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Several, large-scale quantitative studies suggest virtual coaching is an effective professional development strategy capable of producing similar results as face-to-face (F2F) programs. Virtual coaching can also be cost-effective, convenient, and even essential when in-person learning is disrupted. However, existing research offers few descriptions of how virtual coaching practices differ from F2F or what modifications coaches must make. To date, no studies have explored virtual coaching for technology integration, which likely has different purposes and more non-directive approaches than existing studies. To address this gap, this case study documents an organization's first-time transition from F2F to online instructional technology coaching, with an in-depth focus on one coach's experiences. Findings offer proof-of-concept that virtual technology coaching can be successful, but coaches must overcome challenges associated with enrollment, sustaining relationships, and adapting technologies to coaching purposes. Additionally, a strong grounding in the coaching literature is a necessary precursor for success.

Critical Friends Groups (CFGs) are a form professional learning community that has been used for teacher learning in K-12 environments for many years. In order to foster community and learning amongst distributed participants, CFGs are beginning to make their way online. This article describes the experience of a four-year old online CFG whose goal was to explore how different technologies can support the work of a virtual CFG by being an online CFG. This article describes the technologies used to host this CFG, the attributes of those technologies to support this collaborative work and the lessons learned from the group's experience.

To engage more youth in service, we require further research on the characteristics of youth who serve, particularly disadvantaged youth with limited access to formal service opportunities. This study investigated the positive youth development characteristics of New Zealand youth who decided to mentor younger peers in the Stars program for the first time (n = 109), those who returned to mentor for a subsequent year (n = 48), and similar youth not involved in Stars (n = 51) to determine what characteristics differentiate these groups. Returning mentors had the highest levels of social competency and involvement and a strong leadership orientation. New mentors had the second highest levels of leadership orientation but the lowest levels of social competency and involvement. The propensity for leadership in mentors was associated with having many positive adult role models. Strategies to engage more young people in service as cross-age peer mentors are discussed.

Rationale: Outcomes for people with respiratory failure in the United States vary by patient race and ethnicity. Invasive ventilation is an important treatment initiated based on expert opinion. It is unknown whether the use of invasive ventilation varies by patient race and ethnicity. Objectives: To measure 1) the association between patient race and ethnicity and the use of invasive ventilation; and 2) the change in 28-day mortality mediated by any association. Methods: We performed a multicenter cohort study of nonintubated adults receiving oxygen within 24 hours of intensive care admission using the Medical Information Mart for Intensive Care IV (MIMIC-IV, 2008--2019) and Phillips eICU (eICU, 2014--2015) databases from the United States. We modeled the association between patient race and ethnicity (Asian, Black, Hispanic, White) and invasive ventilation rate using a Bayesian multistate model that adjusted for baseline and time-varying covariates, calculated hazard ratios (HRs), and estimated 28-day hospital mortality changes mediated by differential invasive ventilation use. We reported posterior means and 95% credible intervals (CrIs). Results: We studied 38,258 patients, 52% (20,032) from MIMIC-IV and 48% (18,226) from eICU: 2% Asian (892), 11% Black (4,289), 5% Hispanic (1,964), and 81% White (31,113). Invasive ventilation occurred in 9.2% (3,511), and 7.5% (2,869) died. The adjusted rate of invasive ventilation was lower in Asian (HR, 0.82; CrI, 0.70--0.95), Black (HR, 0.78; CrI, 0.71--0.86), and Hispanic (HR, 0.70; CrI, 0.61--0.79) patients compared with White patients. For the average patient, lower rates of invasive ventilation did not mediate differences in 28-day mortality. For a patient on high-flow nasal cannula with inspired oxygen fraction of 1.0, the odds ratios for mortality if invasive ventilation rates were equal to the rate for White patients were 0.97 (CrI, 0.91--1.03) for Asian patients, 0.96 (CrI, 0.91--1.03) for Black patients, and 0.94 (CrI, 0.89--1.01) for Hispanic patients. Conclusions: Asian, Black, and Hispanic patients had lower rates of invasive ventilation than White patients. These decreases did not mediate harm for the average patient, but we could not rule out harm for patients with more severe hypoxemia. [ABSTRACT FROM AUTHOR]

The article focuses on visualizing the measured and unmeasured covariates for a multistate model, where states, exposures, and covariates are represented by different colors and nodes. It clarifies that while race and ethnicity are distinct entities, they are combined into a single node on the diagram due to their similar functional relationship with the model's states and covariates, although they are associated with different subsets of time-varying and baseline covariates.

We investigated whether specific input helps 3-1/2-year-olds discover that the last word in a count represents its cardinal value (i.e., the cardinal word principle). In Study 1, we contrasted four training approaches. The only approach to yield significant improvement was to label a set's cardinality and then immediately count it. This training is consistent with previously hypothesized mechanisms based on juxtaposing a set's cardinal label with its count in close temporal contiguity (e.g., Klahr & Wallace, 1976; Schaeffer, Eggleston, & Scott, 1974), as well as general theories of comparison and categorization (e.g., Gentner, 2005). In Study 2, we asked parents to read picture books to their preschool children and found that they rarely provide cardinal labels immediately followed by counting, even when asked to read a book about number. © 2011.

Introduction This paper describes the care coordination training program and results of an evaluation from its pilot in seven states. Despite the importance of practice-based care coordination, only 42.3% of children with special health care needs (CYSHCN) met all needed components of care coordination as defined by the Maternal Child Health Bureau. Recognizing that children with medically complex conditions often have lower rates of achieving care coordination within a medical home, the Region 4 Midwest Genetics Collaborative worked with families to develop a training to empower families in care coordination. The Care Coordination: Empowering Families(CCEF) training provides families with the knowledge, tools, and resources to engage with health, education and family support systems. This article gives an overview of the training and comprehensive evaluation. Methods Participants were family caregivers of children with genetic conditions and other special health care needs recruited in one of seven pilot states. Evaluation data were collected from 190 participants prior to and immediately following the training. An additional follow-up assessment one full year post training was completed by 80 participants (a response rate of 42%). Results Families who attended the training report being the primary source of care coordination for their children and 83.7% see their role in their child's healthcare changing as a result of the training. The findings suggest that peer support and communication with providers increased as a result of the training over the course of the study. The data suggest that the training impacted how the family interacts with the child's doctor, including initiating conversations to prepare their child for transition to adult health care. Further, families report system-level improvements 1 year later compared to the pre-training assessment. Discussion CCEF training is a promising practice for facilitating medical home use among CYSHCN., Author(s): Lisa Gorman Ufer [sup.1] [sup.2] , Julie A. Moore [sup.1] [sup.2] , Kristen Hawkins [sup.1] [sup.2] , Gina Gembel [sup.1] [sup.2] , David N. Entwistle [sup.2] [sup.3] , David [...]