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IgE induced by type 2 immune responses in atopic dermatitis is implicated in the progression of atopic dermatitis to other allergic diseases, including food allergies, allergic rhinitis, and asthma. However, the keratinocyte-derived signals that promote IgE and ensuing allergic diseases remain unclear. Herein, in a mouse model of atopic dermatitis-like skin inflammation induced by epicutaneous Staphylococcus aureus exposure, keratinocyte release of IL‑36α along with IL-4 triggered B cell IgE class-switching, plasma cell differentiation, and increased serum IgE levels-all of which were abrogated in IL-36R-deficient mice or anti-IL‑36R-blocking antibody-treated mice. Moreover, skin allergen sensitization during S. aureus epicutaneous exposure-induced IL-36 responses was required for the development of allergen-specific lung inflammation. In translating these findings, elevated IL‑36 cytokines in human atopic dermatitis skin and in IL‑36 receptor antagonist-deficiency patients coincided with increased serum IgE levels. Collectively, keratinocyte-initiated IL‑36 responses represent a key mechanism and potential therapeutic target against allergic diseases.

This study considers how configurations of leadership practices impact perceptions of implementation during large-scale reform: implementation in the United States of Common Core State Standards. Comments of 951 respondents to a national teacher survey were examined. Analysis revealed the hybrid nature of leadership enactment with a range of leadership participation (RoLP) across hierarchical and heterarchical structures. Findings detail how these leadership practices impacted teachers' perceptions of educational reform. The RoLP model depicts how these practices might be spread across an organization.

Public school teachers with high leadership potential who stated that they had no interest in being school principals were surveyed on their attitudes about six alternative school site administrative organizational models. Of the 391 teachers surveyed, 53% identified the Co-Principal model as the preferred school site administrative structure. In order of preference were the Co-Principal model, the Principal/Business Manager model, the Multi-Principal model, the Principal/Associate Principal model, the Principal Teacher/Principal Administrator model, and the Principal/Educational Specialist model. Among teachers at the elementary, middle, and secondary levels, the only significant difference was on the Multi-Principal model, which was favored more by middle and high school teachers than by elementary teachers. The findings suggest that teachers who had previously reported a lack of interest in becoming school principals might be interested in the position if the organizational structure of the school site were different from the traditional organizational model.

Although the four-day school week originated in 1936, it was not widely implemented until 1973 when there was a need to conserve energy and reduce operating costs. This study investigated how achievement tests scores of schools with a four-day school week compared with schools with a traditional five-day school week. The study focused on student performance in Colorado where 62 school districts operated a four-day school week. The results of the Colorado Student Assessment Program (CSAP) were utilized to examine student performance in reading, writing, and mathematics in grades 3 through 10. While the mean test scores for five-day week schools exceeded those of four-day week schools in 11 of the 12 test comparisons, the differences were slight, with only one area revealing a statistically significant difference. This study concludes that decisions to change to the four-day week should be for reasons other than student academic performance. (Contains 1 table.)

Background: Relatively little is known about the sexual behaviors of older people, and the relationship between quality of life and sexuality has not been fully explored. Purpose: The purpose of this study was to investigate the impact of sociological, cultural, and psychological factors to further explain variance beyond biological changes that influence participation in sexual intercourse, sexual satisfaction, and overall quality of life. Methods: Data were collected using a mixed-mode approach to optimize participant response and coverage. Residents of a large active retirement community served as the study participants. Results: Logistic regression identified a set of biopsychosocial variables which significantly distinguished between those who participate and do not participate in sexual intercourse. Multiple regression procedures identified sets of variables that significantly predicted sexual satisfaction and quality of life. Discussion: Overall findings add to the existing body of literature on aging, sexual health, and quality of life. Translation to Health Education Practice: Health professionals should develop interventions that provide education about sexuality to enhance sexual satisfaction and quality of life among community dwelling older adults. (Contains 3 tables.)

Many commentators have indicated that our nation is in a crisis of character. This study examined the relationship between cheating and lying behaviors and constructs previous research has shown to be associated with health behaviors. Participants in the study were 700 students in grades 6-12 from a single southern school district. The questionnaire included items dealing with health and character issues, self-esteem, educational expectations/life goals, self-efficacy scale, and religious beliefs. Results indicated that substantial numbers of students had participated in the following undesirable behaviors in the last year: told lies to stay out of trouble (83.95%), told lies to keep someone else from getting in trouble (70.68%), cheated on an examination in school (47.54%), stole one or more items from stores (17.29%), and stole items from an individual (24.51%). Those who thought these behaviors were wrong were significantly less likely to have engaged in these behaviors. A variety of negative behaviors were related to religious feelings, religious behaviors and educational expectations. Logistic regression results indicated that, of the self-esteem subscales, school self-esteem made the most consistent contribution to distinguishing between students who had engaged in lying, cheating, or stealing and those who had not engaged in these behaviors. Results indicate a high rate of occurrence of some of these undesirable behaviors, highlight the relationship of the home, school, peers, and religion to these behaviors, and have implications for the development of intervention programming. (Contains 4 tables.)

Sexuality is considered by most religious traditions to represent general temptation, procreation or a way to strengthen emotional bonds. The purpose of this study was to determine if frequency of religious attendance and perceived degree of religiosity could distinguish between those students who have and have not participated in selected sexual behaviors. Data were collected from a convenience sample of undergraduate students (n = 408) at a southeastern university. Students voluntarily completed a questionnaire in a regular classroom setting. The questionnaire elicited information regarding the frequency of attendance at religious services, perceived strength of religious feelings, perception of God's view of sex, and participation in the following sexual behaviors: sexual intercourse (ever, last year and last month), giving oral sex (ever and last month), receiving oral sex (ever and last month), and anal sex (ever). Data were analyzed using both univariate analysis (chi-square and analysis of variance) and logistic regression. Results indicated that religiosity variables, especially frequency of religious attendance and religious feelings, were significant predictors of sexual behavior. Results should be considered by those working with college students in the area of human sexuality. (Contains 5 tables.)

This study examined area-specific self-esteem scores by sexual behavior relative to adolescents' values concerning participation in sexual intercourse as an unmarried teenager. The sample consisted of 332 students in grades 7-12 from a Southern rural school district. Students were asked if they had ever had sexual intercourse (yes/no) and if they had participated in sexual intercourse in the last month (yes/no). Respondents also indicated on a four-point scale their response to the statement "It is against my values to have sex as an unmarried teenager." Data were analyzed using a 2x4 (behavior x values) ANOVA for each of the three area specific self-esteem scores (peer, school, and home). Results indicated that students who had participated in sexual intercourse had significantly lower scores in school and home self-esteem than those who had not participated. In addition those who "strongly agreed" with the values statement and indicated they had not had intercourse had the highest school and home self-esteem scores. Those who strongly agreed with the values statement but indicated they had participated in sexual intercourse had the lowest school and home self-esteem scores. This behavior x values interaction was significant for sexual intercourse--ever, and for school self-esteem and sexual intercourse in the last month. No difference was seen in peer self-esteem scores by behavior nor were there behavior x values interactions. (Contains 2 tables.)

The Common Core State Standards (CCSS) represent an unprecedented change in American education. As an increasingly integral part of the school accountability movement under No Child Left Behind and Race to the Top, responsibility for implementing CCSS rests largely with school leadership. One important factor in the success or failure of these efforts is the perceptions and experiences of the teachers who will ultimately employ CCSS in the classroom. This survey study examined teachers' views of CCSS implementation, teaching conditions, collaboration, and job satisfaction. Factor analysis revealed that the openness and activeness of school leadership had a significant effect on teachers' perceptions of implementation, suggesting that attention to these aspects of leadership is an important consideration during transition to CCSS.

Advocates of merit pay believe that teachers who prove themselves to be effective should be given opportunities to earn appropriate rewards while remaining in the field of education and in the classroom where they can directly impact student learning (Figlio & Kenny, 2006; Glewwe, Ilias, & Kremer, 2003; Ritter & Barnett, 2013). Furthermore, proponents of equity might argue that the most effective teachers should be encouraged, not discouraged, to work with students in low-income areas with the greatest educational needs. Thus, in this age of increasing accountability for teachers and schools, compensating teachers based on what they actually do with their students, in lieu of the more traditional approach, has become increasingly common in education today. However, there is much debate about whether merit pay programs actually do lead to positive benefits for teachers and students, or if they instead lead to a number of negative outcomes for teachers (Cordes, 1983; Sawchuck, 2010). To begin understanding the objectives of this review, the authors provide the following definition for how they are examining "merit pay". Consistent with prior literature (Podgursky & Springer, 2007), they define merit pay as rewards for individual teachers, groups of teachers, or schools on any number of factors, including student performance, classroom observations, and teacher portfolios. Merit-based pay is a reward system that hinges on student outcomes attributed to a particular teacher or group of teachers rather than on inputs such as skills or years of experience. These rewards can be bonus amounts provided at the end of the year, or they can be increases to base salary. The general goals of merit pay programs are fairly straightforward: (1) incentivize teachers to invest greater time and effort into their teaching; (2) reward teachers for exceptional work; and (3) encourage teachers to stay in the classroom. However, school districts that implement such a program are often left developing them with little knowledge of the effectiveness or characteristics of other systems. The objectives of the proposed review are to answer the following questions: (1) To what degree do merit pay programs impact student achievement outcomes? (2) To what degree do merit pay programs impact teacher outcomes (e.g. retention; satisfaction)? (3) What are the distinguishing characteristics of the most successful merit pay programs? and (4) For which subgroups of students/teachers/ school systems are merit pay programs most or least beneficial? The objectives of this review are intended to inform the practical issues school leaders and policymakers face when considering a merit pay program and provide guidance on the impact of these programs on student achievement.

Recent quantitative research on the implementation of the Common Core State Standards (CCSS) in schools across Arkansas has discovered that teachers' perceptions of job satisfaction, agency, and professionalism are significantly affected by their school leaders' openness towards autonomy, flexibility, and opinions of teachers (Matlock et al. 2015). The purpose of this article is to expand upon these findings by drawing upon survey and interview data collected from a stratified sample of teachers in a mid-southern state to qualitatively examine the effect CCSS have on teachers' perceptions of their agency and professionalism. The authors then present a contrasting view of teachers' positive perceptions that describe circumstances of teacher autonomy and professional agency.

Background: Those involved in school health education programs generally believe that health-education programs can play an important role in helping young people make positive health decisions. Thus, it is to document the effects of such programs through rigorous evaluations published in peer-reviewed journals. Methods: This paper helps the reader understand the context of school health program evaluation, examines several problems and challenges, shows how problems can often be fixed, or prevented, and demonstrates ways in which challenges can be met. A number of topics are addressed, including distinguishing between curricula evaluation and evaluation of outcomes, types of evaluation, identifying stakeholders in school health evaluation, selection of a program evaluator, recruiting participants, design issues, staff training, parental consent, instrumentation, program implementation and treatment fidelity, participant retention, data collection, data analysis and interpretation, presentation of results, and manuscript preparation and submission. Results: Although there is a lack of health-education program evaluation, rigorous evaluations that have been conducted have, at least in some cases, led to wider dissemination of effective programs. Conclusions: These suggestions will help those interested in school health education understand the importance of evaluation and will provide important guidelines for those conducting evaluations of school health-education programs. (Contains 2 figures.)

Gendered schooling is growing in the United States, but little research exists on single-sex classes in public elementary schools. This study sought to find out if single-sex classes in two elementary schools made a difference in boys' reading gains in 2008-2009, as judged by scores on the state's annual literacy test. In one school, boys in the boys' class gained significantly more than boys in the mixed class. In the other school, boys in the boys' class did not gain significantly more or less than boys in the mixed class, but they did gain significantly less than boys in the mixed class on a nationally normed reading test also given by the school. (Contains 5 tables.)

This article examines reasons why teachers who were identified by their school principal as leaders or having leadership potential, chose not to become school principals. While the literature reports a shortage of qualified applicants for school administrative positions, the deterrents that teacher leaders most often identify include testing/accountability pressures, job stress, amount of time required, and societal problems that make it difficult to focus on instruction. The key factors for teacher leaders choosing not to pursue a career in school administration are broadly categorized as stress and time demands. Superintendents identified the same factors, but scored the importance of each factor higher than the teachers. (Contains 1 table.)

This meta-analysis assesses the effectiveness of volunteer tutoring programs for improving the academic skills of students enrolled in public schools Grades K-8 in the United States and further investigates for whom and under what conditions tutoring can be effective. The authors found 21 studies (with 28 different study cohorts in those studies) reporting on randomized field trials to guide them in assessing the effectiveness of volunteer tutoring programs. Overall, the authors found volunteer tutoring has a positive effect on student achievement. With respect to particular subskills, students who work with volunteer tutors are likely to earn higher scores on assessments related to letters and words, oral fluency, and writing as compared to their peers who are not tutored. (Contains 2 tables, 1 figure and 1 note.)

The article examines the results from an 18-month follow-up evaluation of an abstinence education curriculum series. Participants were students from 15 school districts recruited to participate in the project. The intervention was the Sex Can Wait curriculum series, consisting of upper elementary, middle school, and high school components. The 5-week curriculum was implemented by teachers who had participated in a special teacher training workshop. Both intervention and comparison students were surveyed before and after the curriculum intervention and at 18-month follow-up. Results indicated short-term effects as follows. Upper elementary intervention students indicated higher level of knowledge, more hopefulness for the future, and greater self-efficacy than did the comparison group. Middle school intervention students did not differ from comparison students. High school intervention students reported lower participation rates than the comparison group students in sexual intercourse (ever and last month), a more positive attitude toward abstinence and a greater intent to remain abstinent. Long-term (18 month) benefits were noted as follows: upper elementary intervention students had greater knowledge and were less likely than comparison students to report participation in sexual intercourse in the last month. Middle school intervention students were less likely than comparison students to report participation in sexual intercourse ever and sexual intercourse in the last month. High school intervention students evidenced greater knowledge and greater intent to remain abstinent than did comparison students. Results indicate that the program did have some positive benefits that should be considered by those interested in abstinence education programming.

Objectives: To identify antecedents of teen pregnancy. Methods: Data from the National Education Longitudinal Study were analyzed. This data set allowed us to identify eighth-grade antecedents of teen pregnancy/childbearing. Results: The variables that were found to be most predictive of later pregnancy were reflective of internal poverty (locus of control, subject's educational expectations, and confidence in graduating from high school) and external poverty (parents' highest education). Conclusions: Prevention programs must begin before the eighth grade, instill an internal locus of control, promote academic achievement by enriching children's perception of personal life options for which an education is needed, empower children and their familial models, and prevent internal poverty.

A study evaluating an interactive adult telehealth education program in Arkansas surveyed 2,567 participants. Older adults, Blacks, American Indians, and participants with a high school diploma or less expressed significantly higher levels of satisfaction than other participants. This was attributed to development of sessions responding to community requests and to speakers' communication skills, clarity of the technology, and convenient scheduling. (TD)

Examined the relationship between self-esteem and sexual behavior and intended sexual behavior among Hispanic middle school students. Student surveys indicated that higher home self-esteem significantly related to reduced likelihood of participation in sexual intercourse (ever) and reduced intent to participate. Higher school self-esteem related to reduced likelihood of participation in sexual intercourse (ever and in last month). Higher peer self-esteem significantly related to increased intent to participate. (SM)

Examined the effects of an abstinence education curriculum on outcomes among upper elementary, junior high, and senior high school students. Surveys of intervention and comparison students indicated that the curriculum had positively influenced knowledge, self-efficacy, and outlook (but not attitudes) among elementary students. There were no differences between middle school groups. Among high school students, findings favored the curriculum group on attitude, behavioral intent, and sexual behavior. (SM)

Presents the findings of a national study designed to determine if large-scale turnover is likely to occur among community college faculty members in the near future. Examines factors affecting faculty members' retirement decisions, the impact and prevalence of early and phased retirement programs, and the steps taken by institutions to prepare for what some have predicted will be a significant turnover. (KS)

Student retention builds stability into a university system. Study ascertains whether grade point average, American College Testing scores, gender, and age are predictors of college students' retention. Results indicate that students who leave may have suitable grades but withdraw because of uncertainty about what to expect, or have adjustment issues, financial concerns, or are not academically prepared. (Author/JDM)

Discusses a study done using the Productivity Environmental Survey that reviews the learning style preferences of adults in a university setting. Twenty learning styles with three predictors were used. It was found that three styles (structure, evening, and afternoon preferences) were most effective. (Contains 20 references.) (MZ)

Identifies the stages of acquisition of gateway drugs in fourth, fifth, and sixth graders (N=811). Research confirmed the existence of discrete stages of acquisition. The concept of gateway drugs was supported in that subjects indicated further progression through the stages of acquisition of alcohol use than through use of other substances. (Author/MKA)

Examined the effect of the "Sex Can Wait" curriculum series on students' knowledge, attitudes, and behaviors related to sexuality. Surveys of students in intervention schools and schools with traditional sex-education programs indicated that at the elementary and middle school level, the intervention program produced greater gains, but in high school, there were no significant differences between groups. (SM)

Examined fourth graders' tobacco attitudes, behaviors, and knowledge and investigated the validity and reliability of the survey instrument. Results indicated a positive relationship between attitude and behavior, and gender differences were significant. High numbers of students had already tried tobacco. The survey instrument was comprehensive and effective in eliciting tobacco-specific information from students. (SM)

Evaluated the effectiveness of an upper elementary, abstinence-based, sexuality education curriculum on students' knowledge, attitudes, and beliefs related to sexuality. Pre- and postintervention surveys of students in intervention and control groups indicated that intervention students had higher scores on knowledge and life skills and reported more positive attitudes toward adolescent abstinence. (Author/SM)

This article describes the revision of the White Racial Consciousness Development Scale (D. Claney & W. M. Parker, 1989). A multistage approach including item generation, item refinement and selection, and [...]

The purpose of this study was to investigate the relationship between the emotional well-being of recently divorced fathers and the amount of contact they have with their children. The emotional well-being of the recently divorced fathers was determined by measures of their self-esteem, depression, and divorce adjustment. Data were collected from 97 fathers in a Midwestern state who had been divorced less than seven months. The recently divorced fathers completed the Rosenberg Self-Esteem Scale, the Center for Epidemiologic Studies Depression Scale, and the Fisher's Divorce Adjustment Scale. Findings indicated that those recently divorced fathers who had higher levels of father/child contact had significantly higher levels of emotional well-being than did recently divorced fathers with lower levels of father/child contact. Implications for mental health professionals, legal professionals, and policy makers were included. KEYWORDS. Father/child contact, divorce, divorce adjustment, depression, divorced father

Socioeconomic and demographic factors can affect the impact of telehealth education programs that use interactive compressed video technology. This study assessed program satisfaction among participants in the University of Arkansas for Medical Sciences' School Telehealth Education Program delivered by interactive compressed video. Variables in the one-group posttest study were age, gender, ethnicity, education, community size, and program topics for years 1997-1999. The convenience sample included 3,319 participants in junior high and high schools. The School Telehealth Education Program provided information about health risks, disease prevention, health promotion, personal growth, and health sciences. Adolescents reported medium to high levels of satisfaction regarding program interest and quality. Significantly higher satisfaction was expressed for programs on muscular dystrophy, anatomy of the heart, and tobacco addiction (p < 0.001 to p = 0.003). Females, African Americans, and junior high school students reported significantly greater satisfaction (p < 0.001 to p = 0.005). High school students reported significantly greater satisfaction than junior high school students regarding the interactive video equipment (p = 0.011). White females (p = 0.025) and African American males (p = 0.004) in smaller, rural communities reported higher satisfaction than White males. The School Telehealth Education Program, delivered by interactive compressed video, promoted program satisfaction among rural and minority populations and among junior high and high school students. Effective program methods included an emphasis on participants' learning needs, increasing access in rural areas among ethnic groups, speaker communication, and clarity of the program presentation., Socioeconomic and geographic factors can affect the impact of telehealth education programs that use interactive compressed video technology for consumer health education. Variables such as age, gender, ethnicity, education, and [...]

Abstract The purpose of the study was to profile reading literacy and employability of welfare recipients in the Northwest Arkansas region. The 105 parents/adults that participated in the Transitional Employment [...]