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We address a problem of promoting instructional transformation in early undergraduate mathematics courses, via an intervention incorporating novel digital resources ("techtivities"), in conjunction with a faculty learning community (FLC). The techtivities can serve as boundary objects, in order to bridge different communities to which instructors belong. Appealing to Etienne Wenger's Communities of Practice theory, we theorise a role of the instructor as a broker, facilitating "boundary transitions" within, across, and beyond a set of digital resources. By "boundary transition", we mean a transition that is also a brokering move; instructors connect different communities as they draw links between items in their instruction. To ground our argument, we provide empirical evidence from an instructor, Rachel, whose boundary transitions served three functions: (1) to position the techtivities as something that count in the classroom community and connect to topics valued by the broader mathematics community; (2) to communicate to students that their reasoning matters more than whether they provide a correct answer, a practice promoted in the FLC; (3) to connect students' responses to mathematical ideas discussed in the FLC, in which graphs represent a relationship between variables. Instructors' boundary transitions can serve to legitimise novel digital resources within an existing course and thereby challenge the "status quo" in courses where skills and procedures may take precedence over reasoning and sense-making.

IntroductionLow pressure nasal continuous positive airway pressure (nCPAP) has long been the mainstay of non-invasive respiratory support for preterm neonates, at a constant distending pressure of 5-8 cmH2O. When traditional nCPAP pressures are insufficient, other modes including nasal intermittent positive pressure ventilation (NIPPV) are used. In recent years, high nCPAP pressures (≥9 cmH2O) have also emerged as an alternative. However, the comparative benefits and risks of these modalities remain unknown.Methods and analysisIn this multicentre pilot randomised controlled trial, infants

Fusarium wilt, caused by Fusarium oxysporum f. sp. lycopersici (Fol), causes losses in tomato production worldwide, with major impacts on Californian tomato processing. Single-gene resistance is the primary management tool, but its efficacy has been compromised following the emergence of two successive resistance-breaking races, which, in California, emerged within 12 years of resistance deployment. Fol race 3-resistant (F3) processing tomato cultivars (containing the I3 resistance gene) were deployed in the state starting in approximately 2009. The emergence of a new resistance-breaking race (which would be called race 4) is imminent, and early detection will be critical to delay the spread while new resistance is sought. The detection of Fol race 4 is challenged by the lack of validated, rapid, and accurate diagnostic tools. In evaluating in planta phenotyping methods, this study found that rapid seedling phenotyping is not reliable and generates false positives for nonpathogens. Longer (10 weeks) mature plant assays are the most reliable, but may not be sufficiently timely. As an additional challenge, based on field and greenhouse studies, Fol race 3 can cause symptoms in resistant F3 cultivars at frequencies greater (30%) than expected for off-types (

Research has explored how science teachers can create equitable learning environments. In addition, research demonstrates that representations can be powerful tools for supporting disciplinary learning and inviting and leveraging students' diverse ideas and practices. Yet, professional development (PD) about representations has primarily focused on teachers' knowledge of disciplinary practices rather than on how teachers can value and build upon students' representations as resources for equitable sensemaking. In this paper, we present cases from a year-long professional development program with in-service elementary teachers designed to support science teaching with representations. Through our work with these teachers, we have illustrated an approach to using representations that supports equitable sensemaking by: (1) making space for students to create personally meaningful representations, (2) amplifying students' representations, and (3) helping students iteratively refine their representations and ideas. These findings extend literature about inclusive science teaching by illustrating how focusing on students' representations can support equitable sensemaking and by addressing tensions that emerge between equitable teaching, science standards that prioritize canonical knowledge and practices, and monoglossic language ideologies.

Large introductory science courses are a particularly important and challenging target for creating inclusive learning environments. In this study, we examined the impact of incorporating learning assistants (LAs) on the learning environment in an introductory biology course taught with two different structures: an in-person lecture with intermittent active-learning components and an online setting taught with a flipped instructional approach. Using a survey that measured sense of belonging in a single class, we found that students in sections with LAs reported greater sense of belonging than students in sections without LAs in both class structures. Further, student focus groups revealed that LAs promoted learning and engagement in the class by answering questions and providing clarity; allowing more use of active- and interactive-learning structures; and serving as accessible, approachable, and immediate sources of help. Student responses also indicated that LAs promoted a sense of belonging in science, technology, engineering, and mathematics (STEM) by decreasing feelings of isolation, serving as inspirational role models, clarifying progression through the STEM educational system, and helping students become more engaged and confident in their STEM-related knowledge and skills. These findings indicate that LAs can support multiple elements of inclusive STEM learning environments.

Engaging preservice teachers in the analysis of videos of teaching has become a widely-used and highly-regarded approach within teacher preparation. This approach has become even more pronounced in the wake of COVID-19. Despite the myriad ways that video can support teacher preparation, uncertainties remain regarding how to design and facilitate productive video tasks. This paper reviews existing frameworks to guide the use of video tasks. It then introduces and describes the Framework for Analyzing Video in Science Teacher Education (FAVSTE) to highlight important decision points regarding the implementation of video tasks for teacher educators. Further this paper discusses how the FAVSTE connects to and expands on existing frameworks. Finally, the paper provides two examples to illustrate its use so that it might support teacher educators in maximizing the effectiveness of video analysis/reflection tasks.

We present a case study of an elementary teacher, Jen, who transformed her mathematics teaching practice and deepened her conception of angle measure. Employing Teacher Development Experiment methodology, rooted in a constructivist perspective of learning, we analysed sets of pre/post interviews and classroom observations, for two lessons on angle measure, occurring one year apart. In between, Jen participated in a year-long, school-wide professional development intervention, to support teachers' enactment of conceptual mathematics instruction and foster students' multiplicative and fractional reasoning. Jen transformed her vision and rationale for teaching mathematics, her interpretations of students' mathematical knowing, and her view of what constitutes evidence of mathematical learning. In conjunction, she deepened her knowledge of angle measure, engaging in quantitative reasoning and conceptualising angles as quantities. We discuss implications for supporting teachers to transform their mathematics teaching practice via fostering shifts in their goals for instruction and growth in their mathematical understanding.

It is well known that students benefit from opportunities to interpret and create different representations (e.g., diagrams, graphs, tables, symbols) of mathematical ideas. Employing Marton's Variation theory as a lens, I argue for an expansion of the use of multiple representations in task design for graphs: Incorporate two different forms of the same type of graph to represent a relationship between variables in a situation. With this approach, designers, teachers, and researchers can engineer opportunities for students to discern, or separate, features of representation systems, such as the Cartesian coordinate system, and in turn, promote students' mathematical reasoning.

Students enrolled in introductory math courses, such as college algebra, deserve to do more than find answers and fix mistakes. We present one interactive digital activity, the Cannon Man "Techtivity," which we developed to provide opportunities for students to develop an understanding of function, beyond just applying a rule, such as the vertical line test. With an accompanying facilitation guide, we describe how we promote instructor moves to privilege student reasoning. We provide student data to support the effectiveness of this approach. We conclude with implications for weaving such opportunities into the fabric of college algebra.

Given rapid advancements in medical science, it is often challenging for the busy clinician to remain up-to-date on the fundamental and multifaceted aspects of preventive cardiology and maintain awareness of the latest guidelines applicable to cardiovascular disease (CVD) risk factors. The "American Society for Preventive Cardiology (ASPC) Top Ten CVD Risk Factors 2021 Update" is a summary document (updated yearly) regarding CVD risk factors. This "ASPC Top Ten CVD Risk Factors 2021 Update" summary document reflects the perspective of the section authors regarding ten things to know about ten sentinel CVD risk factors. It also includes quick access to sentinel references (applicable guidelines and select reviews) for each CVD risk factor section. The ten CVD risk factors include unhealthful nutrition, physical inactivity, dyslipidemia, hyperglycemia, high blood pressure, obesity, considerations of select populations (older age, race/ethnicity, and sex differences), thrombosis/smoking, kidney dysfunction and genetics/familial hypercholesterolemia. For the individual patient, other CVD risk factors may be relevant, beyond the CVD risk factors discussed here. However, it is the intent of the "ASPC Top Ten CVD Risk Factors 2021 Update" to provide a succinct overview of things to know about ten common CVD risk factors applicable to preventive cardiology.

Teacher preparation programs are facing increased demands to link pre-service teachers to expert teachers. Literature has highlighted that utilizing accomplished teacher videos has the potential to buttress pre-service teachers' professional learning. Over the last decade, several platforms have been developed that offer expert teacher videos and provide windows into expert practice. In general, though, the current video-based systems are limited because they do not shed light on the teacher's thinking, planning, analysis, and reflection from the accompanying video. This article examines the efficacy of a platform that brings forward accomplished teachers' thinking alongside their videos. The empirical evidence from this study indicated that, from the pre-service teachers' perspective, the pairing of video and commentary helped them unpack the complexities of decision-making that accomplished teachers engage in when they plan, teach, and reflect on practice.

In this article, the authors propose a four-part framework for "Critical and Cultural approaches to Ambitious Science Teaching, C[superscript 2]AST," to support educators in grounding learning opportunities in students' cultures and identities and work toward culturally and linguistically sustaining practices. The authors build on previous work with Ambitious Science Teaching, which emphasizes valuing students' ideas and anchoring science units in real-world phenomena (Windschitl, Thompson and Braaten 2018), and offer a critical equity perspective for teachers to consider issues of power, identity, and the sociopolitical context (Gutiérrez 2002). For each principle, the authors begin with a vignette, unpack central ideas, and suggest culturally and linguistically sustaining tips as starting places for science educators.