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EMILIN1 (elastin-microfibril-interface-located-protein-1) is a structural component of the elastic fiber network and localizes to the interface between the fibrillin microfibril scaffold and the elastin core. How EMILIN1 contributes to connective tissue integrity is not fully understood. Here, we report bi-allelic EMILIN1 loss-of-function variants causative for an entity combining cutis laxa, arterial tortuosity, aneurysm formation, and bone fragility, resembling autosomal-recessive cutis laxa type 1B, due to EFEMP2 (FBLN4) deficiency. In both humans and mice, absence of EMILIN1 impairs EFEMP2 extracellular matrix deposition and LOX activity resulting in impaired elastogenesis, reduced collagen crosslinking, and aberrant growth factor signaling. Collagen fiber ultrastructure and histopathology in EMILIN1- or EFEMP2-deficient skin and aorta corroborate these findings and murine Emilin1-/- femora show abnormal trabecular bone formation and strength. Altogether, EMILIN1 connects elastic fiber network with collagen fibril formation, relevant for both bone and vascular tissue homeostasis.

Menstrual health literacy has a direct impact on young peoples' quality of life, health, academic and professional performance. In Australia, the key learning area of Health and Physical Education [HPE] provides opportunities for students to develop menstrual health literacy. This paper reports on the findings of a survey of 5007 young Australian women aged 13-25 on their experiences of menstruation, dysmenorrhea and education. The discussion herein relates to the qualitative component that asked the question 'What was the most useful information about menstruation received in HPE [Health and Physical Education] class?' Applying a thematic analysis to the data, three key themes emerged. These include: (a) it's all just biology; (b) the cause but not the effect, and; (c) too little, too late. The findings suggest limitations in educational approaches taken by teachers potentially resulting in poor menstrual health literacy portending long-term negative health consequences for some individuals.

The COVID-19 pandemic forced many teachers around the world to make a sudden switch from face-to-face to online teaching. This shift in practice has provided an opportunity to reconsider how technology use in mathematics education can be utilised to improve student engagement. In this study, we explore four case studies of Australian secondary mathematics classrooms conducted prior to the COVID-19 pandemic to examine how teachers are using blended learning approaches and how their students perceive these pedagogical practices. Findings across all four sites indicate that technology use expands student opportunities to engage with mathematics learning through the provision of multiple pathways and methods of access. Specifically, we find evidence supporting the use of blended classroom teaching strategies to provide differentiation and personalised learning approaches; visualisation and dynamic manipulation of mathematics concepts; and alternative methods for teacher-student feedback and communication. We argue that the student learning experience in mathematics can be enhanced through a variety of blended learning approaches by allowing for diverse points of access to learning opportunities which are more closely aligned to individual learning needs and free from the temporal constraints of the classroom.

Investigations into cooperative partner choice should consider both potential and realised partners, allowing for the comparison of traits across all those available. Male bottlenose dolphins form persisting multi-level alliances. Second-order alliances of 4-14 males are the core social unit, within which 2-3 males form first-order alliances to sequester females during consortships. We compared social bond strength, relatedness and age similarity of potential and realised partners of individual males in two age periods: (i) adolescence, when second-order alliances are formed from all available associates, and (ii) adulthood, when first-order allies are selected from within second-order alliances. Social bond strength during adolescence predicted second-order alliance membership in adulthood. Moreover, males preferred same-aged or older males as second-order allies. Within second-order alliances, non-mating season social bond strength predicted first-order partner preferences during mating season consortships. Relatedness did not influence partner choice on either alliance level. There is thus a striking resemblance between male dolphins, chimpanzees and humans, where closely bonded non-relatives engage in higher-level, polyadic cooperative acts. To that end, our study extends the scope of taxa in which social bonds rather than kinship explain cooperation, providing the first evidence that such traits might have evolved independently in marine and terrestrial realms.

Higher education institutions routinely use Learning Management Systems (LMS) for multiple purposes; to organise coursework and assessment, to facilitate staff and student interactions, and to act as repositories of learning objects. The analysis reported here involves staff (n = 46) and student (n = 470) responses to surveys as well as data collected in interviews and focus groups. The research focuses on participants' perceptions of two broad affordances of the LMS: accessibility and interactivity. Differences were found between student and staff views in relation to accessibility of online materials, with students rating its contribution to their learning more highly than staff. However, the two groups held similar views with regards to the effectiveness of LMS tools to enable interactivity. Applying interaction equivalency theory (Anderson, 2003), the results reveal the importance of the key choices made by teaching staff in deciding which LMS tools to use in order to maximise student participation and learning.

Adolescent populations have become increasingly accessible through online data collection methods. Online surveys are advantageous in recruiting adolescent participants and can be designed for adolescents to provide informed consent without the requirement of parental consent. This study sampled 338 Australian adolescents to participate in a low risk online survey on adolescents' experiences and perceptions of their learning in science classes, without parental consent. Adolescents were recruited through Facebook and Instagram advertising. In order to judge potential participants' capacity to consent, two multiple-choice questions about the consent process were required to be answered correctly prior to accessing the survey. This simple strategy effectively determined whether middle adolescents had the capacity to provide informed consent to participate in low risk online educational research.

Women continue to be under-represented in science fields in Australia and internationally. Efforts to fix the 'leaky pipeline' producing this inequality are frustrated by declining enrolments in higher-level school science subjects. Researchers and policymakers need a better understanding of the factors which influence girls' decisions to take science in senior high school. In this pilot study, we examined whether growth mindset in science, achievement goal orientation, self-efficacy, and perceived peer and teacher support influenced intentions to study senior biology, chemistry, and physics. Participants were 125 adolescent girls aged between 14-17 years living in Australia. Online surveys were used to gather demographic and attitudinal data in a cross-sectional design. Regressions were used to examine the psychological and social factors that predicted subject-selection intentions. Self-efficacy in biology and social support from science teachers positively predicted intentions to study biology. Endorsing a growth mindset in science positively predicted intentions to study chemistry and physics. Self-efficacy for learning chemistry and physics positively predicted intentions to study those subjects. The results suggest that girls who have greater confidence in their ability in science and endorse a growth mindset are more likely to continue their study of physics and chemistry in the senior years of high school.

Online learning is increasingly ubiquitous in higher education. However, research regarding online teaching often focuses on the affordances of the online environment rather than on the quality of pedagogy. In this paper we consider how online learning could be enhanced using rich pedagogical models that are consistent with a wealth of existing knowledge on pedagogy for face-to-face settings. To do so, we apply an established framework, the Quality Teaching model, to explore pedagogy in the online environment and illustrate its potential benefits using a case study of 60 students in a tertiary mathematics teacher education program. We conclude that the use of an evidence-based pedagogical model can help guide online instructors in the development of high quality online courses.

Young people often are asked what they want to be when they grow up. How do their aspirations change as students move through childhood and adolescence? To investigate the formation of career aspirations, we analysed 6308 questionnaires from 4213 students aged 8 to 18 years arranged in an accelerated longitudinal design. Using a person-centred analytic approach, a latent class mixture model identified four discrete change trajectories in the prestige levels of career aspirations over ten schooling years. In line with Gottfredson's (J Counsel Psychol 28(6):545-579, 1981) theory, significant factors included student gender, education aspirations, prior achievement, knowledge of educational pathways to occupations, and the sex composition of occupations. High aspiring students with low education aspirations and poor achievement had more volatile trajectories than other students, regardless of socioeconomic status. The results demonstrate complexity in the formation of aspirations and challenge conventional notions about the 'types' of students who have 'high' and 'low' aspirations.

Australia has seen declining numbers of students choosing mathematics and science subjects in the senior secondary years, running counter to economic projections of an accelerating need for science and mathematics skills. Many students become less engaged with these subjects in the junior secondary years but attitudes such as self-concept, utility value, and intrinsic value are important for subject selection decisions. We used latent profile analysis to examine the relationship between attitudes towards both subjects using data from 10,051 Australian Grade 8 students sampled by TIMSS 2015 and revealed six discrete groupings. While most students were at least attitudinally receptive to both subjects, there were many students who either resisted both or expressed a strong preference for one over another. Positive attitudes towards both subjects were mutually beneficial--better attitudes towards both were associated with higher achievement in each--but boys tended to be more positive towards both subjects and so benefitted from this relationship more than girls. Implications for educational research and teachers' practices are discussed.

In recent decades, China has observed increasing numbers of rural-urban migrant children seeking education in Chinese cities, resulting in pressure on urban schools to accommodate these children. Drawing on pre- and post-survey and interview data with 215 primary school teachers in a metropolitan city in East China, the objectives of this article are to describe teachers' perceptions of educational inclusion in both migrant and public schools, and to investigate changes in their beliefs from 2013 to 2016. Urban public school teachers indicated significant differences in perceptions compared with their first test, whereas no salient differences in perceptions was found among migrant school teachers. The qualitative analysis echoed the quantitative findings and provided further explanation for the complexity and particularity of these changes. Our study revealed that public schools have made great reforms in relation to educational inclusion for migrant students and that these initiatives in turn have produced changes on teachers' perceptions and practices with migrant children. It should be noted, however, that teachers attribute the changes in their perceptions to external factors rather than the internal ones. In the light of these findings, the article discusses implications for further professional development programs for teachers in Chinese migrant schools.

Research on young people's aspirations and their capacity to aspire to higher education has proliferated in recent decades, however, very little attention has been paid to the creative arts. Diversity in the arts remains a persistent issue in many nations, and repeated attempts to promote diversity in the Australian arts community have had limited impact, suggesting the need for new approaches. Drawing on data from a 4-year longitudinal study of students from ages 8 to 18 (n = 6,492) in government schools, we examine school students' aspirations for careers in the arts. Arts-related careers were popular among students, yet we found a distinct lack of diversity among those aspiring to such careers. Using logistic regression analysis we found that being female, high achieving, from an English-speaking background, possessing high cultural capital, and attending advantaged schools were significant predictors of interest in the arts, suggesting the likely reproduction of existing patterns of participation. We argue that initiatives within schools are essential to disrupting these patterns and building the capacity of a more diverse range of students to aspire to careers in the arts.

The purpose of the study reported in this paper is to evaluate the effectiveness of an implementation of teaching rounds as a practice-based approach to pre-service teacher education in mathematics. The teaching rounds implemented in the study utilised the NSW Quality Teaching model pedagogical framework as a tool for learning about and reflecting on teaching practices. The evaluation was conducted through a mixed methods approach using a combination of surveys and analysis of student assessment tasks. The major findings of the study are that pre-service teachers found practice-based experience and the subsequent reflections using teaching rounds very valuable compared to other learning experiences. We also found that pre-service teachers undertaking a Masters teaching degree were significantly more insightful about planning for and reflecting about teaching practice than those undertaking an undergraduate degree. We believe these two facts have implications not only at our institution but also at a global level for policy makers in other institutions providing pre-service education.

Effective professional learning for teachers is fundamental for any school system aiming to make transformative and sustainable change to teacher practice. This paper investigates the efficacy of Twitter as a medium for teachers to participate in professional learning by analysing the tweets of 30 influential users of the popular medium. We find that Twitter primarily acts as a valuable conduit for accessing new and relevant educational resources on the internet and also as a viable means of social support for like-minded educators. The cost effective nature of the microblogging platform ensures that it can act as a medium for sustained professional development, while leaving the individual participants to control and take ownership of the learning. These features align with the current literature associated with the characteristics of effective professional learning. (Contains 3 tables and 1 figure.)

China's fast-developing urbanization has promoted a great number of rural families migrating to urban areas. The objective of this study is to address the existing situation of urban migrant parents' parenting for infant and toddlers and the association between co-parental self-efficacy and child developmental outcomes. A sample of 387 parents of rural-urban migrant families in urban China was invited to complete the online questionnaires. Results showed that mothers have higher parenting self-efficacy (PSE) levels than fathers in all measured dimensions, and found an interdependence of their co-PSE predicting child development outcomes. This study revealed that rural-urban migrant families were still following Chinese traditional parenting and attributed mothers to the responsibility for early childcare, although the ensuing modernization and ingress of Western values have greatly influenced urban parents' understandings about parenting. Based on these results, this paper provides implications for intervention approaches to promote PSE among migrant parents with young children.