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This essay discusses the utilization of safeguard strategies, particularly Improvement Science principles, in the academic and professional writing of scholar-practitioners within EdD programs. These strategies bridge the gap between theory and practice, enabling graduate students to apply their scholarly insights meaningfully. The essay highlights the roles of bias, professional wisdom, positionality, and reflexivity in inquiry, empowering scholar-practitioners to develop authentic solutions to the problems of practice they encounter. Drawing on the recommendations of Perry and colleagues (2020), the essay emphasizes rigorous data collection, explicit theoretical frameworks, evidence of impact on practice, and transparent mitigation of biases. Strategies such as positionality and reflexivity statements, adoption of Improvement Science as a conceptual framework, critical questions as safeguards, and engagement with critical friend groups (CFG) enhance the integrity and rigor of scholar-practitioners' inquiries. By implementing these measures, scholar-practitioners foster a robust examination of problems of practice and contribute to the advancement of knowledge.

In the context of an established research-practice partnership with the Hope Resource Center, we piloted The Stories Project, a narrative inquiry study alongside refugee-background youth workers and U.S.-born community members. Our inquiry explored the process by which storytelling could be used to humanize and advocate for refugee-background youth in the United States. Data sources included interviews, dialogue session recordings, participant artifacts, and researcher memos. Findings centered the voices of refugee-background youth workers as they honored each other's unique perspectives and life experiences as well as recognized each other's shared humanity. Collectively, the youth workers identified the importance of being vulnerable, humanizing the refugee experience, and building advocacy as ways to promote social change.

A sequential explanatory mixed methods study was conducted to determine special education teachers' (SETs) pandemic experiences in the U.S. state of Georgia. We distributed a survey, held focus groups, and analyzed both data for complementarity. We found that SETs experienced challenges, benefits, and concerns when they returned to their classrooms. Although they reported feeling professionally supported during remote learning, they described difficulties and worries about meeting the individualized needs of students with disabilities. Special educators' increased workload and stress likely impacted attrition and student learning outcomes. Based on these pandemic-related experiences, we provided five recommendations for researchers, administrators, and policymakers to address the SET shortage and prepare for future school closures.

The International Dyslexia Association definition of dyslexia was updated 20 years ago and has been referenced frequently in research and practice. In this paper, researchers from the Florida Center for Reading Research consider the components of the definition and make recommendations for revisions. These include recognizing the persistence of word-reading, decoding, and spelling difficulties, acknowledging the multifactorial causal basis of dyslexia, clarifying exclusionary factors, and denoting comorbidity with other developmental disorders. It is also suggested that the academic and psychosocial consequences of dyslexia be highlighted to reinforce a preventive service delivery model. Lastly, the inclusion of dyslexia within a specific learning disability category is supported.

The National Association of School Psychologists champions the use of evidence-based approaches to support all children and families, especially those belonging to historically marginalized groups. To ensure the protection and success of the most vulnerable students, practitioners must dedicate themselves to continually developing their ability to provide empirically supported culturally responsive services to decolonize inequitable systems that disenfranchise minoritized youth. This article describes how a biopsychosocial ecological model can be used to enhance service delivery when working with students of color and can help school psychologists consider how various systems impact a student's learning and development.

Reading disorders, including reading comprehension disorders, are among the most common referrals for evaluation in schools. If that evaluation involves individually administered tests of reading, the examiner is faced with selecting at least one reading comprehension subtest that is inherently associated with specific task demands, such as a cloze procedure or a story retell procedure. This study explored the correlates of performance of these two types of reading comprehension measures in lower grades (i.e., grades 1-5) and upper grades (i.e., grades 6-12). Results revealed a moderate correlation between these two tasks and evidence that students with reading disorders may perform poorer on cloze reading comprehension measures than story retell measures in both grade groupings. Regression analyses revealed that variance in each reading comprehension task is associated with a unique grouping of predictor variables that are associated with the Big Five of Reading and short-term/working memory. Discussion focuses on the implications of these findings for the evaluation of students with suspected disabilities and research.

Systemic low-grade inflammation is a feature of chronic disease. C-reactive protein (CRP) is a common biomarker of inflammation and used as an indicator of disease risk; however, the role of inflammation in disease is not completely understood. Methylation is an epigenetic modification in the DNA which plays a pivotal role in gene expression. In this study we evaluated differential DNA methylation patterns associated with blood CRP level to elucidate biological pathways and genetic regulatory mechanisms to improve the understanding of chronic inflammation. The racially and ethnically diverse participants in this study were included as 50% White, 41% Black or African American, 7% Hispanic or Latino/a, and 2% Native Hawaiian, Asian American, American Indian, or Alaska Native (total n = 13,433) individuals. We replicated 113 CpG sites from 87 unique loci, of which five were novel (CADM3, NALCN, NLRC5, ZNF792, and cg03282312), across a discovery set of 1,150 CpG sites associated with CRP level (p

Growth and fixed mindsets (i.e., beliefs about whether people's abilities can be developed) shape how people interpret and respond to events in their social worlds. The present work examines how these mindsets relate to individuals' likelihood of legitimizing racial and socioeconomic inequities in education. Meta-analyses of 20 original studies including K-12 teachers and staff members (k = 8; N [approximately equal to] 2001), college students (k = 7; N [approximately equal to] 2725), and American adults (k = 5; N [approximately equal to] 1792) demonstrated that the belief that intelligence is an unchangeable characteristic (i.e., "fixed mindset") consistently predicted greater likelihood of legitimizing educational inequities via five different measures of legitimization. These results suggest that fixed mindsets about intelligence are likely to undermine policy-driven efforts to change inequitable educational systems, and that one pathway toward educational equity involves attending to prevailing beliefs about the possibilities of growing one's intelligence.

Purpose: This study examines the accuracy of Interaction Detection in Early Childhood Settings (IDEAS), a program that automatically transcribes audio files and estimates linguistic units relevant to speech-language therapy, including part-of-speech units that represent features of language complexity, such as adjectives and coordinating conjunctions. Method: Forty-five video-recorded speech-language therapy sessions involving 27 speech-language pathologists (SLPs) and 56 children were used. The F measure determines the accuracy of IDEAS diarization (i.e., speech segmentation and speaker classification). Two additional evaluation metrics, namely, median absolute relative error and correlation, indicate the accuracy of IDEAS for the estimation of linguistic units as compared with two conditions, namely, Oracle (manual diarization) and Voice Type Classifier (existing diarizer with acceptable accuracy). Results: The high F measure for SLP talk data suggests high accuracy of IDEAS diarization for SLP talk but less so for child talk. These differences are reflected in the accuracy of IDEAS linguistic unit estimates. IDEAS median absolute relative error and correlation values for nine of the 10 SLP linguistic unit estimates meet the accuracy criteria, but none of the child linguistic unit estimates meet these criteria. The type of linguistic units also affects IDEAS accuracy. Conclusions: IDEAS was tailored to educational settings to automatically convert audio recordings into text and to provide linguistic unit estimates in speech-language therapy sessions and classroom settings. Although not perfect, IDEAS is reliable in automatically capturing and returning linguistic units, especially in SLP talk, that are relevant in research and practice. The tool offers a way to automatically measure SLP talk in clinical settings, which will support research seeking to understand how SLP talk influences children's language growth.

The Laboratory of Comparative Psychology and Behavioral Biology at Oklahoma State University has been developing comparative psychology teaching exercises for over 30 years. In this paper, we provide suggestions for using the dwarf octopus (Octopus joubini) to teach students about the importance of observation, and the relationship of observation in the creation of ethograms and experimental design. Throughout this paper, students learn how to properly make an observation of a novel animal, create an ethogram, and conduct an experiment. We present a sample observation activity and three additional experiments, during which students will observe and record behaviors and environmental conditions. Students learn saltwater tank upkeep, time management, creation and coding of operational definitions, attention to changes in animal behavior, and the experimental process. These observation studies allow students to observe and record behavioral data to understand comparative psychology and experimental design.

Abstract: —J. Blunden and T. Boyer In 2023, La Niña conditions that generally prevailed in the eastern Pacific Ocean from mid-2020 into early 2023 gave way to a strong El Niño by October. Atmospheric concentrations of Earth’s major greenhouse gases—carbon dioxide, methane, and nitrous oxide—all increased to record-high levels. The annual global average carbon dioxide concentration in the atmosphere rose to 419.3±0.1 ppm, which is 50% greater than the pre-industrial level. The growth from 2022 to 2023 was 2.8 ppm, the fourth highest in the record since the 1960s. The combined short-term effects of El Niño and the long-term effects of increasing levels of heat-trapping gases in the atmosphere contributed to new records for many essential climate variables reported here. The annual global temperature across land and oceans was the highest in records dating as far back as 1850, with the last seven months (June–December) having each been record warm. Over land, the globally averaged temperature was also record high. Dozens of countries reported record or near-record warmth for the year, including China and continental Europe as a whole (warmest on record), India and Russia (second warmest), and Canada (third warmest). Intense and widespread heatwaves were reported around the world. In Vietnam, an all-time national maximum temperature record of 44.2°C was observed at Tuong Duong on 7 May, surpassing the previous record of 43.4°C at Huong Khe on 20 April 2019. In Brazil, the air temperature reached 44.8°C in Araçuaí in Minas Gerais on 20 November, potentially a new national record and 12.8°C above normal. The effect of rising temperatures was apparent in the cryosphere, where snow cover extent by June 2023 was the smallest in the 56-year record for North America and seventh smallest for the Northern Hemisphere overall. Heatwaves contributed to the greatest average mass balance loss for Alpine glaciers around the world since the start of the record in 1970. Due to rapid volume loss beginning in 2021, St. Anna Glacier in Switzerland and Ice Worm Glacier in the United States disappeared completely. In August, as a direct result of glacial thinning over the past 20 years, a glacial lake on a tributary of the Mendenhall Glacier in Alaska burst through its ice dam and caused unprecedented flooding on Mendenhall River near Juneau. Across the Arctic, the annual surface air temperature was the fourth highest in the 124-year record, and summer (July–September) was record warm. Smaller-than-normal snow cover extent in May and June contributed to the third-highest average peak tundra greenness in the 24-year record. In September, Arctic minimum sea ice extent was the fifth smallest in the 45-year satellite record. The 17 lowest September extents have all occurred in the last 17 years. In Antarctica, temperatures for much of the year were up to 6°C above average over the Weddell Sea and along coastal Dronning Maud Land. The Antarctic Peninsula also experienced well-above-average temperatures during the 2022/23 melt season, which contributed to its fourth consecutive summer of above-average surface melt. On 21 February, Antarctic sea ice extent and sea ice area both reached all-time lows, surpassing records set just a year earlier. Over the course of the year, new daily record-low sea ice extents were set on 278 days. In some instances, these daily records were set by a large margin, for example, the extent on 6 July was 1.8 million km2 lower than the previous record low for that day. Across the global oceans, the annual sea surface temperature was the highest in the 170-year record, far surpassing the previous record of 2016 by 0.13°C. Daily and monthly records were set from March onward, including an historic-high daily global mean sea surface temperature of 18.99°C recorded on 22 August. Approximately 94% of the ocean surface experienced at least one marine heatwave in 2023, while 27% experienced at least one cold spell. Globally averaged ocean heat content from the surface to 2000-m depth was record high in 2023, increasing at a rate equivalent to ∼0.7 Watts per square meter of energy applied over Earth’s surface. Global mean sea level was also record high for the 12th consecutive year, reaching 101.4 mm above the 1993 average when satellite measurements began, an increase of 8.1±1.5 mm over 2022 and the third highest year-over-year increase in the record. A total of 82 named tropical storms were observed during the Northern and Southern Hemispheres’ storm seasons, below the 1991–2020 average of 87. Hurricane Otis became the strongest landfalling hurricane on record for the west coast of Mexico at 140 kt (72 m s−1), causing at least 52 fatalities and $12–16 billion U.S. dollars in damage. Freddy became the world’s longest-lived tropical cyclones on record, developing into a tropical cyclone on 6 February and finally dissipating on 12 March. Freddy crossed the full width of the Indian Ocean and made one landfall in Madagascar and two in Mozambique. In the Mediterranean Sea—outside of traditional tropical cyclone basins—heavy rains and flooding from Storm Daniel killed more than 4300 people and left more than 8000 missing in Libya. The record-warm temperatures in 2023 created conditions that helped intensify the hydrological cycle. Measurements of total-column water vapor in the atmosphere were the highest on record, while the fraction of cloud area in the sky was the lowest since records began in 1980. The annual global mean precipitation total over land surfaces for 2023 was among the lowest since 1979, but global one-day maximum totals were close to average, indicating an increase in rainfall intensity. In July, record-high areas of land across the globe (7.9%) experienced extreme drought, breaking the previous record of 6.2% in July 2022. Overall, 29.7% of land experienced moderate or worse categories of drought during the year, also a record. Mexico reported its driest (and hottest) year since the start of its record in 1950. In alignment with hot and prolonged dry conditions, Canada experienced its worst national wildfire season on record. Approximately 15 million hectares burned across the country, which was more than double the previous record from 1989. Smoke from the fires were transported far into the United States and even to western European countries. August to October 2023 was the driest three-month period in Australia in the 104-year record. Millions of hectares of bushfires burned for weeks in the Northern Territory. In South America, extreme drought developed in the latter half of the year through the Amazon basin. By the end of October, the Rio Negro at Manaus, a major tributary of the Amazon River, fell to its lowest water level since records began in 1902. The transition from La Niña to El Niño helped bring relief to the prolonged drought conditions in equatorial eastern Africa. However, El Niño along with positive Indian Ocean dipole conditions also contributed to excessive rainfall that resulted in devastating floods over southeastern Ethiopia, Somalia, and Kenya during October to December that displaced around 1.5 million people. On 5 September, the town of Zagora, Greece, broke a national record for highest daily rainfall (754 mm in 21 hours, after which the station ceased reporting) due to Storm Daniel; this one-day accumulation was close to Zagora’s normal annual total.

Abstract: Terrestrial groundwater travels through subterranean estuaries before reaching the sea. Groundwater‐derived nutrients drive coastal water quality, primary production, and eutrophication. We determined how dissolved inorganic nitrogen (DIN), dissolved inorganic phosphorus (DIP), and dissolved organic nitrogen (DON) are transformed within subterranean estuaries and estimated submarine groundwater discharge (SGD) nutrient loads compiling > 10,000 groundwater samples from 216 sites worldwide. Nutrients exhibited complex, nonconservative behavior in subterranean estuaries. Fresh groundwater DIN and DIP are usually produced, and DON is consumed during transport. Median total SGD (saline and fresh) fluxes globally were 5.4, 2.6, and 0.18 Tmol yr−1 for DIN, DON, and DIP, respectively. Despite large natural variability, total SGD fluxes likely exceed global riverine nutrient export. Fresh SGD is a small source of new nutrients, but saline SGD is an important source of mostly recycled nutrients. Nutrients exported via SGD via subterranean estuaries are critical to coastal biogeochemistry and a significant nutrient source to the oceans.

The current study examined associations between risk contexts (i.e., immigration discrimination,classism, colorism), acculturation (i.e., assimilation, separation, integration, marginalization),and adjustment (i.e., school belonging, substance use, GPA) among U.S. Latinx adolescents.Additionally, we considered how gender may moderate study associations. Participants for thisstudy include a subsample of Latinx adolescents from a larger study with two public highschools in the western United States (N=703, Mage=15.93 (SD =1.22); 51.3% male). Preliminaryresults revealed that experiencing more colorism, classism, and immigrant discrimination wasassociated with a higher inclination for separation and substance use (e.g., tobacco, cannabis,alcohol). Specifically, Latinx adolescents were more likely to reject U.S. culture and formstronger ties with the culture and values of their country of origin, as well as engage in substanceuse, when they experienced higher levels of risk contexts. Regarding differences by gender,bi-variate associations revealed that higher levels of separation were linked with higher GPA forLatinx female adolescents only. Male adolescents, on the other hand, were more likely to reporthigher levels of assimilation to U.S. culture, in conjunction with higher levels of colorism,classism, and immigration discrimination. Follow-up analyses will include testing howcomponents of the acculturation process mediate associations between each risk context andadjustment, as well as differences by gender. Findings have implications for how Latinxadolescents navigate risky contexts and the critical role of acculturation processes in relation tohealthy adjustment.

Clonal hematopoiesis of indeterminate potential (CHIP), whereby somatic mutations in hematopoietic stem cells confer a selective advantage and drive clonal expansion, not only correlates with age but also confers increased risk of morbidity and mortality. Here, we leverage genetically predicted traits to identify factors that determine CHIP clonal expansion rate. We used the passenger-approximated clonal expansion rate method to quantify the clonal expansion rate for 4,370 individuals in the National Heart, Lung, and Blood Institute (NHLBI) Trans-Omics for Precision Medicine (TOPMed) cohort and calculated polygenic risk scores for DNA methylation aging, inflammation-related measures and circulating protein levels. Clonal expansion rate was significantly associated with both genetically predicted and measured epigenetic clocks. No associations were identified with inflammation-related lab values or diseases and CHIP expansion rate overall. A proteome-wide search identified predicted circulating levels of myeloid zinc finger 1 and anti-Müllerian hormone as associated with an increased CHIP clonal expansion rate and tissue inhibitor of metalloproteinase 1 and glycine N-methyltransferase as associated with decreased CHIP clonal expansion rate. Together, our findings identify epigenetic and proteomic patterns associated with the rate of hematopoietic clonal expansion.