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Prospective elementary teacher (PSET) education programs vary greatly in the courses and course sequences employed to prepare their students. This article explores potential tradeoffs that arise for mathematics teacher educators, PSETs, and their future students due to the choices PSET education programs make regarding their design. Specifically, the sequencing of content and pedagogy across courses, integration of content and pedagogy within courses, content coverage, mathematical rigor, and interactions between PSETs' beliefs and experiences are explored from the perspective of mathematics teacher educators using vignettes. Based on the vignettes and literature, future directions for research regarding PSET education program design are suggested.

This qualitative study examines "Trauma & the Brain"--a case-based training series for graduate-level social work students focused on the neurodevelopmental impact of childhood trauma. Four focus groups were conducted with 17 participants from the Trauma & the Brain training series. Reflexive thematic analysis identified six themes regarding students' application of training series content to their field work: nurturing a learning community, bridging content and curriculum gaps, understanding "the why," taking the toolbox into the field, confident communicators, and field challenges. Implications for social work education are discussed, including the necessity of preparing students for fluent communication about complex trauma in multidisciplinary settings, and building learning communities that connect students across cohorts and micro- and macro-practice tracks.

Women in the sciences who earn PhDs are less likely than their male counterparts to pursue tenure-track positions at research universities. Moreover, among those who become STEM researchers, men have been found to publish more than women. These patterns raise questions about when sex differences in publication begin. Using data from a survey of doctoral students at one large institution, this study finds that men submitted and published more scholarly works than women across many fields, with differences largest in natural/biological sciences and engineering. Potential contributing factors are considered, including sex differences in faculty support, assistantships, family responsibilities, and career goals.

Author(s): Hyunjune Lee [sup.1] , Katie N. Russell [sup.1] , Kari A. O'Donnell [sup.1] , Emily K. Miller [sup.1] , Anna E. Bender [sup.1] , Alyssa L. Scaggs [sup.1] , [...], An estimated 15.5 million children in the United States are exposed to intimate partner violence (IPV) in their homes each year. Empirical data suggest that childhood IPV exposure is associated with a plethora of adverse outcomes such as poor behavioral regulation, reduced cognitive functioning, and greater aggressive behavior. Within this body of research, it has been suggested that IPV-exposed children are more likely to both perpetrate and fall victim to bullying than non-exposed children. This systematic review explores the relationship between IPV exposure and bullying perpetration and victimization in the existing literature and includes a discussion of individual- and family-level factors that have been considered in the association between IPV exposure and bullying perpetration and victimization. Building upon findings from a broader Evidence and Gap Map, this systematic literature review identified 14 articles that examined the association between IPV exposure and bullying perpetration and victimization. Of these 14 articles, 12 assessed the relationship between youth IPV exposure and bullying perpetration, and 75.0% of these articles (n = 9) found a significant relationship between IPV exposure and bullying perpetration. Ten of the 14 articles examined youth IPV exposure and bullying victimization, with 70.0% of the articles (n = 7) supporting this association. Individual- and broader family-level characteristics, including gender, race/ethnicity, mental health symptoms, other types of adversities, and parenting were also examined. The article addresses implications for research and practice, including methodological suggestions for future studies and avenues for potential intervention for IPV-exposed children experiencing bullying victimization and perpetration.

Author(s): Anna E. Bender [sup.1] , Sherise J. McKinney [sup.2] , Megan M. Schmidt-Sane [sup.3] , Jamie Cage [sup.4] , Megan R. Holmes [sup.1] , Kristen A. Berg [sup.1] [sup.5] [...], Both in the United States and across the world, intimate partner violence (IPV) is a widespread social problem. It often occurs in households with children, and IPV exposure during childhood is associated with negative sequelae across developmental domains. This systematic review synthesizes the literature on the effects of IPV exposure on social-emotional competence (i.e., social competence, empathy, emotion regulation) from infancy through late adolescence. Seven bibliographic software databases were searched for relevant citations up to August 2020, and a total of 15,354 citations were identified after deduplication. Following a screening process by two research assistants, 381 citations were included in a broader Evidence and Gap Map. Data extraction was completed for included citations, and all were coded into child outcome categories and subcategories. Twenty-six studies examined social-emotional competence. Across studies examining social competence, a majority found that IPV-exposed children demonstrated lower levels of social competence and emotional regulation than a comparison group. Limited evidence was found to indicate that IPV-exposed children also exhibited fewer empathic skills compared with non-exposed peers. Social-emotional competence was additionally identified to significantly mediate and/or moderate the association between IPV exposure and other outcomes (e.g., aggressive behaviors, psychological distress), underscoring that social-emotional competence may be a malleable factor that could promote resilience among children exposed to IPV. These findings highlight the need to further explore the associations between social-emotional competence and other child adjustment outcomes, and develop and implement programming to foster social-emotional competence among IPV-exposed children.

Author(s): Megan R. Holmes [sup.1] , Kristen A. Berg [sup.1] [sup.2] , Anna E. Bender [sup.1] , Kylie E. Evans [sup.1] , Kari O'Donnell [sup.1] , Emily K. Miller [sup.1] [...]

Studies using data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K:1999) revealed gender gaps in mathematics achievement and teacher perceptions. However, recent evidence suggests that gender gaps have closed on state tests, raising the question of whether such gaps are absent in the ECLS-K:2011 cohort. Extending earlier analyses, this study compares the two ECLS-K cohorts, exploring gaps throughout the achievement distribution and examining whether learning behaviors might differentially explain gaps more at the bottom than the top of the distribution. Overall, this study reveals remarkable consistency across both ECLS-K cohorts, with the gender gap developing early among high achievers and spreading quickly throughout the distribution. Teachers consistently rate girls' mathematical proficiency lower than that of boys with similar achievement and learning behaviors. Gender differences in learning approaches appear to be fairly consistent across the achievement distribution, but girls' more studious approaches appear to have more payoff at the bottom of the distribution than at the top. Questions remain regarding why boys outperform girls at the top of the distribution, and several hypotheses are discussed. Overall, the persistent ECLS-K patterns make clear that girls' early mathematics learning experiences merit further attention. [This article was published in "AERA Open," v2 n4 p1-19 Oct-Dec 2016.]

Despite progress toward gender equity, troubling disparities in mathematical problem-solving performance and related outcomes persist. To investigate why, we build on recurrent findings in previous studies to introduce a new construct, "bold problem solving," which involves approaching mathematics problems in inventive ways. We introduce a self-report survey of bold problem-solving orientation and find that it mediates gender differences in problem-solving performance for both high-achieving middle school students (n = 79) and a more diverse sample of high school students (n = 222). Confidence mediates the relation between gender and bold problem-solving orientation, with mixed results for mental rotation skills and teacher-pleasing tendencies as mediators. Overall, the new bold problem-solving construct appears promising for advancing our understanding of gender differences in mathematics.

Interpersonal violence is a pervasive public health problem that leads to emotional, behavioral, and physical health challenges. Theoretically, sound research examining protective factors, such as relational health, is imperative for developing effective interventions. However, the use of relational health theories in existing research needs to be better understood within the literature and should be further explored. Using scoping review methodology, 23 theories of relational health were identified in the research literature. Attachment theory and emotional security theory were the most frequently utilized. The remaining studies drew on a wide range of theories, including relational cultural theory, social support theories, and others. Findings highlight the complexities of relational experiences in interpersonal violence contexts. Future research should seek a more comprehensive understanding of the inclusion and application of relational health theories. [ABSTRACT FROM AUTHOR]

After‐school youth development programs support social‐emotional functioning which leads to better academic and behavioral outcomes. This article examines three common predictors of social‐emotional functioning individually and concurrently to better understand the role of these predictors in the after‐school setting. The common predictors are staff/student relationships, sense of belonging, and program engagement. That data came from 144, 3rd through 8th grade, students across 9 different elementary and middle school sites who regularly attended a large youth development program. Regression analyses were run and the results indicated that each variable was an individually significant predictor of social‐emotional functioning. Results from multiple regression analyses demonstrated that there was a better model fit when including all three variables in the same model. Interestingly, the results indicated that program engagement was a strong predictor above and beyond staff/student relationships and sense of belonging on self‐management and self‐efficacy. Sense of belonging and program engagement both predicted social awareness. Implications of these findings for after‐school program planning and development are discussed. Practitioner Points: Students enjoyment in engaging with programming was the most important predictor of self‐efficacy and social awareness within an afterschool youth development program.Positive feelings of belonging and good staff/student relationships, in part, predict healthy social/emotional outcomes.With appropriate funding, afterschool settings are places where relationships, belonging, and engagement influence social‐emotional learning (SEL) outcomes and can support the school day SEL curriculum. [ABSTRACT FROM AUTHOR]

The rapid academic and industrial development of nanotechnology has led to its implementation in laboratory teaching for undergraduate-level chemistry and engineering students. This laboratory experiment introduces the galvanic replacement reaction for synthesis of hollow metal nanoparticles and investigates the optical properties of these nanoparticles. Changes of localized surface plasmon resonance from solid to hollow nanoparticles are monitored by UV-vis spectroscopy, while corresponding morphological changes are validated by transmission electron microscopy. The optical properties are further investigated by the use of a laser pointer, laser irradiation, and surface-enhanced Raman spectroscopy. By performing these experiments, students gain practical knowledge for the synthesis of hollow metal nanoparticles and the underlying structure-dependent optical properties.

This study examined relationships among lifetime trauma exposure, perceived social support, and anxiety during the first year of the COVID-19 pandemic. The sample included 246 diverse adults (59.8% female/women, M age = 44.39 [SD = 12.96] living in Ohio who completed questionnaires on trauma exposure, perceived social support, and anxiety symptoms. Latent class analysis identified four distinct classes based on patterns of potentially traumatic event exposure: Low, Moderate-Low, Moderate, and High. Further analyses using the BCH method demonstrated that the High Exposure class was associated with significantly higher anxiety than other classes. Perceived social support buffered anxiety symptoms for the Low Exposure and Moderate-Low Exposure classes. This study highlights how trauma exposure impacts psychological and mental health in the context of a public health crisis and underscores the role of social relationships as a protective factor, with implications for trauma-informed mental health planning and programing to address disparities. [ABSTRACT FROM AUTHOR]

Resting and exercise fuel metabolism was assessed in three different phases of the menstrual cycle, characterized by different levels of estrogen relative to progesterone: early follicular (EF, low estrogen and progesterone), midfollicular (MF, elevated estrogen, low progesterone), and midluteal (ML, elevated estrogen and progesterone). It was hypothesized that exercise glucose utilization and whole body carbohydrate oxidation would decrease sequentially from the EF to the MF to the ML phase. Normal-weight healthy females, experiencing a regular menstrual cycle, were recruited. Subjects were moderately active but not highly trained. Testing occurred after 3 days of diet control and after an overnight fast (12-13 h). Resting (2 h) and exercise (50% maximal [O.sub.2] uptake, 90 min) measurements of whole body substrate oxidation, tracer-determined glucose flux, and substrate and hormone concentrations were made. No significant difference was observed in whole body fuel oxidation during exercise in the three phases (nonprotein respiratory exchange ratio: EF 0.84 [+ or -] 0.01, MF 0.8 [+ or -] 0.01, ML 0.85 [+ or -] 0.01) or in rates of glucose appearance or disappearance. There were, however, significantly higher glucose (P < 0.05) and insulin (P < 0.001) concentrations during the first 45 min of exercise in the ML phase vs. EF and MF phases. In conclusion, whole body substrate oxidation and glucose utilization did not vary significantly across the menstrual cycle in moderately active women, either at rest or during 90 min of moderate-intensity exercise. During the ML phase, however, this similar pattern of substrate utilization was associated with greater glucose and insulin concentrations. Both estrogen and progesterone are elevated during the ML phase of the menstrual cycle, suggesting that one or both of these sex steroids may play a role in this response. substrate oxidation; female sex steroids; glucose metabolism

Purpose: To assess the ability of the recently developed adult spinal deformity frailty index (ASD-FI) to predict odds of perioperative complications, odds of reoperation, and length of hospital stay after adult spinal deformity (ASD) surgery using a database other than the one used to create the index.Methods: We used the ASD-FI to calculate frailty scores for 266 ASD patients who had minimum postoperative follow-up of 2 years in the European Spine Study Group (ESSG) database. Patients were enrolled from 2012 through 2013. Using ASD-FI scores, we categorized patients as not frail (NF) (< 0.3 points), frail (0.3-0.5 points), or severely frail (SF) (> 0.5 points). Multivariable logistic regression, adjusted for preoperative and surgical factors such as operative time and blood loss, was performed to determine the relationship between ASD-FI category and odds of major complications, odds of reoperation, and length of hospital stay.Results: We categorized 135 patients (51%) as NF, 90 patients (34%) as frail, and 41 patients (15%) as SF. Overall mean ASD-FI score was 0.29 (range 0-0.8). The adjusted odds of experiencing a major intraoperative or postoperative complication (OR 4.5, 95% CI 2.0-10) or having a reoperation (OR 3.9, 95% CI 1.7-8.9) were higher for SF patients compared with NF patients. Mean hospital stay was 2.1 times longer (95% CI 1.8-2.4) for SF patients compared with NF patients.Conclusions: Greater patient frailty, as measured by the ASD-FI, is associated with longer hospital stays and greater odds of major complications and reoperation. These slides can be retrieved under Electronic Supplementary Material. [ABSTRACT FROM AUTHOR]