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Quality partnerships are imperative for successful project implementation. The partnership between project personnel and independent evaluators is often overlooked. In effective partnerships, both the evaluators and the education project management team collectively ensure that educational initiatives are well-planned, executed, and assessed. This collaborative approach fosters a culture of continuous improvement and accountability, ultimately leading to better educational outcomes for English learner students, educators, and the community. This conceptual article highlights eight elements of an effective project management and evaluator partnership: (1) clear communication and collaboration, (2) goal alignment, (3) early planning for evaluation, (4) multi-purpose evaluation activities, (5) shared responsibility, (6) feedback loops, (7) transparency, and (8) evaluation capacity building. The authors present these elements through the design, deployment, analysis, and use of the Better English Learners Instruction and Education in Varied Environments (BELIEVE) classroom observation tool. The tool was collaboratively created and deployed across two National Professional Development grants in response to the COVID-19 pandemic, addressing the need for a tool that could be used in varying learning modes and capture how effectively classroom teachers were teaching academic content and literacy to English learners in elementary and middle schools. The article illustrates how this tool has been used by program personnel to inform the teacher-coach relationship and educate teachers and administrators about best practices, and by the evaluation team to assess the progress of teachers' use of research-based practices to teach English learners.

Glacier internal deformation is usually described by Glen's flow law using two material parameters: the creep factor (A) and the flow law exponent (n). However, the values of these parameters and their spatial and temporal variability are rather uncertain due to the difficulty in quantifying internal strain and stress fields at natural scales. In this study, we combine 1-year-long continuous measurements of borehole inclinometry and surface velocity with three-dimensional full-Stokes ice flow modeling to infer ice rheologies and sliding velocities for the ablation zone of the Argentière Glacier, a temperate glacier in the French Alps. We demonstrate that the observed deformation rate profile has limited sensitivity to the flow law exponent (n) and instead mainly reflects an increase in the creep factor (A) with depth, with A departing from its surface value by up to a factor of 2.5 below 160 m depth. We interpret this creep factor enhancement as an effect of increasing interstitial water content with depth (from 0 % to 1.3 %), which results in an average value of A=148 MPa−3 a−1. We further observe that internal ice deformation exhibits seasonal variability similar to that concerning surface velocity, indicating that the local basal sliding velocity exhibits no significant seasonal variation. We suggest that these changes in deformation rate are due to variations in the stress field, driven by contrasting changes in subglacial hydrology conditions between the sides and center of the glacier. Our study provides further evidence that borehole inclinometry, combined with full-Stokes flow modeling, allows for the constraining of both ice rheology and basal friction at scales that cannot be inferred from surface velocity measurements alone.

Despite the common perception of a decline over recent decades of adolescents' use of illicit drugs and alcohol, the recent exponential rise in teenage vaping has spotlighted how local and school communities must address this endemic public problem. Since use of illicit substance adversely affects adolescent development, it is imperative that educators assess the prevalence of drugs and alcohol and curtail access in secondary schools. We examined the association between drug and alcohol availability and school security measures, using data from the 2015 National Criminal Victimization Survey School Crime Supplement. Logistic regression determined whether school security measures (inclusive, exclusive, and ambiguous) reduce student-perceived drug and alcohol availability in U.S. secondary schools. Our findings indicated that students in secondary schools with school resource officers perceived greater drug and alcohol availability, while locked doors were associated with lower perceived availability. No inclusive security measures were associated with increased or decreased drug and alcohol availability. Only one exclusive measure -- locker checks -- in a single model related to perceived marijuana availability was significantly associated with perceived lower substance availability. School leaders and policy makers should consider the effectiveness of security measures to reduce substance use, while ascertaining the likelihood of detrimental effects.

As professionals charged with fostering student learning and well-being, educators--school leaders, teachers, school counselors, pre-service teachers--should demonstrate social emotional competence. In this study, we apply the Collaborative for Academic, Social, and Emotional Learning's framework--self-awareness, self-management, social awareness, relationship skills, responsible decision-making--to ascertain what we know from scholarship about educators' SEL competence. We conclude with guiding principles for training programs and professional learning opportunities for strengthening educators' understanding of their own SEL to improve daily pedagogical practice and ensure each school-wide initiative around SEL drives seamless strategies for attaining school improvement outcomes.

Abstract Basal shear stress on hard‐bedded glaciers results from normal stress against bed roughness, which depends on basal water pressure and cavity size. These quantities are related in a steady state but are expected to behave differently under rapid changes in water input, which may lead to a transient frictional response not captured by existing friction laws. Here, we investigate transient friction using Global Positioning System vertical displacement and horizontal velocity observations, basal water pressure measurements, and cavitation model predictions during rain‐induced speed‐up events at Glacier d'Argentière, French Alps. We observe up to a threefold increase in horizontal surface velocity, spatially migrating at rates consistent with subglacial flow drainage, and associated with surface uplift and increased water pressure. We show that frictional changes are mainly driven by changes in water pressure at nearly constant cavity size. We propose a generalized friction law capable of capturing observations in both the transient and steady‐state regimes.

Abstract Understanding glaciers structural heterogeneity is crucial for assessing their fate. Yet, places where structure changes are strong, such as crevasses fields, are often inaccessible for direct instrumentation. To overcome this limitation, we introduce an innovative technique that transforms seismic sources, here generated by crevasses, into virtual receivers using source‐to‐receiver spatial reciprocity. We demonstrate that phase interference patterns between well‐localized seismic sources can be leveraged to retrieve phase velocity maps using Seismic Michelson Interferometry. The obtained phase velocity exhibits sensitivity to changes in glacier structure, offering insights into the origins of mechanical property changes, with spatial resolution surpassing traditional methods by a factor of five. In particular, we observe sharp variations in phase velocity related to strongly damaged subsurface areas indicating a complex 3‐D medium. Applying this method more systematically and in other contexts will enhance our understanding of the structure of glaciers and other seismogenic environments.

With the rapid expansion of mobile, blended, and seamless learning, researchers claim two factors, lack of self-discipline and poor time management, adversely impact learning performance. In online educational environments, reduced social interactions and low engagement levels generate high dropout rates. Self-regulated learning (SRL), the individual ability to check progress toward a goal and manage learning behavior, appears critical to adult online learning success. Clickstream data can observe, record, and evaluate patterns of users' real-time learning behavior in an online learning environment. Linking clickstream data with performance outcomes allows researchers to assess online learning behaviors and academic performance. The guiding research question was: Are students who apply SLR strategies more likely to demonstrate mastery of knowledge and skills in a self-directed e-learning context? Clickstream data and performance measures were analyzed to explore whether task and cognitive conditions influence how SLR strategies are applied in online training.

In 2015, Catalonia introduced sickle cell disease (SCD) screening in its newborn screening (NBS) program along with standard-of-care treatments like penicillin, hydroxyurea, and anti-pneumococcal vaccination. Few studies have assessed the clinical impact of introducing NBS programs on SCD patients. We analyzed the incidence of SCD and related hemoglobinopathies in Catalonia and the change in clinical events occurring after introducing NBS. Screening 506,996 newborns from 2015 to 2022, we conducted a retrospective multicenter study including 100 screened (SG) and 95 unscreened (UG) SCD patients and analyzed SCD-related clinical events over the first six years of life. We diagnosed 160 cases of SCD, with an incidence of 1 in 3169 newborns. The SG had a significantly lower median age at diagnosis (0.1 y vs. 1.68 y, p < 0.0001), and initiated penicillin prophylaxis (0.12 y vs. 1.86 y, p < 0.0001) and hydroxyurea treatment earlier (1.42 y vs. 4.5 y, p < 0.0001). The SG experienced fewer median SCD-related clinical events (vaso-occlusive crisis, acute chest syndrome, infections of probable bacterial origin, acute anemia requiring transfusion, acute splenic sequestration, and pathological transcranial Doppler echography) per year of follow-up (0.19 vs. 0.77, p < 0.0001), a reduced number of annual emergency department visits (0.37 vs. 0.76, p < 0.0001), and fewer hospitalizations (0.33 vs. 0.72, p < 0.0001). SCD screening in Catalonia’s NBS program has effectively reduced morbidity and improved affected children’s quality of life.

Teacher turnover is widely understood to be among the most pressing challenges facing the American public education system. Who and where are the mid-career teachers who choose to stay in the profession? Why do they stay? Researchers need to attend to these questions to inform both national dialogue and local actions regarding how to retain and sustain mid-career teachers who positively impact student learning. This quantitative study explored mid-career teachers' responses to the 2015-2016 National Teacher and Principal Survey to ascertain if certain demographic factors (e.g., race, school location) and school climate and teacher attitudinal factors (e.g., job satisfaction, career pathway and opportunities, support from administrators and/or sources beyond school leaders and colleagues, and influence over school policy) affect a mid-career teacher's decision to remain in the teaching profession. Findings indicate that mid-career teachers (5 to 20 years of teaching experience) in a secondary setting are significantly more likely to intend to stay in the profession than their peers in an elementary setting, and non-White mid-career teachers (Black/African American, Asian, Native Hawaiian/Other Pacific Islanders, and Native American/Alaskan Native) than their White peers, respectively. Suburban mid-career teachers are more likely to express a desire to remain in the profession than their counterparts in urban, town, and rural settings. Related to the climate and attitudinal factors, mid-career teachers with more positive perceptions of school climate are more likely to remain in the profession. The most important factor in mid-career teacher retention is the teacher's level of satisfaction with workplace conditions that directly impact teaching.

Abstract Synthetic routes are reported for the three analogues of the simplest L‐2‐amino‐dicarboxylic acids, aspartate, glutamate, and aminoadipate, in which the silanetriol group (Si(OH)3) replaces the distal carboxyl group (CO2H). Direct access to the silanetriol amino acids relied either on catalytic hydrosilylation of a terminal alkene using triethoxysilane, or on alkylation of a glycine equivalent anion by triallyl(iodomethyl)silane. In both cases, acid hydrolysis afforded the silanetriol amino acids. These were shown to self‐assemble into siloxane Si‐O clusters as their concentration in water increased in the pH range of 1–12. Such reversible cross‐linking did not prevent silanetriol amino acids from serving as substrates of an aminotransferase enzyme, boding well for their utilization as microbial nutrients to encompass silicon in future stages of metabolism and polypeptide edifices.

Abstract Basal sliding of glaciers and ice sheets remains a source of uncertainty in simulating the long‐term evolution of ice masses. In particular, the response of ice flow to changes in driving stress depends strongly on the value of the exponent m in nonlinear friction laws (e.g., Weertman's law), which is poorly constrained by observations. Here we constrain the friction law at a natural scale on Argentière Glacier (French Alps, hard‐bed), taking advantage of well‐resolved observations of glacier mass balance, geometry and basal sliding over time spans that include large changes in driving stress. By combining three different independent methods based on (a) surface velocity inversion, (b) transient length change modeling, and (c) direct local sliding measurements, we consistently find a value of m = 3.1 ± 0.3. We suggest that Weertman's law is suitable for modeling the long‐term evolution of hard‐bedded glaciers and ice sheets.

Quality partnerships are imperative for successful project implementation. The partnership between project personnel and independent evaluators is often overlooked. In effective partnerships, both the evaluators and the education project management team collectively ensure that educational initiatives are well‐planned, executed, and assessed. This collaborative approach fosters a culture of continuous improvement and accountability, ultimately leading to better educational outcomes for English learner students, educators, and the community. This conceptual article highlights eight elements of an effective project management and evaluator partnership: (1) clear communication and collaboration, (2) goal alignment, (3) early planning for evaluation, (4) multi‐purpose evaluation activities, (5) shared responsibility, (6) feedback loops, (7) transparency, and (8) evaluation capacity building. The authors present these elements through the design, deployment, analysis, and use of the Better English Learners Instruction and Education in Varied Environments (BELIEVE) classroom observation tool. The tool was collaboratively created and deployed across two National Professional Development grants in response to the COVID‐19 pandemic, addressing the need for a tool that could be used in varying learning modes and capture how effectively classroom teachers were teaching academic content and literacy to English learners in elementary and middle schools. The article illustrates how this tool has been used by program personnel to inform the teacher–coach relationship and educate teachers and administrators about best practices, and by the evaluation team to assess the progress of teachers' use of research‐based practices to teach English learners. [ABSTRACT FROM AUTHOR]

The impact of targeted professional development activities on teachers' perceptions of self-efficacy with mobile learning remains understudied. Power (2015a) used the Mobile Teacher's Sense of Efficacy Scale (mTSES) survey instrument to measure the effects of a mobile learning themed professional development course on teachers' confidence with and interest in mobile learning. The current study looks at changes in perceptions of self-efficacy amongst participants in another open course about mobile learning called "Instructional Design for Mobile Learning" (ID4ML), which took place from May 4-June 6, 2015 (Power, Bartoletti & Kilgore, 2015). The purpose of this study is to verify the reliability and construct validity of the mTSES instrument developed by Power (2015a, 2015b) and Power, Cristol and Gimbert (2014), and to explore trends in self-efficacy changes amongst a more diversified participant population. This paper reports on the findings from the analysis of data collected using the mTSES tool. The findings provide useful feedback on the impacts of participating in the ID4ML course. They also provide further support for the utility of the mTSES instrument as a measure of perceptions of self-efficacy with mobile learning. These findings point to the potential utility of the mTSES as a tool for both planning and evaluating mLearning professional development training for teachers.