founded on principles of equality. Committed to an ethic of equity in education, the authors describe a program of community-engaged educator preparation grounded in reciprocal relationships that bridge the university and neighborhood in important ways. Through privileging the collective wisdom, expertise, and cultural wealth of the community as decisive elements of educator preparation, they position neighborhood leaders, pastors, and families as colleagues. The authors describe their journey into community-engaged teacher preparation that began with community concerns regarding the academic achievement of children in a predominantly low-income, African-American neighborhood of Muncie, IN.

In this paper, we investigate mentor perspectives of their roles as de facto "teacher educators." Drawing upon three years of qualitative data, we argue that community voices and knowledge should be reflected in decisions regarding what and how children are taught. We assert that, by broadening the definition of "teacher educator" beyond university faculty to include community members, we create spaces through which the development of culturally responsive teaching can more authentically emerge. The larger study from which this paper is derived examines the innovative practices of a teacher preparation program at a Midwestern university in the United States of America, wherein majority White, female, middle-class candidates are paired with mentor families in a low-income African-American neighborhood. This program of cultural immersion builds relational ties between community members, and mentors facilitate candidates' movement beyond deficit perspectives of communities of color and simplistic notions of celebration to see cultural affirmation and contextual knowledge of children's lived experiences as critical to student success. In the present study, we challenge neoliberal "commonsense" in the preparation of teachers by privileging community voices and highlighting how mentors perceive their respective roles as teacher educators.

Although there has been significant research examining the practice of culturally responsive teaching, little empirical work to date has examined the role that community-engaged, teacher preparation models play in shaping prospective teachers' orientation toward cultural responsiveness. This study of 60 preservice teacher candidates enrolled in a program of community-engaged teacher preparation at a midsized Midwestern public university specifically examined the ways in which caring relationships between preservice teachers and volunteer community mentors scaffolded candidates' contextualized understanding of culture, community, and identity of children and families. Findings provide evidence that as candidates experience authentic caring within the space of supportive relationships, they emerge equipped to care in more authentic, culturally responsive ways for their students.