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The purpose of this study was to conduct a content analysis of research on technology use for teaching mathematics to students with disabilities. We applied word networks and structural topic modeling of 488 studies published from 1980 to 2021. Results showed that the words "computer" and "computer-assisted instruction" had the highest degree of centrality in the 1980s and 1990s, and "learning disability" was another central word in the 2000s and 2010s. The associated word probability for 15 topics also represented technology use within different instructional practices, tools, and students with either high- or low-incidence disabilities. A piecewise linear regression with knots in 1990, 2000, and 2010 demonstrated decreasing trends for the topics of "computer-assisted instruction," "software," "mathematics achievement," "calculators," and "testing." Despite some fluctuations in the prevalence in the 1980s, the "support for visual materials," "learning disabilities," "robotics," "self-monitoring tools," and "word problem-solving instruction" topics showed increasing trends, particularly after 1990. Some research topics, including "apps" and "auditory support," have gradually increased in topic proportions since 1980. Topics including "fraction instruction," "visual-based technology," and "instructional sequence" have shown increasing prevalence since 2010; this increase was statistically significant for the "instructional sequence" topic over the past decade.

BackgroundBRCA1/2 mutations confer high lifetime risk of breast cancer, although other factors may modify this risk. Whether height or body mass index (BMI) modifies breast cancer risk in BRCA1/2 mutation carriers remains unclear.MethodsWe used Mendelian randomization approaches to evaluate the association of height and BMI on breast cancer risk, using data from the Consortium of Investigators of Modifiers of BRCA1/2 with 14 676 BRCA1 and 7912 BRCA2 mutation carriers, including 11 451 cases of breast cancer. We created a height genetic score using 586 height-associated variants and a BMI genetic score using 93 BMI-associated variants. We examined both observed and genetically determined height and BMI with breast cancer risk using weighted Cox models. All statistical tests were two-sided.ResultsObserved height was positively associated with breast cancer risk (HR = 1.09 per 10 cm increase, 95% confidence interval [CI] = 1.0 to 1.17; P = 1.17). Height genetic score was positively associated with breast cancer, although this was not statistically significant (per 10 cm increase in genetically predicted height, HR = 1.04, 95% CI = 0.93 to 1.17; P = .47). Observed BMI was inversely associated with breast cancer risk (per 5 kg/m2 increase, HR = 0.94, 95% CI = 0.90 to 0.98; P = .007). BMI genetic score was also inversely associated with breast cancer risk (per 5 kg/m2 increase in genetically predicted BMI, HR = 0.87, 95% CI = 0.76 to 0.98; P = .02). BMI was primarily associated with premenopausal breast cancer.ConclusionHeight is associated with overall breast cancer and BMI is associated with premenopausal breast cancer in BRCA1/2 mutation carriers. Incorporating height and BMI, particularly genetic score, into risk assessment may improve cancer management.

Importance: Despite the potential of community-engaged implementation research (CEIR) in developing strategies to accelerate the translation of evidence-based interventions (EBIs), there is a noticeable knowledge gap in the current state of CEIR in occupational therapy. A synthesis of the concept, purpose, and operationalization of CEIR is necessary. Objective: To identify the contexts, purposes, and operationalization of CEIR, focusing on implementation strategies in occupational therapy. Data Sources: PubMed/MEDLINE, Embase, CINAHL, Scopus, and Web of Science. Study Selection and Data Collection: We included studies that were explicit and intentional about CEIR and that focused on implementation strategies to support the translation of occupational therapy interventions, clinical guidelines, practice models, theories, or assessments. We extracted the research context (e.g. partners, recruitment), purpose (e.g. why community-engaged research was used), and operationalization (e.g. community engagement [CE] activities, how their findings inform the research) using thematic analysis. Findings: Of 3,219 records, 6 studies were included. Involved partners were mainly occupational therapy practitioners from existing networks. CEIR that focuses on implementation strategies informs various aspects of research design, ranging from study design to sustainability, by developing community–academia partnerships, building implementation capacity, and creating implementation strategies across diverse research areas. Current research has used various but mostly traditional CE activities (e.g. focus groups). Conclusions and Relevance: We synthesized evidence on CEIR focused on implementation strategies in occupational therapy. Intentional efforts are needed to collaborate with diverse partners, explore innovative CE activities, produce equitable outputs, and develop multilevel implementation strategies to accelerate the translation of EBIs into practice. Plain-Language Summary: In this review, we synthesize evidence on the contexts, purposes, and operationalization of community-engaged implementation research (CEIR), focusing on implementation strategies in occupational therapy research. We found that current implementation efforts mainly rely on occupational therapy practitioners as community partners and use traditional recruitment methods and community engagement activities. In turn, they develop implementation strategies that mainly target practitioners without comprehensive, multilevel implementation support. We suggest more equitable collaboration with diverse partners to effectively promote the implementation and dissemination of evidence-based interventions in occupational therapy practice. This scoping review synthesizes evidence on the contexts, purposes, and operationalization of community-engaged implementation research (CEIR), focusing on implementation strategies in occupational therapy research. [ABSTRACT FROM AUTHOR]

Since the late '60s, the field of second language acquisition (SLA) has grown enormously. Throughout its development, SLA researchers have investigated a wide range of issues including the processes involved in second language learning, as well as the psycholinguistic, affective and social factors that influence its success or failure (Spada, 2014). In light of SLA's relevance and applicability to language teaching, recently a growing number of researchers have taken an interest in second language (L2) learning in classroom settings (Spada, 2014). The term Instructed SLA (ISLA) is currently used to indicate "theory and research that pertain directly to the L2 classroom" (Loewen, 2014, p. 1). One of the main goals of ISLA is to examine which particular types of instruction are more pedagogically effective for a particular learning target. In this short commentary, this question will be investigated in the domain of vocabulary learning. Accordingly, research on instructed vocabulary learning will be briefly reviewed to reveal several insights pertaining to L2 vocabulary pedagogy.

Written corrective feedback has been subject to increasing attention in recent years, in part because of the conceptual controversy surrounding it and in part because of its ubiquitous practice. This study takes a meta-analytic approach to synthesizing extant empirical research, including 21 primary studies. Guiding the analysis are two questions: Does written corrective feedback help to improve the grammatical accuracy of second language writing? What factors might mitigate its efficacy? Results show that written corrective feedback can lead to greater grammatical accuracy in second language writing, yet its efficacy is mediated by a host of variables, including learners' proficiency, the setting, and the genre of the writing task.