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The Accelerate Cancer Education (ACE) summer research program at The University of Kansas Cancer Center (KUCC) is a six-week, cancer-focused, summer research experience for high school students from historically marginalized populations in the Kansas City metropolitan area. Cancer affects all populations and continues to be the second leading cause of death in the United States, and a large number of disparities impact racial and ethnic minorities, including increased cancer incidence and mortality. Critically, strategies to bolster diversity, equity, inclusion, and accessibility are needed to address persistent cancer disparities. The ACE program offers an educational opportunity for a population of students who otherwise would not have easy access onto a medical center campus to make connections with cancer physicians and researchers and provides a vital response to the need for a more diverse and expansive oncology workforce. Students grow their technical, social, and professional skills and develop self-efficacy and long-lasting connections that help them matriculate and persist through post-secondary education. Developed in 2018, the ACE program has trained 37 high school junior and senior students. This article describes the need for and how we successfully developed and implemented the ACE program.

Research has found that the use of culturally relevant pedagogy (CRP) can improve academic outcomes for students in urban environments. As teacher educators, we are driven by such findings to understand how to best prepare teacher education students to enact CRP. The Elementary Education department in our university offers an urban immersive program that is meant to prepare students to engage in CRP and work successfully with children from a variety of backgrounds. To investigate what helped students in our program successfully enact CRP, we conducted a series of interviews after they completed the program. While we found that not all of our students enacted CRP, we discovered that our participants valued feeling cared for, and we utilized Nel Noddings' ethic of care to understand how that care helps our preservice teachers (PSTs) care for their students in a way that could lead to the creation of culturally relevant lessons.

Background: Previous research indicated a high prevalence of disordered sleep among adults with learning disabilities, however issues with design impacted findings. The current systematic review aims to: (1) present how disordered sleep and sleep disorders amongst adults with learning disabilities are described in the literature, and (2) report on the prevalence of disordered sleep and sleep disorders among adults with learning disabilities. Methods: Five databases (EMBASE, MEDLINE, PsycARTICLES, PsycINFO and PubMed) were searched for articles published from 1900 to October 2021 that examined the prevalence of disordered sleep and/or sleep disorders in adults aged 18 or older with learning disabilities. The Joanna Briggs Institute critical appraisal checklist for prevalence studies was used to assess study quality and prevalence is described and reported as ranges. The study was registered on PROSPERO (ID: CRD42019134550). Findings: A total of 27 studies were selected. Twenty studies (n = 8043 participants) examined the prevalence of disordered sleep and identified prevalence ranging from 6.1% to 74.2% across a range of sleep parameters. Twelve studies examined sleep-related breathing disorders (n = 2558 participants) and identified prevalence which ranged from 0.5% to 100%. There was notable heterogeneity between studies in terms of quality, definition of disordered sleep, measurement of sleep, and study design. Conclusion: There was a variable prevalence of disordered sleep among people living with learning disabilities. There were problems in meaningfully synthesising results due to heterogeneity in measurement, diagnosis, study design and study quality. Based on these limitations, we suggest that future studies should seek to utilise objective, replicable and consistent measures of sleep in this population and control for physical health factors which could influence prevalence such as epilepsy and iatrogenic effects.

Abstract A large amount of scientific literature in social and behavioural sciences bases their conclusions on one or more hypothesis tests. As such, it is important to obtain more knowledge about how researchers in social and behavioural sciences interpret quantities that result from hypothesis test metrics, such as p-values and Bayes factors. In the present study, we explored the relationship between obtained statistical evidence and the degree of belief or confidence that there is a positive effect in the population of interest. In particular, we were interested in the existence of a so-called cliff effect: A qualitative drop in the degree of belief that there is a positive effect around certain threshold values of statistical evidence (e.g., at p = 0.05). We compared this relationship for p-values to the relationship for corresponding degrees of evidence quantified through Bayes factors, and we examined whether this relationship was affected by two different modes of presentation (in one mode the functional form of the relationship across values was implicit to the participant, whereas in the other mode it was explicit). We found evidence for a higher proportion of cliff effects in p-value conditions than in BF conditions (N = 139), but we did not get a clear indication whether presentation mode had an effect on the proportion of cliff effects. Protocol registration The stage 1 protocol for this Registered Report was accepted in principle on 2 June 2023. The protocol, as accepted by the journal, can be found at: https://doi.org/10.17605/OSF.IO/5CW6P .

This qualitative study explored the experiences, and specifically the challenges, of white elementary student teachers in an urban setting. One of the most interesting findings from this study involved the varied levels of engagement with the school curriculum. Although every Urban Student Teacher (UST) embraced the curriculum, data showed multiple levels of involvement defined as critiquing, tinkering, and creating. While challenging, USTs who created units of study found ownership of the curriculum satisfying. The aim, then, is for teacher educators to encourage student teachers to embrace challenges that come with teaching and view them as a way to learn.

BackgroundSexual violence (SV) is a significant problem for sexual minorities, including men who have sex with men (MSM). The limited research suggests SV is associated with a host of syndemic conditions. These factors tend to cluster and interact to worsen one another. Unfortunately, while much work has been conducted to examine these factors in heterosexual women, there is a lack of research examining MSM, especially their SV risk perception. Further, MSM are active users of dating and sexual networking (DSN) mobile apps, and this technology has demonstrated usefulness for creating safe spaces for MSM to meet and engage partners. However, mounting data demonstrate that DSN app use is associated with an increased risk for SV, especially given the higher likelihood of using alcohol and other drugs before sex. By contrast, some researchers have demonstrated that DSN technology can be harnessed as a prevention tool for HIV; unfortunately, no such work has progressed regarding SV. ObjectiveThis study aims to (1) use qualitative and quantitative methods to tailor an existing laboratory paradigm of SV risk perception in women for MSM using a DSN mobile app framework and (2) subject this novel paradigm to a rigorous validation study to confirm its usefulness in predicting SV, with the potential for use in future prevention endeavors. MethodsTo tailor the paradigm for MSM, a team of computer scientists created an initial DSN app (G-Date) and incorporated ongoing feedback about the usability, feasibility, and realism of this tool from a representative sample of MSM. We used focus groups and interviews to assist in the development of G-Date, including by identifying relevant stimuli, developing the cover story, and establishing the appropriate study language. To confirm the paradigm’s usefulness, we are conducting an experimental study with web-based and face-to-face participants to determine the content, concurrent, and predictive validities of G-Date. We will evaluate whether certain correlates of SV informed by syndemics and minority stress theories (eg, history of SV and alcohol and drug use) affect the ability of MSM to detect SV risk within G-Date and how paradigm engagement influences behavior in actual DSN app use contexts. ResultsThis study received funding from the National Institute on Alcohol Abuse and Alcoholism on September 10, 2020, and ethics approval on October 19, 2020, and we began app development for aim 1 immediately thereafter. We began data collection for the aim 2 validation study in December 2022. Initial results from the validation study are expected to be available after December 2025. ConclusionsWe hope that G-Date will enhance our understanding of factors associated with SV risk and serve as a useful step in creating prevention programs for this susceptible population.

Autoimmune diabetes is a disease characterized by the selective destruction of insulin-secreting β-cells of the endocrine pancreas by islet-reactive T cells. Autoimmune disease requires a complex interplay between host genetic factors and environmental triggers that promote the activation of such antigen-specific T lymphocyte responses. Given the critical involvement of self-reactive T lymphocyte in diabetes pathogenesis, understanding how these T lymphocyte populations contribute to disease is essential to develop targeted therapeutics. To this end, several key antigenic T lymphocyte epitopes have been identified and studied to understand their contributions to disease with the aim of developing effective treatment approaches for translation to the clinical setting. In this review, we discuss the role of pathogenic islet-specific T lymphocyte responses in autoimmune diabetes, the mechanisms and cell types governing autoantigen presentation, and therapeutic strategies targeting such T lymphocyte responses for the amelioration of disease.

IntroductionAutomated manual lymphatic drainage therapy (AMLDT) is available for home use in the form of a pneumatic mat of 16 pressurized air channels that inflate and deflate to mimic the stretch and release action of manual lymphatic drainage therapy. Four cases (a patient with complex regional pain syndrome and lymphedema, a healthy patient, a breast cancer survivor with chronic pain, and a patient with a history of abdominal surgery) underwent near-infrared fluorescence lymphatic imaging (NIRFLI) with AMLDT to evaluate the effect of AMLDT on lymphatic pumping and pain.MethodsEach patient received 32–36 injections of 25 μg indocyanine green (ICG) on the anterior and posterior sides of their body and underwent 1 h of NIRFLI to assess the drainage of ICG laden lymph toward regional nodal basins at baseline. Each patient lay supine on the mat for 1 h of AMLDT with NIRFLI to assess lymphatic flow during treatment. A final NIFRFLI assessment was done 30–60 min posttreatment with the patient in the supine and prone position. Patients reported baseline and posttreatment pain using the Visual Analogue Scale. An imager analyzed NIRFLI images using ImageJ (US National Institutes of Health). Using time stamps of the first and last images to determine time lapsed and the number of pulses observed in a timeframe, pulsing frequency (pulses/min) was obtained to assess lymphatic function.ResultsAll 4 cases completed the NIRFLI and AMLDT without complications; all 3 patients with baseline pain reported reduced pain posttreatment. AMLDT appeared to alter lymphatic contractility, with both increased and decreased pulsing frequencies observed, including in nonaffected limbs. Pulsing frequencies were very heterogeneous among patients and varied within anatomic regions of the same patient.DiscussionThis proof-of-concept study suggests that AMLDT may impact lymphatic contractility. Further research on its effect on lymphatic function is warranted.

Adoptive immunotherapy with Tregs is a promising approach for preventing or treating type 1 diabetes. Islet Antigen-specific Tregs have more potent therapeutic effects than polyclonal cells, but their low frequency is a barrier for clinical application. To generate Tregs that recognize islet antigens, we engineered a chimeric antigen receptor (CAR) derived from a monoclonal antibody with specificity for the insulin B chain 10-23 peptide presented in the context of the I[A.sup.g7] MHC class II allele present in NOD mice. Peptide specificity of the resulting InsB-g7 CAR was confirmed by tetramer staining and T cell proliferation in response to recombinant or islet-derived peptide. The InsB-g7 CAR redirected NOD Treg specificity such that insulin B 10-23-peptide stimulation enhanced suppressive function, measured via reduction of proliferation and IL-2 production by BDC2.5 T cells and CD80 and CD86 expression on dendritic cells. Cotransfer of InsB-g7 CAR Tregs prevented adoptive transfer diabetes by BDC2.5 T cells in immunodeficient NOD mice. In WT NOD mice, InsB-g7 CAR Tregs prevented spontaneous diabetes. These results show that engineering Treg specificity for islet antigens using a T cell receptor-like CAR is a promising therapeutic approach for the prevention of autoimmune diabetes., Introduction Autoimmune type 1 diabetes (T1D) is caused by T cell-mediated destruction of the insulin-producing [beta] cells of the islets of Langerhans in the pancreas. Tregs, defined by expression of [...]

The concept of variability is central to statistics. In this research report, we review mathematics education research on variability and, based on that review and on feedback from an expert panel, propose a learning progression (LP) for variability. The structure of the proposed LP consists of 5 levels of sophistication in understanding variability, ranging from the learning that occurs prior to Grade 6 through an expert understanding of variability. Following our analysis of the variability research, the full LP is presented along with example tasks designed to elicit evidence of understanding at each of the proposed levels. The LP described in this report constitutes a new theoretical structure that must be independently validated vis-à-vis empirical recovery of the proposed levels by analyzing student responses to tasks designed to target different levels of the progression.

The Phenomenological Variant of Ecological Systems theory (PVEST) proposes that an individual's identity is formed as a result of the daily life events they experience and their cultural background (McGee & Spencer, 2013; McGee & Spencer, 2012; Spencer, 2011; Spencer et. Al, 2015). PVEST uses a systems-oriented human development perspective to maximize our understanding of not only resilience but also vulnerability and risk factors often experienced by marginalized youth (Talley, Scherer & Hill, 2018). According to PVEST, the approach these individuals utilize to cope with these experiences, either adaptive or maladaptive contribute to identity formation. In this study, Mindfulness was explored as one possible adaptive coping mechanism to determine how well it predicts academic success. By operationalizing Mindfulness as an adaptive coping mechanism, we posited that adaptive coping would contribute positively to academic identity, measured as cumulative grade point average. The aim of this study was to determine how well mindfulness, cognitive-emotional regulation and self-handicapping behaviours predict academic success in African American STEM students. This research is part of a larger longitudinal intervention aimed to increase retention of STEM majors. There was a total of 400 African American STEM students who participated in the study. Participants filled out questionnaires that measured self-handicapping, cognitive-emotional regulation, and mindfulness. The results reiterated the importance of incorporating self-regulation and mindfulness practices in education.

With the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult to determine given the many variables that exist in course design between these methods. In this study, we attempt to determine the efficacy of asynchronous online instruction by comparing two nearly equivalent courses. The first course was a flipped classroom, a recent and well-studied hybrid model of instruction. The second was an asynchronous fully online course that contained all the same instructional elements as the in-person course but lacked any student or instructor interaction. Student performance was tracked at both a highly-selective private institution and an open-enrollment public institution. Results show that students' performance drops in an asynchronous online course compared to an equivalent in-person experience. Several potential hypotheses are put forth to explain a change in performance that can potentially shape the design of online instruction.

Learning progressions (LPs) describe the development of domain-specific knowledge, skills, and understanding. Each level of an LP characterizes a phase of student thinking en route to a target performance. The rationale behind LP development is to provide road maps that can be used to guide student thinking from one level to the next. The validity of an LP cannot be taken for granted, however. LPs evolve from a synthesis of multiple research studies, subject-matter expertise, and standards documents. They are working models of student development that may require revision in light of critique and empirical evidence. The formulation of an LP is an iterative process in which expert feedback is elicited, data are collected, and the LP is revised accordingly. We developed an LP for the concept of function both because the concept of function is challenging to attain and because it is central to the study of algebra and higher mathematics. We report early findings with respect to the validity of the concept of function LP, based on small-scale cognitive interviews and expert reviews.

In this paper, a learning progression for geometric transformations is developed based on research that demonstrates the importance of viewing transformations as functions of the plane. The 5 levels of the progression reflect a student's evolving understanding of transformations as functions and their evolving understanding of the domain of these transformation as functions. The learning progression developed here is designed to be in alignment with the Common Core State Standards in Mathematics (CCSSM), in that a student who is placed at a particular level in the learning progression would have mastered the Common Core standards at the corresponding grade level. The description of the learning progression also includes sample tasks at each level that are intended to target that level of the progression.

Although qualitative research is often equated with inductive analysis, researchers may also use deductive qualitative approaches for certain types of research questions and purposes. Deductive qualitative research allows researchers to use existing theory to examine meanings, processes, and narratives of interpersonal and intrapersonal phenomena. Deductive qualitative analysis (DQA; Gilgun, 2005, 2019) is one form of deductive qualitative research that is suited to theory application, testing, and refinement. Within DQA, researchers combine deductive and inductive analysis to examine supporting, contradicting, refining, and expanding evidence for the theory or conceptual model being examined, resulting in a theory that better fits the present sample and accounts for increased diversity in the phenomenon being studied. This paper acts as a primer on DQA and presents two worked examples of DQA studies. Our discussion focuses on the five primary components of DQA: selecting a research question and guiding theory, operationalizing theory, collecting a purposive sample, coding and analyzing data, and theorizing. We highlight different ways of operationalizing theory as sensitizing constructs or as working hypotheses and discuss common pitfalls in theory operationalization. We divide the coding and analyzing process into two sections for parsimony: early analysis, focused on familiarity with the data, code generation, and identification of negative cases, and middle analysis, focused on developing a thorough understanding of evidence related to the guiding theory and negative cases that depart from the guiding theory. Theorizing occurs throughout as researchers consider ways in which the theory being examined is supported, refuted, refined, or expanded. We also discuss strengths and limitations of DQA and potential difficulties researchers may experience when utilizing this methodology.

Abstract Background People need high-quality information to make decisions about research participation. Providing information in written format alone is conventional but may not be the most effective and acceptable approach. We developed a structure for the presentation of information using multimedia which included generic and trial-specific content. Our aim was to embed ‘Studies Within A Trial’ (SWATs) across multiple ongoing trials to test whether multimedia presentation of patient information led to better rates of recruitment. Methods Five trials included a SWAT and randomised their participants to receive a multimedia presentation alongside standard information, or standard written information alone. We collected data on trial recruitment, acceptance and retention and analysed the pooled results using random effects meta-analysis, with the primary outcome defined as the proportion of participants randomised following an invitation to take part. Results Five SWATs provided data on the primary outcome of proportion of participants randomised. Multimedia alongside written information results in little or no difference in recruitment rates (pooled odds ratio = 0.96, 95% CI: 0.79 to 1.17, p-value = 0.671, I 2 = 0%). There was no effect on any other outcomes. Conclusions Multimedia alongside written information did not improve trial recruitment rates. Trial registration ISRCTN71952900, ISRCTN 06710391, ISRCTN 17160087, ISRCTN05926847, ISRCTN62869767.