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A team of teacher educators conducted a phenomenological study to explore the perceptions of teacher candidates (TCs), their cooperating teachers (CTs), and university supervisors (USs) during and after they participated in a redesigned seven-week practicum that led directly into seven weeks of student teaching. Data were collected via two surveys with open-ended prompts and revealed three distinct themes across the three groups of participants: relationships, preparedness, and professionalism. Opportunities, presented by the redesigned field experience, were seized upon but in varying ways dependent on each group of participants (TC, CT, and US). The findings from this study are significant because unlike other studies that just examine the perspectives of one group of the triad, the goal of this research was to understand the perspectives of the entire triad (TC, CT, and US). Recommendations for teacher education programs interested in redesigning their field experiences are shared.

Students desire free textbooks that incorporate multimedia and interactive experiences. Although there is an increased production of e-textbooks, these resources tend to replicate hard copy books and do not take advantage of the functions that technology offers. There is also a shift to creating e-textbooks that are considered open educational resources. A team of nursing educators and a nursing student created an interactive open educational resource e-textbook in vital sign measurement that was implemented within the curriculum of post-secondary health-related programmes. The goal of this paper is to report the study findings which sought to explore healthcare students' experiences of using this open educational resource. Three discipline-specific focus groups were conducted with a convenience sample of 29 students. Using a qualitative thematic analysis, six interconnected themes describing students' use of this resource were identified: (a) This Generation's Learner, (b) Vital Signs Open Educational Resource influence, (c) Accessibility, (d) Convenience, (e) Design, and (f) Visual and Other Types of Learning Styles. Participants were positive about using the open educational resource to learn vital sign skills. Our study findings provide a foundation for e-textbook design standards that support student learning.

The purposes of this pilot study were to identify the lived experiences of a small group of first-year early childhood and elementary teachers to determine their levels of confidence (self-efficacy) and to generate ideas for improving the teacher preparation programs these new teachers completed. The researchers used qualitative methodology including focus groups with the teachers, interviews of the principals who hired them, and a self-efficacy survey to gather data. Results indicated that teachers were challenged by the realities of teaching every day compared to their expectations. This included the challenges within the day, the structure of schools, and a disconnect between teachers and administrators. In addition, teachers' self-reported ratings of self-efficacy contradicted their focus group discussions in some cases.

BACKGROUND: Previous case-control investigations of type I Chiari malformation (CMI) have reported cognitive deficits and microstructural white matter abnormalities, as measured by diffusion tensor imaging (DTI). CMI is also typically associated with pain, including occipital headache, but the relationship between pain symptoms and microstructure is not known. METHODS: Eighteen CMI patients and 18 adult age- and education-matched control participants underwent DTI, were tested using digit symbol coding and digit span tasks, and completed a self-report measure of chronic pain. Tissue microstructure indices were used to examine microstructural abnormalities in CMI as compared with healthy controls. Group differences in DTI parameters were then reassessed after controlling for self-reported pain. Finally, DTI parameters were correlated with performance on the digit symbol coding and digit span tasks within each group. RESULTS: CMI patients exhibited greater fractional anisotropy (FA), lower radial diffusivity, and lower mean diffusivity in multiple brain regions compared with controls in diffuse white matter regions. Group differences no longer existed after controlling for self-reported pain. A significant correlation between FA and the Repeatable Battery for the Assessment of Neuropsychological Status coding performance was observed for controls but not for the CMI group. CONCLUSIONS: Diffuse microstructural abnormalities appear to be a feature of CMI, manifesting predominantly as greater FA and less diffusivity on DTI sequences. These white matter changes are associated with the subjective pain experience of CMI patients and may reflect reactivity to neuroinflammatory responses. However, this hypothesis will require further deliberate testing in future studies.

BackgroundPrevious case-control investigations of type I Chiari malformation (CMI) have reported cognitive deficits and microstructural white matter abnormalities, as measured by diffusion tensor imaging (DTI). CMI is also typically associated with pain, including occipital headache, but the relationship between pain symptoms and microstructure is not known.MethodsEighteen CMI patients and 18 adult age- and education-matched control participants underwent DTI, were tested using digit symbol coding and digit span tasks, and completed a self-report measure of chronic pain. Tissue microstructure indices were used to examine microstructural abnormalities in CMI as compared with healthy controls. Group differences in DTI parameters were then reassessed after controlling for self-reported pain. Finally, DTI parameters were correlated with performance on the digit symbol coding and digit span tasks within each group.ResultsCMI patients exhibited greater fractional anisotropy (FA), lower radial diffusivity, and lower mean diffusivity in multiple brain regions compared with controls in diffuse white matter regions. Group differences no longer existed after controlling for self-reported pain. A significant correlation between FA and the Repeatable Battery for the Assessment of Neuropsychological Status coding performance was observed for controls but not for the CMI group.ConclusionsDiffuse microstructural abnormalities appear to be a feature of CMI, manifesting predominantly as greater FA and less diffusivity on DTI sequences. These white matter changes are associated with the subjective pain experience of CMI patients and may reflect reactivity to neuroinflammatory responses. However, this hypothesis will require further deliberate testing in future studies.

Effective mentoring programs help to recruit new teachers and improve teacher retention rates (e.g. Ingersoll & Strong, 2011, Rideout & Windle, 2010). Many school districts require mentoring programs for new teachers; however, they do not always have the resources to prepare their teachers to mentor beginning teachers. Clinical faculty (CF), who are teachers trained to mentor student teachers, are a resource with existing expertise in mentorship. A curriculum for CF was designed, piloted, and implemented using a best practice utilization-focused approach (Patton, 2008). Its focus is on meeting school division needs to equip CF to better mentor beginning teachers, particularly in identified critical shortage areas. The curriculum deepens and expands CF capabilities to more effectively model, observe, and explore data collaboratively with first-year teachers, moving them from mentoring pre-service to in-service teachers. This paper describes the design of and findings from the implementation of a mentor training curriculum for supporting beginning teachers.

Hemodialysis is a life-sustaining treatment for persons with kidney failure. However, those on hemodialysis still face a poor quality of life and a short life expectancy. High-quality research evidence from large randomized controlled trials is needed to identify interventions that improve the experiences, outcomes, and health care of persons receiving hemodialysis. With the support of the Canadian Institutes of Health Research and its Strategy for Patient-Oriented Research, the Innovative Clinical Trials in Hemodialysis Centers initiative brought together Canadian and international kidney researchers, patients, health care providers, and health administrators to participate in a workshop held in Toronto, Canada, on June 2 and 3, 2018. The workshop served to increase knowledge and awareness about the conduct of innovative, pragmatic, cluster-randomized registry trials embedded into routine hemodialysis care and provided an opportunity to discuss and build support for new trial ideas. The workshop content included structured presentations, facilitated group discussions, and expert panel feedback. Partnerships and promising trial ideas borne out of the workshop will continue to be developed to support the implementation of future large-scale trials.

Although there is substantial research documenting the impact of department heads in higher education, there is a significant gap in the literature examining the role of program coordinators. This self-study explores how two teacher educators navigated the opportunities and costs of coordinating their respective programs, literacy education and elementary education. The data revealed three themes consistent across the coordinators: stakeholder and engagement, collaboration, and policy and power. Implications for leaders in higher education are discussed including the importance of revising evaluation tools to reflect the actual demands on coordinators' time, allowing time for rich and deep conversation among leaders, and providing mentors to assist coordinators in building their skills and supporting their efforts.

Researchers, using qualitative methodology, investigated whether an extended model for organizing fieldwork could potentially elevate the skills, knowledge, and dispositions of Elementary (prek-6) teacher candidates in this study. Questionnaires, focus group interviews, and observations from the pre-service and veteran teachers provided data on the perceived benefits and drawbacks of remaining with the same teacher. Results indicate that the importance of relationships, time in the field with the same teacher and classroom, and high quality modeling from the veteran teachers are essential for a successful field experience. The findings of this study offer insights into the field experience and student teaching components of teacher education: illuminating the role of extended time in fostering relationships and providing more teaching opportunities for teacher candidates.

Background: The life expectancy of people with a learning disability is increasing and with this comes a greater risk of developing dementia. Dementia poses new challenges for both family and formal learning disability carers as they try to support dementia's progressive nature and quality of life for their care recipient. This qualitative systematic review explores the evidence base of family and formal carers' experiences and needs of caring for someone with both a learning disability and dementia. Methods: Six electronic databases (PubMed, PsycINFO, Cochrane Library, Prospero, Scopus, CINAHL), were searched in May 2022, utilising a predefined search strategy. Thirteen papers fulfilled inclusion criteria and were included in in the review. Results: Thematic synthesis was used to explore and synthesise the qualitative findings of the studies. Four conceptual themes were identified following analysis: Knowledge and skills, Accessing support, Repercussions of dementia for carers, Influences of continuity of caring role. Conclusion: There are significant training and educational needs for all carers who support the dual diagnosis of dementia and learning disability. Differences between family and formal carers relate to the organisational support and process available to formal carers. Parity across services combined with sufficiently trained carers may support dementia diagnosis and improve quality of care provided. Further research is needed to address environmental, and economic barriers carers face to facilitate ageing in place for their care recipients. [ABSTRACT FROM AUTHOR]