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AbstractSickle cell disease (SCD) is a genetic disorder affecting 100 000 people with an estimated annual medical cost of $3 billion in the United States; however, the economic impact on patients is not well described. We aimed to examine the indirect economic burden and test the hypothesis that socioeconomic status and greater social vulnerability risks are associated with increased absenteeism and employment loss. We surveyed adults and caregivers of children with SCD at 5 US centers from 2014 to 2021. Logistic regression models were used to examine the associations of employment loss and missed days of work with demographics and social determinants. Indirect costs were estimated by multiplying the self-reported missed days of work and job loss by 2022 average wages by the state of the participating institution. Of the 244 participants, 10.3% reported employment loss in the last 5 years, and 17.5% reported missing 10 or more days of work. Adults had 3 times more employment loss compared with caregivers of children with SCD (OR, 3.18; 95% CI, 1.12-9.01) but fewer missed days of work (OR, 0.24; 95% CI, 0.11-0.0.51). Participants who did not live with a partner reported increased employment loss (OR, 4.70; 95% CI, 1.04-21.17) and more missed days of work (OR, 4.58; 95% CI, 1.04-20.15). The estimated annual indirect economic burden was $2 266 873 ($9290 per participant). Adults with SCD and caregivers of children with SCD commonly report employment loss and missed days of work as important risk factors. The high indirect economic burden suggests that future economic evaluations of SCD should include SCD-related indirect economic burden.

Modeling, responding, and instructing have all been investigated as ways in which adults promote children's emotional competence, but they have largely been investigated separately. To facilitate the development of effective professional development models which promote teachers' engagement in emotion-focused teaching, it is important to understand whether and how these practices are different manifestations of a common underlying construct and the extent to which they build on one another. Rasch models using 1606 observations of 47 preschool teachers using the EMOtion TEaching Rating Scale (EMOTERS) indicated that these teaching practices are all different expressions of the same emotion-focused teaching construct. Modeling practices generally were observed more frequently, instructing practices less frequently, and responding practices in the middle. This hierarchical arrangement can inform efforts to improve teachers' emotion-focused teaching and benefit the positive social-emotional classroom environment.

Determining the factors that influence implementation of school-based wellbeing and health programs is essential for achieving desired program effects. Using a convergent mixed-methods, multiple informant design, this study considered factors that influence implementation of health programs for ninth grade students and in what ways implementation is differentially perceived by multiple informants (i.e., participants, instructors, and independent observers). Two types of programs--mindfulness and health education--were implemented with ninth graders (N = 70) in three schools situated in low-resourced urban neighborhoods. Study outcomes were derived from four data sources: (1) focus group participants (N = 45); (2) program instructor fidelity ratings; (3) independent observer fidelity ratings and notes; and (4) instructor open-ended session responses. Using thematic and mixed methods integration analyses, we identified themes related to implementation promoting or challenging factors. Theme names differed when data sources were separately analyzed by informant. Mixed methods integration analysis indicated that four themes were common across all informant groups: (1) competent, attentive, and engaging instructors are essential; (2) programs should involve interactive components (e.g., physical activities, applied learning opportunities); (3) adequate time for program delivery is key for student exposure and engagement; and (4) students' availability and preferences should guide program scheduling. A fifth theme, unique to instructor and observer perspectives, was that program implementation was negatively impacted by distractions from multiple sources, including instructors, students, and settings. Recommendations from students, instructors, and observers for implementation optimization are discussed.

Research Findings: This study examined associations between observed emotion-focused teaching practices and preschool children's emotion expression, emotion-related behaviors, and learning behaviors. Four centers located in large midwestern and mid-Atlantic metropolitan areas participated in the study. Of these, one center was a Head Start program, one served families on a sliding scale fee, one was focused on providing services to low-income families, and one was a faith-based center with middle- and upper-income students. Structural equation modeling revealed that children displayed fewer negative emotion expressions, better emotion regulation, reduced maladaptive emotion-related behaviors, and increased learning behaviors at the end of the year when teachers engaged in greater emotion-focused teaching practices. Practice or Policy: Preschool teachers play an important role in socializing children to be emotionally competent. Our findings suggest the need for professional development to improve teachers' emotion-focused teaching as an effective strategy to address children's challenging behaviors and emotions in the classroom and to better prepare children to engage in learning.

Classroom quality measures, such as the Early Childhood Environment Rating Scale, Revised (ECERS-R), are widely used in research, practice, and policy. Increasingly, these uses have been for purposes not originally intended, such as contributing to consequential policy decisions. The current study adds to the recent evidence of problems with the ECERS-R standard stop-scoring by analyzing eight studies offering 14 waves of data collection in approximately 4,000 classrooms. Our analysis, which featured the nominal response model, generalized partial credit model, partial credit model, within-category averages of total scores, and point-biserial correlations, revealed that all 36 items had categories that did not follow an ordinal progression with respect to quality. Additionally, our results showed that the category problems accumulated to the scale score. The results caution against the use of the standard raw scoring and encourage development of alternative scoring methods for the ECERS-R.

Although law and regulation governing the distribution of intellectual property rights has significant implications for the cost, quality, and adaptability of educational products and services, PreK-12 education researchers have largely overlooked this issue. Recent changes to federal regulations in the U.S. require some federally funded educational products to be 'open license,' allowing the public to freely use curricula, tests, and other deliverables created using U.S. Department of Education (ED) competitive grant funds. The new regulations represent a significant departure from earlier 'closed license' regulations that permitted ED grant recipients to restrict others' use of their copyrightable grant deliverables. Focusing on these new regulations, this manuscript introduces education scholars to law regarding who owns products created with federal funds and summarizes opinions about the proposed ED rule change's implications for the cost, quality, and adaptability of educational products. We then examine existing evidence regarding open and closed licensing, noting the lack of study of educational products. To fill this gap, we emphasize the importance of moving beyond the past focus on entirely open and entirely closed licensing policies, using the example of educational assessments to highlight pressing unanswered questions and suggest how educational researchers might construct a research agenda moving forward.

This paper advances debates at the intersection of geographies of children, youth and families, digital geographies, and geographies of home. We argue that social, seasonal and limited time are vitally important for understanding the new landscape between gaming and gambling and have wider analytical purchase for geographers. This paper reveals parenting practices connected to the multi-billion-dollar industry of paid-for currency in digital games used to access gambling style systems and chance-based mechanisms such as loot boxes. We use this timely example to develop new digital geographies of home from original interviews with families based in England on their everyday lived experiences of gambling-style systems in digital games as well as data from video ethnographies with children and young people and interviews with international game designers. This paper challenges current understandings by examining how parents make sense of gambling-related harms and demonstrates the spatial and temporal dynamics of purchasing decisions, rules, and associated conflicts in domestic space. We argue these systems in digital games shape and are shaped by family geographies. This paper concludes by outlining its relevance for the social and health sciences at a time of intense legislative interest in the increasingly blurred space between gaming and gambling. [ABSTRACT FROM AUTHOR]

Background: Management of in-hospital cardiac arrest includes many component skills that require considerable training in order to gain mastery. Practicing defibrillation skills in a simulated setting improves performance and time to shock delivery but is cumbersome and costly. Virtual reality (VR) simulation training may provide an alternative platform to help medical students learn and build confidence in the critical steps required to operate a manual defibrillator. Intervention: We performed a pilot study to implement a VR simulation that trains learners on the stepwise operation of a manual defibrillator. Methods: We conducted a cross-sectional survey that measured the feasibility, usability, and likeability of a VR simulation among fourth-year medical students at a large urban academic medical center. Secondary outcomes included self-efficacy with operating a defibrillator before and after the VR simulation, and time to defibrillation within the simulation. Results: Twenty-six participants completed the VR simulation. The majority of participants found the VR simulation easy to use (71% agreed), liked the experience (96% agreed), found it realistic (87.5% agreed), and would recommend it to their peers (96% agreed). Most students (96%) agreed that the training improved their knowledge of how to use a defibrillator, and all (100%) students agreed that they were more confident than beforehand in using the defibrillator to defibrillate a patient with cardiac arrest. Self-reported knowledge and comfort with using the defibrillator significantly improved from before to after the VR training, as did average time to defibrillation. Discussion: VR simulation for defibrillator training is feasible and well-liked by senior medical students and is associated with improved self-perceived knowledge and comfort with using a manual defibrillator. [ABSTRACT FROM AUTHOR]

It is well established that skin lightness-darkness is associated with social outcomes, but little is known regarding the social salience of skin undertones (redness and yellowness). Our study addresses two related research questions on this topic: first, we ask whether red and yellow undertones are consistently perceived by observers; second, we ask whether red and yellow undertones are associated with expectations of discrimination across a range of social settings. We address these questions using novel survey data in which skin lightness-darkness and undertones are captured using CIELAB measurements and a two-dimensional categorical skin color scale. Although we find skin lightness-darkness to be the strongest and most consistent predictor of discrimination expectations, respondents also perceived skin undertones consistently, and skin yellowness was associated with a higher predicted likelihood of discrimination net of lightness-darkness in certain social settings. Our findings suggest that colorism can extend beyond a light-dark binary and emphasize the value of capturing undertones, particularly yellowness, in social surveys assessing skin color. [ABSTRACT FROM AUTHOR]

Research Findings: Family child care providers widely participate in the Child and Adult Care Food Program (CACFP), yet their participation experiences have not been studied. To fill this gap, we used a mixed methods approach that combined survey data collected from a random sample of 224 CACFP-participating licensed family child care providers and in-depth qualitative interviews (n = 40 survey respondents). Working within a cost-benefit framework, we sampled from Chicago and small cities and towns in central Illinois in order to compare providers' perceptions of the benefits and burdens of CACFP participation by reimbursement level and urban/rural location. Reimbursement rate was related to providers' perceptions of the adequacy of the reimbursement and how difficult it was to purchase food that met program requirements. Location was related to providers' perceptions of how difficult it was to prepare meals that met program requirements. Practice or Policy: Our findings suggest modifications to reduce inequities in who has access to the higher reimbursement rate. How providers qualify for the higher reimbursement rate could be reconsidered to ensure that providers outside of urban areas are not disadvantaged. Sponsoring organizations could expand efforts to provide technical assistance and nutrition education, especially for providers outside of urban areas.

This study is a qualitative project which took place with six elementary-aged children in a progressive Jewish education program. The children took photos around their synagogue of items related to gender. The children chose their favorite photos, then explained and discussed the photos with their peers. All explanations and discussions were recorded, transcribed verbatim, and inductively analyzed. Results emphasize the importance of providing opportunities for children to voice their opinions on social-justice related constructs like gender equality. The results also speak to the role of institutions such as synagogues as environments where children develop their beliefs about gender.