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The STEM Achievement in Baltimore Elementary Schools (SABES) program is a community partnership initiative that includes both in-school and afterschool STEM education for grades 3-5. It was designed to broaden participation and achievement in STEM education by bringing science and engineering to the lives of low-income urban elementary school children. The authors' study of the out-of-school time (OST) program suggests that community-focused student-driven projects can help low-income urban elementary students develop an understanding of the engineering design process (EDP).

Eimeria maxima (APU1 and APU2) differ in virulence for chickens, due in part to the greater fecundity of the former. In a previous study, RNA-seq was used to identify a transcripts upregulated in E. maxima APU1 compared to E. maxima APU2. In this study, 2 of these upregulated genes (EMWEY 23530 and EMWEY 48910) were characterized by first confirming upregulation using quantitative RT-PCR. For both EMWEY 23530 and EMWEY 48910, RNA transcription was fairly consistent during sporulation. The extent of differential expression was about 2-fold log2 higher in APU-1 compared to APU-2 (peaking at 18 h for EMWEY 23530 and 0 h for EMWEY 48910). EMWEY 23530 and EMWEY 48910 cDNA were cloned and expressed as polyHis-fusion proteins in Escherichia coli. The observed size of recombinant EMWEY 23530 was 24 kDa; the observed size of recombinant EMWEY 48910 was 35 kDa, which are consistent with the predicted size based on the coding sequences. Immunostaining 2D gel blots of E. maxima APU1 and APU2 oocyst/sporocyst protein with antisera specific for EMWEY 23530 identified a 33.5 kDa protein with a pH 7.4 isoelectric point (Emax p33.5). Similar 2D gel blot analysis with EMWEY 48910 identified a 41 kDa protein with a pH 7.2 isoelectric point (Emax p41). The intensity of Emax p33.5 and Emax p41 was noticeably greater in oocyst/sporocyst proteins from E. maxima APU1 compared to E. maxima APU2. This was corroborated by ELISA wherein equal amounts of total E. maxima APU1 and APU2 protein were probed with serial dilutions of anti-rEmax p33.5 or anti-rEmax p41. Immunofluorescence (IFA) staining of permeabilized unsporulated E. maxima APU1 and APU2 oocysts revealed Emax p33.5 to be localized in one end of oocysts, while Emax p41 appeared on the surface of oocysts. After sporulation, the p33.5 and p41 antigens appeared loosely associated with sporocysts. Taken together, these data confirm excess expression of two proteins in the E. maxima strain characterized by greater fecundity and virulence, and may provide insight into basis for phenotypic differences among different E. maxima. [ABSTRACT FROM AUTHOR]

This article reports findings from a study of an integrated science, technology, engineering, and mathematics (STEM) education program on student interest and awareness in science and engineering. The analysis features grade 3-5 students from a high-poverty, urban school system in the Mid-Atlantic region. Through the quantitative analysis of closed ended survey responses and the qualitative analysis of an open-ended query, we describe how the adoption of an intensive STEM-focused partnership could influence students' early interest in and awareness of science and engineering as disciplines and careers. The analysis of the student responses revealed that after 1 year of the project, the students enrolled in the program demonstrated developing interest in science and engineering and were better able to articulate a greater understanding of engineering as a discipline. These findings have implications for the effectiveness of an integrated STEM approach for upper elementary students participating and succeeding in the STEM fields.

The study was situated in a National Science Foundation supported Math Science Partnership between a private university and an urban school district. This study sought to understand the decision-making process of elementary teachers as they implement an integrated science, technology, engineering, and mathematics (STEM) curriculum in their classrooms and the interactions that occur between the teachers and curriculum during that process. This qualitative study utilized a comparative case study approach to understanding the decision-making process of three elementary teachers enacting the same lesson. Analysis of the interactions revealed that the teachers' perceptions of student ability, their pedagogical design capacity, and time were influences that impacted implementation. These findings have implications for STEM-focused professional development of elementary teachers.

This study investigates how two newcomer students, Elena and Martin, identified with and in science within the context of a classroom utilizing a reform-based science curriculum where instruction occurred only in English. Using ethnographic case study methods, we drew from anthropological theories on identity development and sociocultural perspectives on language development to argue that as English language proficiency mediated the newcomers' access to academic content, the viability of the newcomers' authored science-related identities in practice were contingent on the dynamics generated within their small groups. We conceptualized the small groups as microfigured worlds and show how these spaces, in particular the kinds of patterned activities and practices that emerged in relation to the use of language brokering and/or code switching, mediated the kinds of identities in practices that the newcomers were able to author. We end the article by interpreting our results in relation to how Ms. Hall, the teacher, structured her classroom and discuss the relevance of race/ethnicity and gender. We conclude with suggestions about how focusing on group, or peer networks, might inform both theory and practice around how newcomers, and emergent bilinguals more broadly, engage in science.

This study describes how student unit assessment data helped support ongoing curriculum revisions in the Baltimore City School District. This project is situated in the STEM Achievement in Baltimore Elementary Schools (SABES) project, which is a National Science Foundation funded multi-year Math Science Partnership between the Johns Hopkins University and the Baltimore City School District. The project focuses on improving STEM education in grades three through five. The study modeled the process of curriculum revision after the engineering design process. One of the units developed by the partnership was analyzed using this revision process. Areas of unit revision and modification were identified utilizing the analysis of pre- and post-assessment data from the implementation of the unit. Constraints represented by standards, unit objectives, and student-reading levels further informed the revision process. The process resulted in modifications to aspects of the unit and assessment. Findings from this work will help inform collaborative curriculum initiatives between institutions of higher education public school districts.

The purpose of this article is to present the results of a study that examined the influence of a multi-stage, equity-focused professional development program on the beliefs and understandings about issues of equity and classroom practices among 28 science, technology, engineering, and mathematics (STEM) community college faculty members. The authors describe how the beliefs and understandings of the faculty members shifted after each stage of the program. They found that, only after implementing professional development in their classroom practices, there was a statistically significant shift in faculty members' understanding of seven of the nine constructs measured by the survey. The study reveals the need for community college faculty to implement research-informed professional development in the classroom.

The new standards for K-12 science education suggest that student learning should be more integrated and should focus on crosscutting concepts and core ideas from the areas of physical science, life science, Earth/space science, and engineering/technology. This paper describes large-scale, urban elementary-focused science, technology, engineering, and mathematics (STEM) collaboration between a large urban school district, various STEM-focused community stakeholders, and a research-focused private university. The collaboration includes the development of an integrated STEM curriculum for grade K-5 with accompanying teacher professional development. This mixed-methodology study describes findings from focus group interviews and a survey of teachers from Title I elementary schools. Findings suggest the importance of the following critical features of professional development: (a) coherence, (b) content focus, (c) active learning, (d) collective participation, and (e) duration to the success of large-scale STEM urban elementary school reform.

This paper describes the multiple school and school science experiences of eight Latina students of Central American descent in a tracked, urbanized, middle school setting. Framed by a sociocultural perspective, I describe how eight seventh and eighth grade Latino girls interacted with school science. Implications for the concept "science for all" are discussed.

The purpose of this empirical study was to present a detailed description and interpretation of what happens in schools to beginning teachers who are prepared to enact reform-based practices in mathematics and science. The focus was on a select sample of graduates from the Maryland Collaborative for Teacher Preparation [MCTP], a statewide reform-based undergraduate teacher preparation program funded by the National Science Foundation. Interpretative research methodology was used to conduct a cultural case study of the beginning teachers' first 2 years of practice (first year, N = 5; second year, N = 3). We documented differential experiences and perceptions of the beginning teachers from both inside (emic) and outside (etic) perspectives. Documented discussion centered on an analytical framework suggested elsewhere. Findings were framed in two components: the individual's intentions, needs, and capabilities; and the institutional demands, affordances, and constraints. The major insight was that the beginning teachers' perception of their "school culture" was a major factor in whether reform-aligned mathematics and science teaching was regularly implemented by the beginning teachers. In instances where the beginning teachers' perceived that their school cultures offered a lack of support for their intent to implement reform-based practices the beginning teachers exhibited differing social strategies ("resistance," "moving on," and "exit"). Therefore, to sustain reform (and, by extension, to retain beginning mathematics and science teachers), a key implication is to place additional attention on the use of the school culture perspective to improve teacher preparation and induction experiences.

Explanation as a genre may support children's reasoning and understanding particularly effectively. In this study, 20 fourth graders were given the task of explaining the effects of a pollutant on an ecosystem to third graders. Before writing, they completed a commercially developed science unit, instruction in reading and writing an explanation, and text reading. An analysis of their writings revealed that all children used rhetorical devices to connect with third-grade readers. Sixteen children synthesized text content with personal experiences to compose subexplanations that reported information, gave examples, and presented scenarios and that were logically ordered to enhance reader understanding. Nine of these children explicitly used the scientific model to explain phenomena. Outcomes suggested that writing explanations supported children's reasoning about and understanding of an important scientific model.

Are computerized and face-to-face screening methods equivalent at detecting depression symptoms in English and Spanish speakers? This study integrates state-of-the-art speech recognition and telephone technologies to conduct voice-interactive screening. Computerized or face-to-face forms of the Center for Epidemiological Studies Depression Scale (CES-D) were administered to 82 English and 84 Spanish speakers. The results indicate that the 2 CES-D methods demonstrate similar psychometric properties. The findings also suggest that computerized screening could increase avenues for the detection of depression in non-English-speaking primary care populations. Thus, automated interviewing can place mental health practitioners at the forefront of identification of depression in the general population.