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Elevated maternal glucocorticoid levels during gestation can lead to phenotypic changes in offspring via maternal effects. Although such effects have traditionally been considered maladaptive, maternally derived glucocorticoids may adaptively prepare offspring for their future environment depending upon the correlation between maternal and offspring environments. Nevertheless, relatively few studies test the effects of prenatal glucocorticoid exposure across multiple environments. We tested the potential for ecologically relevant increases in maternal glucocorticoids in the eastern fence lizard (Sceloporus undulatus) to induce adaptive phenotypic changes in offspring exposed to high or low densities of an invasive fire ant predator. Maternal treatment had limited effects on offspring morphology and behavior at hatching, but by 10 days of age, we found maternal treatment interacted with offspring environment to alter anti-predator behaviors. We did not detect differences in early-life survival based on maternal treatment or offspring environment. Opposing selection on anti-predator behaviors from historic and novel invasive predators may confound the potential of maternal glucocorticoids to adaptively influence offspring behavior. Our test of the phenotypic outcomes of transgenerational glucocorticoid effects across risk environments provides important insight into the context-specific nature of this phenomenon and the importance of understanding both current and historic evolutionary pressures., Offspring are affected by their mother’s experiences during gestation—but also by their own early life environment. We altered the levels of hormones associated with stress in female fence lizards, and found that the influence on offspring behaviours differed depending on how risky their environment was in early life. Offspring from “stressed” mothers in high-predation environments were harder to find, basked less, and stayed closer to the ground than those in low-predation environments.

PurposeThe International Baccalaureate (IB) programme centers on developing students' international mindedness. Central to this effort is the programme's “Learner Profile,” which details ten attributes that teachers seek to cultivate through classroom instruction. This article reports on the ways that middle grades and high school social studies and English teachers in Chicago Public Schools' (CPS) IB programmes are attempting to implement the Learner Profile as part of their classroom practice to support students' international mindedness.Design/methodology/approachThe project was carried out as a two phase, sequential mixed-methods design. Phase I entailed a survey of IB teachers and programme coordinators across CPS to assess the incorporation of the Learner Profile into instruction. Phase II consisted of mixed-methods case studies of CPS IB programmes selected partially on Phase I data analysis.FindingsWe find that while teachers express high levels of familiarity with the Learner Profile attributes and confidence in incorporating them into practice, we find wide variation in the actual implementation. Taken as a whole, we find CPS programmes take divergent approaches to incorporating the Learner Profile based on differences in understanding of the attributes and its purposes as well as key organizational facets related to implementation.Originality/valueUltimately, we argue that the wide variation and lack of explicit incorporation of the Learner Profile into classrooms is related in large part to the broad, indistinct nature of “international mindedness” as a concept. The programme would benefit from creating more space for teacher and students to critique the concept, especially those working from non-Western traditions.

The hypothalamic–pituitary–adrenal (HPA) axis controls the release of glucocorticoids, which regulate immune and inflammatory function by modulating cytokines, white blood cells and oxidative stress via glucocorticoid receptor (GR) signaling. Although the response to HPA activation is well characterized in many species, little is known about the impacts of HPA activation during extreme physiological conditions. Hence, we challenged 18 simultaneously fasting and developing elephant seal pups with daily intramuscular injections of adrenocorticotropin (ACTH), a GR antagonist (RU486), or a combination of the two (ACTH+RU486) for 4 days. We collected blood at baseline, 2 h and 4 days after the beginning of treatment. ACTH and ACTH+RU486 elevated serum aldosterone and cortisol at 2 h, with effects diminishing at 4 days. RU486 alone induced a compensatory increase in aldosterone, but not cortisol, at 4 days. ACTH decreased neutrophils at 2 h, while decreasing lymphocytes and increasing the neutrophil:lymphocyte ratio at 4 days. These effects were abolished by RU486. Despite alterations in white blood cells, there was no effect of ACTH or RU486 on transforming growth factor-β or interleukin-6 levels; however, both cytokines decreased with the 4 day fasting progression. Similarly, ACTH did not impact protein oxidation, lipid peroxidation or antioxidant enzymes, but plasma isoprostanes and catalase activity decreased while glutathione peroxidase increased with fasting progression. These data demonstrate differential acute (2 h) and chronic (4 days) modulatory effects of HPA activation on white blood cells and that the chronic effect is mediated, at least in part, by GR. These results also underscore elephant seals' extraordinary resistance to oxidative stress derived from repeated HPA activation.

Olive ridley sea turtles, Lepidochelys olivacea, exhibit a polymorphic reproductive behaviour nesting in solitary or in mass aggregations termed “arribadas”, where thousands of turtles nest at once. Arribadas may provide fitness benefits including mate finding during nearshore aggregations and predator satiation at the time of hatching, but the potential costs of arribada nesting remain understudied. To explore the potential trade-offs of the fitness benefits associated with arribada nesting, we collected blood from olive ridley turtles nesting in arribada and solitary. We measured reproductive and metabolic hormones (progesterone, estradiol, testosterone, thyroxine, and triiodothyronine), triglycerides (TG), non-esterified fatty acids (NEFA) and markers of oxidative damage (4-hydroxynonenal, malondialdehyde, protein carbonyls, and nitrotyrosine). Arribada nesters were bigger and had higher levels of progesterone than solitary nesters. Similarly, thyroid hormones were higher in individuals nesting in arribada than in solitary nesters, while TG and NEFA were positively correlated in arribada but not in solitary nesters. Nesting in arribada was associated with increased lipid peroxidation and protein carbonyls compared to solitary nesting. These results suggest that nesting in arribada is potentially more energetically expensive than nesting solitarily, and that oxidative stress may be a trade-off of the fitness benefits associated with arribada nesting.

The hypothalamic-pituitary-adrenal (HPA) axis controls the release of glucocorticoids, which regulate immune and inflammatory function by modulating cytokines, white blood cells (WBCs), and oxidative stress via glucocorticoid receptor (GR) signaling. Although the response to HPA activation is well characterized in many species, little is known about the impacts of HPA activation during extreme physiological conditions in marine mammals. Hence, we challenged 18 simultaneously fasting and developing elephant seal pups with daily intramuscular injections of adrenocorticotropin (ACTH), a GR antagonist (RU486), or a combination (ACTH+RU486) for four days (4d). We collected blood at baseline, two hours (2h), and 4d after the beginning of treatment. ACTH and ACTH+RU486 elevated serum aldosterone and cortisol at 2h, with effects diminishing at 4d. RU486 alone induced a compensatory increase in aldosterone, but not cortisol, at 4d. ACTH decreased neutrophils at 2h while decreasing lymphocytes and increasing neutrophil:lymphocyte ratio at 4d. These effects were abolished by RU486. Despite alterations in WBCs, there was no effect of ACTH or RU486 on transforming growth factor-β or interleukin-6 levels; however, both cytokines decreased with the 4-d fasting progression. Similarly, ACTH did not impact protein oxidation, lipid peroxidation, or antioxidant enzymes, but plasma isoprostanes and catalase activity decreased while glutathione peroxidase increased with fasting progression. These data demonstrate differential acute (2h) and chronic (4d) modulatory effects of HPA activation on WBCs and that the chronic effect is mediated, at least in part, by GR. These results also underscore elephant seals’ resistance to potential oxidative stress derived from repeated HPA activation.Summary statementMany species experience oxidative stress and inflammation after repeated activation of the hypothalamic-pituitary-adrenal axis. We show that simultaneously fasting and developing elephant seals are resistant to repeated hypothalamic-pituitary-adrenal axis activation.

Sleep is a recuperative process, and its dysregulation has cognitive, metabolic, and immunological effects that are largely deleterious to human health. Epidemiological and empirical studies have suggested that sleep fragmentation (SF) as result of obstructive sleep apnea (OSA) and other sleep abnormalities leads to pronounced inflammatory responses, which are influenced by the sympathetic nervous system (SNS). However, the underlying molecular mechanisms contributing to SNS regulation of SF-induced inflammation are not fully understood. To assess the effects of the SNS upon inflammatory responses to SF, C57BL/6j female mice were placed in automated SF chambers with horizontally moving bars across the bottom of each cage at specified intervals to disrupt sleep. Mice were first subjected to either control (no bar movement), acute sleep fragmentation (ASF), or chronic sleep fragmentation (CSF) on a 12:12-h light/dark schedule. ASF involved a bar sweep every 120 s for 24 h, whereas CSF involved a bar sweep every 120 s for 12 h (during 12 L; resting period) over a period of 4 weeks. After exposure to these conditions, mice received an intraperitoneal injection of either phentolamine (5 mg/kg BW; an α-adrenergic receptor blocker), propranolol (5 mg/kg BW; a β-adrenergic receptor blocker), or vehicle (saline). Serum corticosterone concentration, brain and peripheral cytokine (IL1β, TNFα, and TGFβ) mRNA expression, and body mass were assessed. ASF and CSF significantly elevated serum corticosterone concentrations as well as cytokine mRNA expression levels compared with controls, and mice subjected to CSF had decreased body mass relative to controls. Mice subjected to CSF and treated with phentolamine or propranolol had a greater propensity for a decrease in cytokine gene expression compared with ASF, but effects were tissue-specific. Taken together, these results suggest that both α- and β-adrenergic receptors contribute to the SNS mediation of inflammatory responses, and adrenergic antagonists may effectively mitigate tissue-specific SF-mediated inflammation.

SummaryRegular surveillance testing of asymptomatic individuals for SARS-CoV-2 has played a vital role in SARS-CoV-2 outbreak prevention on college and university campuses. Here we describe the voluntary saliva testing program instituted at the University of California, Berkeley during an early period of the SARS-CoV-2 pandemic in 2020. The program was administered as a research study ahead of clinical implementation, enabling us to launch surveillance testing while continuing to optimize the assay. Results of both the testing protocol itself and the study participants’ experience show how the program succeeded in providing routine, robust testing capable of contributing to outbreak prevention within a campus community and offer strategies for encouraging participation and a sense of civic responsibility.

The effects of maternal glucocorticoids (e.g. corticosterone, CORT) on offspring interest biologists due to increasing environmental perturbations. While little is known about the impact of maternal CORT on offspring fitness, it may modulate telomere length and compromise offspring health. Here, we use a modified real-time quantitative PCR assay to assess telomere length using small DNA quantities (

Background The neuroendocrine stress response allows vertebrates to cope with stressors via the activation of the Hypothalamic-Pituitary-Adrenal (HPA) axis, which ultimately results in the secretion of glucocorticoids (GCs). Glucocorticoids have pleiotropic effects on behavior and physiology, and might influence telomere length dynamics. During a stress event, GCs mobilize energy towards survival mechanisms rather than to telomere maintenance. Additionally, reactive oxygen species produced in response to increased GC levels can damage telomeres, also leading to telomere shortening. In our systematic review and meta-analysis, we tested whether GC levels impact telomere length and if this relationship differs among time frame, life history stage, or stressor type. We hypothesized that elevated GC levels are linked to a decrease in telomere length. Methods We conducted a literature search for studies investigating the relationship between telomere length and GCs in non-human vertebrates using four search engines: Web of Science, Google Scholar, Pubmed and Scopus, last searched on September 27th, 2020. This review identified 31 studies examining the relationship between GCs and telomere length. We pooled the data using Fisher’s Z for 15 of these studies. All quantitative studies underwent a risk of bias assessment. This systematic review study was registered in the Open Science Framework Registry (https://osf.io/rqve6). Results The pooled effect size from fifteen studies and 1066 study organisms shows no relationship between GCs and telomere length (Fisher’s Z = 0.1042, 95% CI = 0.0235; 0.1836). Our meta-analysis synthesizes results from 15 different taxa from the mammalian, avian, amphibian groups. While these results support some previous findings, other studies have found a direct relationship between GCs and telomere dynamics, suggesting underlying mechanisms or concepts that were not taken into account in our analysis. The risk of bias assessment revealed an overall low risk of bias with occasional instances of bias from missing outcome data or bias in the reported result. Conclusion We highlight the need for more targeted experiments to understand how conditions, such as experimental timeframes, stressor(s), and stressor magnitudes can drive a relationship between the neuroendocrine stress response and telomere length.

It is unknown how ungulate physiological responses to environmental perturbation influence overall population demographics. Moreover, neonatal physiological responses remain poorly studied despite the importance of neonatal survival to population growth. Glucocorticoid (GC) hormones potentially facilitate critical physiological and behavioral responses to environmental perturbations. However, elevated GC concentrations over time may compromise body condition and indirectly reduce survival. We evaluated baseline salivary cortisol (CORT; a primary GC in mammals) concentrations in 19 wild neonatal white-tailed deer (Odocoileus virginianus) in a northern (NS) and southern (SS) area in Pennsylvania. After ranking survival models consisting of variables hypothesized to influence neonate survival (i.e. weight, sex), the probability of neonate survival was best explained by CORT concentrations, where elevated CORT concentrations were associated with reduced survival probability to 12 weeks of age. Cortisol concentrations were greater in the SS where predation rates and predator densities were lower. As the first evaluation of baseline CORT concentrations in an ungulate neonate to our knowledge, this is also the first study to demonstrate CORT concentrations are negatively associated with ungulate survival at any life stage. Glucocorticoid hormones could provide a framework in which to better understand susceptibility to mortality in neonatal white-tailed deer.

Climate change and human population growth have increased anthropogenic threats to biodiversity and habitat fragmentation. Ecologists and conservationists need tools to assess the effect of these ecological and environmental perturbations on organismal fitness. One possibility is glucocorticoids (e.g. cortisol and corticosterone) which integrate various factors such as anthropogenic disturbances, predation, food or environmental stressors. Here we tested the hypothesis that fecal glucocorticoid metabolite concentrations (GCMs) in wild female elk Cervus canadensis increased as the hunting season progressed. We also examined the influence of year, food availability and elk group size on fecal GCMs. We found that as the hunting season progressed, fecal GCMs tended to decrease. We also found that as the number of cows in a group increased, GCMs decreased and found a strong effect of year on fecal GCMs, with samples collected in 2016 having lower fecal GCMs than those collected in 2015, 2017 and 2018. However, yearly variation was not driven by availability of hard mast forage. The association between hunting pressure and fecal GCMs and identifying what is driving yearly variation in fecal GCMs warrants further study. We highlight the negative influence of group size, possibly due to vigilance, on fecal GCMs and the importance of examining ecologically relevant covariates to accurately identify main treatment effects.

While it is well established that maternal stress hormones, such as corticosterone (CORT), can induce transgenerational phenotypic plasticity, few studies have addressed the influence of maternal CORT on pre-natal life stages. We tested the hypothesis that experimentally increased CORT levels of gravid female eastern fence lizards ( Sceloporus undulatus ) would alter within-egg embryonic phenotype, particularly heart rates. We found that embryos from CORT-treated mothers had heart rates that increased faster with increasing temperature, resulting in higher heart rates at developmentally relevant temperatures but similar heart rates at maintenance relevant temperatures, compared with embryos of control mothers. Thus, maternal CORT appears to alter the physiology of pre-natal offspring. This may speed development and decrease the amount of time spent in eggs, the most vulnerable stage of life.

Fasting is a component of many species' life history due to environmental factors or behavioral patterns that limit access to food. Despite metabolic and physiological challenges associated with these life history stages, fasting-adapted wild vertebrates exhibit few if any signs of oxidative stress, suggesting that fasting promotes redox homeostasis. Here we review mammalian, avian, reptilian, amphibian, and piscine examples of animals undergoing fasting during prolonged metabolic suppression (e.g. hibernation and estivation) or energetically demanding processes (e.g. migration and breeding) to better understand the mechanisms underlying fasting tolerance in wild vertebrates. These studies largely show beneficial effects of fasting on redox balance via limited oxidative damage. Though some species exhibit signs of oxidative stress due to energetically or metabolically extreme processes, fasting wild vertebrates largely buffer themselves from the negative consequences of oxidative damage through specific strategies such as elevating antioxidants, selectively maintaining redox balance in critical tissues, or modifying behavioral patterns. We conclude with suggestions for future research to better elucidate the protective effects of fasting on oxidative stress as well as disentangle the impacts from other life history stages. Further research in these areas will facilitate our understanding of the mechanisms wild vertebrates use to mitigate the negative impacts associated with metabolically-extreme life history stages as well as potential translation into therapeutic interventions in non-fasting-adapted species including humans.

Change process research often discusses barriers that impede organizational change (e.g., Banta, 1997; Cavacuiti and Locke, 2013; Mutchler, 1990; Stewart et al., 2012); however, no empirical research has addressed how behaviors established in leadership models counteract these barriers. This study explored these two interconnected constructs of leadership and change in stories of secondary school department chair change attempts, and identified specific leadership behaviors described within their stories that aided the conversion of change barriers into conditions that enhanced the change process. Leadership behavior identification within department chair stories of change was guided by Blake and Mouton’s (1962) leadership theory, which has been further delineated by Yukl et al. (2002), and identification of change process barriers was guided by Ely’s (1990a) eight conditions for change. From the combined descriptions of six successful and four unsuccessful narratives of department chair-led change emerged essential conditions for change and commonly occurring change barriers. Specific leadership behaviors capable of overcoming these change barriers were also identified. Unexpectedly, this investigation also unearthed a change barrier seemingly unrelated to previously identified conditions of change: the contentious resistor. The contentious resistor was described as the most detrimental barrier to department chairs’ leadership of the change process.

Faculty in the School of Education have collaborated to re-envision teacher education at our university. A complex, dynamic, time-consuming and sometimes painstaking process, redesigning a teacher education program from a traditional approach (i.e. where courses focus primarily on theoretical principles of practice through textbooks and university-based classroom discussions) to a model of teacher education that embraces teaching, learning and leading with schools and in communities is challenging, yet exciting work. Little is known about teacher educators’ experiences as they either design or deliver collaborative field-based models of teacher education. In this article, we examine our experiences in the second implementation year of our redesigned teacher education program, Teaching, Learning, and Leading with Schools and Communities (TLLSC) and how these unique experiences inform our teacher educator identities. Through a collaborative self-study, we sought to make meaning of our transformation...

Rationale and Objectives The principles of Collins' cognitive apprenticeship model were used to design a radiology curriculum in which medical students practice radiological skills using online case-based modules. The modules are embedded within clinical third-year clerkships, and students are provided with personalized feedback from the instructors. We describe the development of the vertical online radiology curriculum and evaluate its impact on student achievement and learning process using a mixed method approach. Materials and Methods The curriculum was developed over a 2-year period. Student participation was voluntary in the first year and mandatory in the second year. For quantitative curriculum evaluation, student metrics for voluntary versus mandatory groups were assessed using independent sample t tests and variable entry method regression analysis. For qualitative analysis, responses from a survey of students about the value of the curriculum were organized into defined themes using consensus coding. Results Mandatory participation significantly improved (p = .001) the mean radiology examination score (82 %) compared to the voluntary group (73%), suggesting that mandatory participation had a beneficial effect on student performance. Potential preexisting differences in underlying general academic performance were accounted for by including mean basic science grades as the first variable in the regression model. The significant increase in R 2 from .16 to .28 when number of radiology cases completed was added to the original model, and the greater value of the standardized beta for this variable, suggest that the curriculum made a significant contribution to students' radiology examination scores beyond their baseline academic performance. Five dominant themes about curricular characteristics that enhanced student learning and beneficial outcomes emerged from consensus coding. These themes were (1) self-paced design, (2) receiving feedback from faculty, (3) clinical relevance of cases, (4) gaining confidence in interpreting radiological images, and (5) transfer of conceptual knowledge to actual practice. Conclusions The vertically integrated online radiology curriculum can positively impact student performance and learning process in the context of the cognitive apprenticeship model.

While biomedical researchers have long appreciated the influence of maternally derived glucocorticoids (GCs) on offspring phenotype, ecologists have only recently begun exploring its impact in wild animals. Interpreting biomedical findings within an ecological context has posited that maternal stress, mediated by elevations of maternal GCs, may play an adaptive role preparing offspring for a stressful or rigorous environment. Yet, the influence of maternal stress on offspring phenotype has been little studied in wild animals. We experimentally elevated GCs to ecologically relevant levels (mimicking increases in maternal stress hormones following a nonlethal predator encounter, a heat challenge, or a chasing or confinement stressor) in female eastern fence lizards Sceloporus undulatus during gestation. We tested the hypothesis that maternally derived stress hormones themselves are sufficient to alter offspring phenotype. Specifically, we examined the effects of experimentally elevated maternal GCs on fitness-relevant traits of the mother, her eggs and her subsequent offspring. We found that daily maternal GC elevation: (a) increased maternal antipredator behaviours and postlaying glucose levels; (b) had no effect on egg morphology or caloric value, but altered yolk hormone (elevated GC) and nutrient content; and (c) altered offspring phenotype including stress-relevant physiology, morphology and behaviour. These findings reveal that maternally derived GCs alone can alter offspring phenotype in a wild animal, changes that may be mediated via maternal behaviour, and egg hormone and nutrient content. Understanding the ecological consequences of these effects under different environmental conditions will be critical for determining the adaptive significance of elevated maternal GCs for offspring.

Organisms are continuously encountering both predictable and unpredictable ecological stressors within their environment. The activation of the hypothalamic-pituitaryadrenal (stress) axis is a fundamental process allowing animals to cope with and respond to such encounters. A main consequence of HPA axis activation is the release of glucocorticoid hormones. Although short-term glucocorticoid elevations lead to changes in physiological and behavioral processes that are often adaptive, our understanding of fitness consequences of repeated acute elevations in glucocorticoid hormones over a longer time period is largely lacking. This is of particular current importance as animals are facing a significant increase in exposure to stressors including those associated with human-induced rapid environmental change. Here, we test fitness-relevant consequences of repeated exposure to glucocorticoids in the absence of natural challenges, by treating wild-caught gravid female eastern fence lizards ( Sceloporus undulatus ) with a daily transdermal dose of a glucocorticoid hormone until laying. This treatment causes an increase in plasma glucocorticoids that mimics the natural response lizards have when they encounter a stressor in the wild, without confounding effects associated with the encounter itself. This treatment reduced females’ reproductive success (hatching success) and survival. Further, glucocorticoid-induced reductions in reproductive success were greater when females had experienced higher temperatures the previous winter. This demonstrates the potential significant consequences of repeated exposure to acute elevations in glucocorticoid hormones. Additionally, the costs of repeated glucocorticoid elevation may be further exaggerated by an individual’s previous experience, such as the potential compounding effects of winter warming increasing animals’ vulnerability to increased glucocorticoid levels during spring breeding.

This study examined the role of the external evaluator as a coach. More specifically, using an evaluative inquiry framework (Preskill & Torres, 1999a; Preskill & Torres, 1999b), it explored the types of coaching that an evaluator employed to promote individual, team and organizational learning. The study demonstrated that evaluation coaching provided a viable means for an organization with a limited budget to conduct evaluations through support of a coach. It also demonstrated how the coaching processes supported the development of evaluation capacity within the organization. By examining coaching models outside of the field of evaluation, this study identified two forms of coaching--results coaching and developmental coaching--that promoted evaluation capacity building and have not been previously discussed in the evaluation literature.

Objective: The purpose of this study was to evaluate student achievement and attitudes pertaining to a performance-based assessment in a medical student chest radiology curriculum using mixed quantitative and qualitative methods. Methods: One-hundred-and-sixty-one participating second-year students, in the 2015-16 academic year took a post-curriculum multiple choice question (MCQ) exam. Students also underwent a performance-based assessment in the form of a chest x-ray interpretation small-group session administered by radiology faculty at a picture archiving and communications system (PACS) workstation. Each student verbally interpreted one chest radiograph showing one of 6 pathologies and was given a numerical rating based on a standardized rubric. This score was compared to the correctness of the student’s answer to the corresponding MCQ question on the same topic. All students completed a post-session questionnaire. Open-ended free-text responses regarding student attitudes were coded into qualitative themes by three independent raters. High inter-rater agreement was demonstrated by average agreement index of .82 or greater (ranging from 0-1, with 1 indicating perfect agreement) for responses to the most frequent themes. Results: There was no significant association between scores on MCQ exam and performance-based assessment. Up to 90% of post-session questionnaire respondents indicated a Likert rating of 5 (strongly agree) when asked if the sessions improved understanding of chest x-rays and their ability to identify specific radiologic pathology. Dominant themes from open-ended responses were then derived. Conclusions: Lack of agreement between student performance on the chest x-ray interpretation small-group session and that on the parallel MCQ exam suggests that they each measure a different type of achievement, with the former emphasizing skills over knowledge. Features most commonly valued by students in the performance-based assessment were its ability to reinforce prior knowledge, supply an authentic and relevant PACS experience simulating real life, and provide an opportunity for active practice of radiology interpretive skills.

Formative practice quizzes have become common resources for self-evaluation and focused reviews of course content in the medical curriculum. We conducted two separate studies to (1) compare the effects of a single or multiple voluntary practice quizzes on subsequent summative examinations and (2) examine when students are most likely to use practice quizzes relative to the summative examinations. In the first study, providing a single on-line practice quiz followed by instructor feedback had no effect on examination average grades compared to the previous year or student performances on similar questions. However, there were significant correlations between student performance on each practice quiz and each summative examination (r = 0.42 and r = 0.24). When students were provided multiple practice quizzes with feedback (second study), there were weak correlations between the frequency of use and performance on each summative examination (r = 0.17 and r = 0.07). The frequency with which students accessed the practice quizzes was greatest the day before each examination. In both studies, there was a decline in the level of student utilization of practice quizzes over time. We conclude that practice quizzes provide some predictive value for performances on summative examinations. Second, making practice quizzes available for longer periods prior to summative examinations does not promote the use of the quizzes as a study strategy because students appear to use them mostly to assess knowledge one to two days prior to examinations. Anat Sci Educ 8: 37–44. © 2014 American Association of Anatomists.

This article introduces a descriptive conceptual framework to provide teachers with a means of recognizing and describing instructional activities that use primary sources. The framework provides structure for professional development programs that have been established to train teachers to access and integrate primary sources into lessons. The framework consists of six primary source-based instructional practices that are linked to Bloom's (1956) taxonomy and the revised taxonomy of cognitive processing (Anderson and Krathwohl 2001) to provide teachers a familiar educational construct as a foundation for understanding the framework.

Developmental increases in dive capacity have been reported in numerous species of air-breathing marine vertebrates. Previous studies in juvenile phocid seals suggest that increases in physiological dive capacity during the postweaning fast (PWF) are critical to support independent aquatic foraging. Although there is a strong relationship between size at weaning and PWF duration and body reserves at weaning vary considerably, few studies have considered whether such variation in body reserve magnitude promotes phenotypic modulation of dive capacity development during the PWF. Phenotypic modulation, a form of developmental plasticity in which rates and degrees of expression of the developmental program are modulated by environmental factors, may enhance diving capacity in weanlings with reduced PWF durations due to smaller body reserves at weaning if reduced body reserves promote accelerated development of dive capacity. We longitudinally measured changes in blood and muscle oxygen stores and muscle metabolic enzymes over the first 8 wk of the PWF in northern elephant seals and determined whether rates of change in these parameters varied with body reserves at weaning. We assessed whether erythropoietin (EPO), thyroid hormones, serum nonesterified fatty acid levels, and iron status influenced blood and muscle oxygen store development or were influenced by body reserves at weaning. Although mass-specific plasma volume and blood volume were relatively stable across the fast, both were elevated in animals with reduced body reserves. Surprisingly, hemoglobin and mean corpuscular hemoglobin concentrations declined over the PWF while hematocrit remained stable, and these variables were not associated with body reserves or EPO. Swimming muscle myoglobin and serum iron levels increased rapidly early in the PWF and were not related to body reserves. Patterns in maximal activities of muscle enzymes suggested a decline in total aerobic and anaerobic metabolic capacity over the PWF, despite maintenance of fat oxidation capacity. These results suggest that only development of blood volume is increased in smaller weanlings and that extended fasting durations in larger weanlings do not improve physiological dive capacity.

A foundational understanding within education leadership literature is that education leaders are expected to guide reform efforts within school. This expectation mirrors organizational development literature that describes leaders as individuals who constructively institute change within their organizations. Although leadership and change are portrayed as codependent, no scholarship has linked change models with leadership theories. This article describes a multiple case study that explored the relationship between leadership behaviors and the change process through secondary school department chair stories of change. From this analysis, a clearer picture emerged that illustrates how leaders with little control over decisions implement change. Findings included distinct connections between CREATER change process stages and the Leadership Grid. Suggestions as to how education leaders should approach change attempts within their schools are discussed.

A foundational understanding within education leadership literature is that education leaders are expected to guide reform efforts within school systems (e.g., Darling-Hammond, 2001; Evans, 1996; Fullan, 2001). This expectation mirrors organizational development literature that describes leaders as individuals who constructively institute change within their organizations (e.g., Northouse, 2004; Havelock & Zlotolow, 1995; Yukl & Lepsinger, 2005). Although leadership and change are portrayed as codependent and recursive phenomena within both educational and organizational development literature, no scholarship has linked change models with leadership theories (Herold, Fedor, Caldwell, & Liu, 2008). This article describes a multiple case study that explored the relationship between leadership behaviors and the change process through secondary school department chair stories of change. From the analysis of these stories of successful and unsuccessful change attempts, a clearer picture emerged that illustrates how leaders with little control over decisions implement change. Findings included distinct connections between CREATER change process stages (Havelock & Zlotolow, 1995) and specific leadership behaviors related to the Leadership Grid (Blake & McCanse, 1991; Yukl, Gordon, and Tabers, 2002), as well as change-leadership patterns that differentiate successful and unsuccessful change. Based on these findings, suggestions as to how education leaders should approach change attempts within their schools are discussed.

The principles of Collins' cognitive apprenticeship model were used to design a radiology curriculum in which medical students practice radiological skills using online case-based modules. The modules are embedded within clinical third-year clerkships, and students are provided with personalized feedback from the instructors. We describe the development of the vertical online radiology curriculum and evaluate its impact on student achievement and learning process using a mixed method approach.The curriculum was developed over a 2-year period. Student participation was voluntary in the first year and mandatory in the second year. For quantitative curriculum evaluation, student metrics for voluntary versus mandatory groups were assessed using independent sample t tests and variable entry method regression analysis. For qualitative analysis, responses from a survey of students about the value of the curriculum were organized into defined themes using consensus coding.Mandatory participation significantly improved (p = .001) the mean radiology examination score (82 %) compared to the voluntary group (73%), suggesting that mandatory participation had a beneficial effect on student performance. Potential preexisting differences in underlying general academic performance were accounted for by including mean basic science grades as the first variable in the regression model. The significant increase in R(2) from .16 to .28 when number of radiology cases completed was added to the original model, and the greater value of the standardized beta for this variable, suggest that the curriculum made a significant contribution to students' radiology examination scores beyond their baseline academic performance. Five dominant themes about curricular characteristics that enhanced student learning and beneficial outcomes emerged from consensus coding. These themes were (1) self-paced design, (2) receiving feedback from faculty, (3) clinical relevance of cases, (4) gaining confidence in interpreting radiological images, and (5) transfer of conceptual knowledge to actual practice.The vertically integrated online radiology curriculum can positively impact student performance and learning process in the context of the cognitive apprenticeship model.

This paper reports the results of a study into the conditions that facilitate the implementation of instructional innovations. One hundred seventy-nine participants completed an online instrument designed to determine the relative importance of eight conditions shown to facilitate implementation. This paper describes the construction and testing of the instrument and the value of its role in measuring implementation profiles. Means and standard deviations of profile scores are reported for the overall sample, by gender and by occupational groups. A factor analysis was conducted to determine if the eight conditions had any underlying relationship. The results from this analysis produced four factors. The discussion describes the four factors as well as additional research questions that result from the findings.

Little is known about variations in hypothalamic-pituitary-axis (HPA ) responsiveness and its impacts on metabolism in wild pinnipeds. To characterize changes due to acute stress, 18 free living ad...