Search

Student behavior problems in general-education classrooms present a major barrier to effective teaching. Behavior challenges, such as disruptions, noncompliance, and peer conflicts, reduce instructional time, whereas prosocial behaviors, such as paying attention, being ready to work, asking for help, participating in class, and completing homework, improve academic performance. Most interventions developed to address student behavior problems were not designed for general-education students in typical classrooms. The purpose of this paper is to present preliminary results from a novel intervention developed to enhance behavioral self-management skills among all upper-elementary students in general-education classrooms. "We Have Choices," a universal intervention, was designed to increase students' capacity to make appropriate behavioral choices and decrease teachers' responsibility by transferring behavior management to students. An initial randomized controlled trial with 86 fourth- to sixth-grade teachers and 2055 students suggested that "We Have Choices" was associated with improvements in student-reported use of self-management strategies, teacher-reported student prosocial behavior, and teacher-reported self-efficacy in behavior management and instruction. Teachers gave the program high scores for social validity, suggesting a good fit for their classrooms. [For the corresponding grantee submission, see ED619741.]

This article reports on a pilot study of the "Integrated Literacy Study Group," a digitally delivered professional learning intervention to prepare elementary school teachers to provide evidence-based reading instruction and behavioral strategies to students with or are at risk for emotional and behavioral disorders. Using broadcast methods, we recruited 72 teachers across five states in the western United States to participate in the randomized controlled trial. Intervention teachers, relative to controls, made significant gains in self-efficacy and use of the reading and behavioral strategies learned in the professional learning program. Students with or at risk of emotional and behavioral disorders served by participating teachers made significant improvements in academic competence and engagement. Teacher professional learning can improve teacher knowledge of evidence-based reading and behavioral strategies for students with (or at risk for) emotional and behavioral disorders, teacher self-efficacy, and teacher practice, with positive impacts on student early literacy and academic competence.

This paper has two purposes: First, we describe the components of the Student Ownership, Accountability, and Responsibility for School Safety (SOARS) framework in the context of the literature on school safety. Second, we offer outcomes from a pilot study testing the framework's impact on student perceptions of: (1) school belonging; (2) sense of personal safety; (3) level of disruption; (4) level of delinquency; (5) responsibility for school safety; (6) engagement in victimizing behavior; and (7) sense of being victimized by peers. We conducted a study with two conditions, intervention and control. The study was conducted in Oregon and Illinois. Four high schools participated in the study. Two high schools received access to the SOARS framework and two high schools served as controls. We collected usage data of the "Advocatr" app, the central components of the SOARS framework, as well as survey data from students. We examined "Advocatr" use by overall frequency as well as across student race and gender. Survey data were analyzed using an ANCOVA analytic approach. Almost all outcomes were in the desired direction. Intervention effects on student-reported school belonging, sense of personal safety, and level of disruption reached statistical significance. Effect sizes ranged from small to medium, with the largest effect in students' perceptions of personal safety. We contextualize our study in the literature on school safety and describe the alignment of the SOARS components with existing recommendations for increasing students' safety at school.

Most students with emotional and behavioral disorders (EBD) have significant reading difficulties, but educators have few in-service professional learning opportunities geared to reading instruction for these students. The "Integrated Literacy Study Group" was developed as an online professional development program to prepare elementary teachers to meet the literacy needs of students with or at risk of EBD. In this study, the authors use a within-subjects design to evaluate the feasibility of the 10-week digital program with 13 elementary teachers. From pretest to posttest, teachers made statistically and educationally significant gains in knowledge of evidence-based social and emotional learning and reading strategies for students with EBD, as well as significant improvements in general teacher self-efficacy, reading self-efficacy, and social and emotional self-efficacy. Pretest-to-posttest change in teacher burnout and classroom management was educationally significant, but statistically nonsignificant. Most teachers perceived the program content as relevant to their needs and those of their students.

Creating effective school-wide safety mechanisms depends on understanding students' previous experiences of reporting, however, students may also be apprehensive to report if it is considered "snitching." Focus groups were conducted in the 2015-2016, 2016-2017 school years across four U.S. high schools (N = 40). A phenomenological approach was used to answer research questions on how high school students define snitching, what they perceive as the barriers and consequences of snitching, and under what circumstances they perceive reporting as acceptable or effective. Findings suggest students differentiate between reporting and snitching based on the perceived severity of the issue, its proximity, and how effective adults' responses are likely to be. As U.S. schools move forward implementing tiplines and reporting apps to address school safety issues, students will need support on what to report, how to report it and who/where to report it to and school staff should also focus on addressing the cultural norms around reporting.

Background. Severe acute respiratory syndrome coronavirus 2 (SARS‐COV‐2) is the virus responsible for the COVID‐19 (C19) pandemic. South Africa (SA) experienced multiple periods of increased transmission. Tertiary, regional and central hospitals were overwhelmed, resulting in low acceptance rates. Objectives. To compare mortality trends of patients who died in hospital from SARS‐CoV‐2 infection during the first three waves of infection as defined by the National Institute of Communicable Diseases of South Africa. Methods. This was a retrospective cohort study at a district level hospital of 311 adults who died within the first three waves of COVID‐19. The study analysed case and crude fatality rates, baseline characteristics, symptomatology, clinical presentation and management of patients. Results. Waves 1, 2 and 3 yielded case fatality rates of 14.5%, 27.6% and 6.3%, respectively, and crude fatality rates of 16.7%, 33.0% and 12.2%, respectively. Black Africans were less likely to die during the third wave (odds ratio (OR) 0.54; 95% confidence interval (CI) 0.31 ‐ 0.94). Patients in the second wave had clinical frailty scores of

We present outcomes from a field test of a student-centered and technology-driven school safety framework. We describe the framework components rooted in school violence prevention. Results from our field test indicate moderate student and teacher use of the framework components, improvements in student perceptions of school safety, reductions in student reported peer victimization, and reductions in teacher and parent reported inappropriate student behavior. Consumer satisfaction rating were adequate. We present recommendations for implementing a school safety framework emphasizing student voice.

Abstract Background A large fraction of anti-malaria medicines (and indeed many other medicines classes) used in developing countries are inadequately identified. Framing this problem as one of misidentification rather than the more common framing of criminal misrepresentation leads to new solutions sets not currently being considered. Method That reframing led to consideration and analysis of 4 new problems that informed design of a digital platform technology for delivering a distributed medicine characterization system: 1) problematic interests associated with a focus on preventing counterfeiting, 2) the complexity of the many ways that medicines can deviate from expected identities, 3) the challenge of choosing amongst a diversity of attribute characterization technologies, and 4) the need for a flexible and distributed data aggregation mechanism. Results Analysis of those new problems confirmed an initial insight that a previously described digital technology for tracking malaria tests results in infrastructure limited regions could be adapted for characterizing pill attributes. Feasibility is illustrated by describing how the platform design can be implemented using open-source software and commodity computational and communication technology readily available and supportable in developing countries. Discussion A system of this type would allow users to answer several questions. Is this medicine what it is supposed to be? Can it be used to treat locally encountered malaria? What has been the experience of others who have used pills having the same identity? Ubiquitous access to global digital telecommunication infrastructure allows the system to generate data streams from these distributed medicine characterization transactions that can be used to map global patterns of use of specifically identified medicines. This can provide feedback necessary to guide efforts to reduce the burden of malaria.

Abstract Background Deficits in clinical microbiology infrastructure exacerbate global infectious disease burdens. This paper examines how commodity computation, communication, and measurement products combined with open-source analysis and communication applications can be incorporated into laboratory medicine microbiology protocols. Those commodity components are all now sourceable globally. An informatics model is presented for guiding the use of low-cost commodity components and free software in the assembly of clinically useful and usable telemicrobiology workstations. Methods The model incorporates two general principles: 1) collaborative diagnostics, where free and open communication and networking applications are used to link distributed collaborators for reciprocal assistance in organizing and interpreting digital diagnostic data; and 2) commodity engineering, which leverages globally available consumer electronics and open-source informatics applications, to build generic open systems that measure needed information in ways substantially equivalent to more complex proprietary systems. Routine microscopic examination of Giemsa and fluorescently stained blood smears for diagnosing malaria is used as an example to validate the model. Results The model is used as a constraint-based guide for the design, assembly, and testing of a functioning, open, and commoditized telemicroscopy system that supports distributed acquisition, exploration, analysis, interpretation, and reporting of digital microscopy images of stained malarial blood smears while also supporting remote diagnostic tracking, quality assessment and diagnostic process development. Conclusion The open telemicroscopy workstation design and use-process described here can address clinical microbiology infrastructure deficits in an economically sound and sustainable manner. It can boost capacity to deal with comprehensive measurement of disease and care outcomes in individuals and groups in a distributed and collaborative fashion. The workstation enables local control over the creation and use of diagnostic data, while allowing for remote collaborative support of diagnostic data interpretation and tracking. It can enable global pooling of malaria disease information and the development of open, participatory, and adaptable laboratory medicine practices. The informatic model highlights how the larger issue of access to generic commoditized measurement, information processing, and communication technology in both high- and low-income countries can enable diagnostic services that are much less expensive, but substantially equivalent to those currently in use in high-income countries.

Abstract Background Giemsa staining of thick blood smears remains the "gold standard" for detecting malaria. However, this method is not very good for diagnosing low-level infections. A method for the simultaneous staining of Plasmodium-parasitized culture and blood smears for both bright field and fluorescence was developed and its ability to improve detection efficiency tested. Methods A total of 22 nucleic acid-specific fluorescent dyes were tested for their ability to provide easily observable staining of Plasmodium falciparum-parasitized red blood cells following Giemsa staining. Results Of the 14 dyes that demonstrated intense fluorescence staining, only SYBR Green 1, YOYO-1 and ethidum homodimer-2 could be detected using fluorescent microscopy, when cells were first stained with Giemsa. Giemsa staining was not effective when applied after the fluorescent dyes. SYBR Green 1 provided the best staining in the presence of Giemsa, as a very high percentage of the parasitized cells were simultaneously stained. When blood films were screened using fluorescence microscopy the parasites were more readily detectable due to the sharp contrast between the dark background and the specific, bright fluorescence produced by the parasites. Conclusion The dual staining method reported here allows fluorescence staining, which enhances the reader's ability to detect parasites under low parasitaemia conditions, coupled with the ability to examine the same cell under bright field conditions to detect the characteristic morphology of Plasmodium species that is observed with Giemsa staining.

ObjectivePeople adjusting to living with a chronic disability, such as chronic pain, seek support and resources from societal systems, including health systems, to help them cope with this reality. This case study describes the use of a digital health platform designed to help in that quest.MethodMyHealthMyRecord (MHMR), is being developed to record, register and curate personal private experiences of a chronic condition. MHMR allows users to record and log short (30–90s) personal and private audio-videos of their accommodation-seeking journey in a way that can be encrypted, registered, curated and shared privately. This case study describes the use of a prototype version of the platform by a participant co-designer who experienced a sudden onset of a chronic pain condition, of undetermined origin. System use began three months after the onset of the condition and just after being discharged from several months of hospitalization without any definitive diagnosis.ResultDuring a three-month period, 65 short unstructured contributions were authored and logged. This paper presents a qualitative analysis of that content. The clips used various communication styles that documented experiences, concerns, issues, positive and negative interactions and pain episodes. Using thematic analysis with open coding, three domains (person-facing, accessibility and system-facing) and eight themes (pain, joy, therapy, environmental, recommendations, technical, culture and communication) were identified. Comments about pain, stress, etc., were the most common and occurred in 75% of all videos while technical and therapy/physio related comments were the fewest and occurred in 3 and 9% of the videos, respectively.ConclusionWe conclude that it is possible to create recordings of events, thoughts, reflections and issues on different aspects affecting an individual's health and well-being impact, including effects of the chronic condition as well as tangential outcomes such as accessibility (or lack of it), using MHMR over a longer period of time. The next steps will be to develop functionality to annotate the recordings, automatically analyze and summarize collections of recordings to make them consumable, useful and understandable to the individual and others, and then to share those analyses and summaries with others. In addition, evaluate this functionality longitudinally with more users.

Background: South Africa experienced high mortality during the COVID-19 pandemic. Resources were limited, particularly at the district hospital (DH) level. Overwhelmed healthcare facilities and a lack of research at a primary care level made the management of patients with COVID-19 challenging. The objective of this study was to describe the in-hospital mortality trends among individuals with COVID-19 at a DH in South Africa. Methods: Retrospective observational analysis of all adults who demised in hospital from COVID-19 between 01 March 2020 and 31 August 2021 at a DH in South Africa. Variables analysed included: background history, clinical presentation, investigations and management. Results: Of the 328 participants who demised in hospital, 60.1% were female, 66.5% were older than 60 and 59.6% were of black African descent. Hypertension and diabetes mellitus were the most common comorbidities (61.3% and 47.6%, respectively). The most common symptoms were dyspnoea (83.8%) and cough (70.1%). ‘Ground-glass’ features on admission chest X-rays were visible in 90.0% of participants, and 82.8% had arterial oxygen saturations less than 95% on admission. Renal impairment was the most common complication present on admission (63.7%). The median duration of admission before death was four days (interquartile range [IQR]: 1.5–8). The overall crude fatality rate was 15.3%, with the highest crude fatality rate found in wave two (33.0%). Conclusion: Older participants with uncontrolled comorbidities were most likely to demise from COVID-19. Wave two (characterised by the ‘Beta’ variant) had the highest mortality rate. Contribution: This study provides insight into the risk factors associated with death in a resource-constrained environment.

This study, grounded in the theory of diffusion, utilizes a qualitative phenomenological methodology to understand perspectives of parents and school personnel on the implementation of tiplines and/or reporting apps for school safety. Barriers and facilitators for the development and successful implementation of "Advocatr," a school-based tipline/reporting app were identified. Adult participants were recruited from four U.S. high schools. These participants attended one of three sets of focus groups (parents, staff, and administrators) at two time points (Wave 1: n = 56; Wave 2: n = 55). Results indicated that parents and school staff are primarily concerned about mental health as a school safety issue. While many thought school tiplines could be useful, they identified improvements that could support its successful development and implementation such as school-wide training and school climate improvement frameworks. Implications for practice, policy, and future research addressing school safety are discussed.

Classroom management remains a challenge for many teachers. The approach and delivery of professional development (PD) in classroom management may determine how well teachers are able to apply evidence-based approaches in their classrooms. We use existing literature to identify the key features that make in-service PD effective and present them as the defining features of a recently developed PD program, "Classroom Management in Action," which blends online technology, evidence-based practice in positive behavior support, video modeling, self-paced/step-by-step activities, and tools for aiding and measuring fidelity and behavioral outcomes. We report results from studies documenting the program's social validity, the psychometrics of its online behavioral assessment tool, and its effectiveness based on an initial pilot test using a randomized controlled field trial involving 101 classrooms. We offer recommendations for future research on PD in classroom management and implications for policy and practice.

Suspension is commonly used in schools, yet these practices can adversely affect students' education well-being and do not improve student behavior. This study assesses the use of the Monarch Room (MR) intervention, a trauma-informed alternative to school discipline suspension policies, among 620 court-involved girls placed in residential care and enrolled in an urban-located public charter school. Teachers readily utilized the intervention as a first response to dealing with problematic behavior, and as a result, MR use significantly decreased reliance on suspension practices. Multiple stays in residential treatment and race were significant predictors of MR use.

Abstract Background HIV-positive patients are increasingly being affected by non-communicable diseases such as coronary artery disease (CAD). Data from high-income countries (HICs) indicate that HIV-positive patients have different risk-factor profiles for acute coronary syndrome (ACS) as well as different cardiac manifestations of this syndrome compared to HIV-negative patients. There is limited data from Sub-Saharan Africa (SSA), and particularly from South Africa with the biggest HIV epidemic in the world. The objective of this study was to determine the 12-month period prevalence of HIV in patients with ACS and to compare the risk-factor profile, ACS presentation and management between HIV-positive and HIV-negative adults. Methods We included all patients hospitalised with ACS from 01 January to 31 December 2018 in a tertiary hospital, Tygerberg Hospital, in Cape Town, South Africa. The HIV-status of all patients was determined using routine clinical records. We performed multiple conditional logistic regression on HIV-positive and HIV-negative patients (1:3 ratio) to compare the risk factor profile, ACS presentation and management between the groups. Results Among 889 patients, 30 (3.4%) were HIV-positive (95% confidence interval (CI): 2.3–4.8). HIV-positive patients were younger, more frequently men, and had a lower prevalence of medical comorbidities and a family history of CAD. They were more likely to present with ST-elevation myocardial infarction (STEMI) [odd’s ratio (OR) (95% CI): 3.12 (1.2–8.4)], and have single-vessel disease [OR (95% CI): 3.03 (1.2–8.0)]. Angiographic and echocardiographic data, as well as management, did not differ between the groups. Among HIV-positive patients, 17 (65%) were virally suppressed (HIV viral load

We describe the development and initial evaluation of the efficacy of "We Have Skills!" (WHS), a video-based social skills instructional program for early elementary school students. The components of WHS were designed to be scientifically sound, maximally useful to elementary school teachers, and effective in increasing students' social skills. Results from feasibility and social validity testing showed that teachers felt the program was easy to implement and highly recommended its use. The initial efficacy evaluation of WHS conducted with 70 classrooms randomly assigned to intervention and control conditions showed that teachers in the intervention group scored significantly higher on self-efficacy than teachers in the control group. Students in the intervention classrooms were rated significantly higher on key social skills by their teachers at posttest compared to students in the control group. Implications for further testing of WHS are discussed, along with study limitations and recommendations for future research and practice.

Youths in residential treatment (RT) are often burdened with histories of trauma exposure and experience a multitude of unique challenges for both daily functioning and developmental trajectories. Youths spend a large portion of their day in school; these educational experiences affect long-term well-being. This study uses qualitative focus group methodology to better understand the school experiences of youths placed in an RT educational environment. The sample consisted of 45 female residents placed in out-of-home care due to a child welfare or delinquency petition. Several key themes emerged that illustrate youth perceptions of the climate of RT, how strict discipline schools can affect mood, and what factors promote or hinder school engagement and disengagement. These themes included issues related to interactions with residential and school staff, teachers, classmates, and other staff; their own inabilities to interpersonally cope; and mismatches between their educational needs and services provided. The article concludes with a discussion of implications for policy and practice.

This article focuses on a theoretical model that I am developing in order to understand student teacher learning in a rural context and the enabling conditions that can support this learning. The question of whether a supervised teaching practice in a rural context can contribute to the development of student teacher professional learning and their preparation to teach in a range of contexts needs to be researched in an academically rigorous way in order to understand student teacher learning in the Wild Coast Rural Schools' Partnership Project and the implications for teacher education. The article aims to go beyond the "story" of the project and a description of student teacher experiences, to focus on a theoretical framework for understanding student teacher learning. Previous work with Postgraduate Certificate in Education (PGCE) students has indicated that immersion in rural contexts in a supported way can provide opportunities for the interruption of the knowledge of many of the students (such as their existing schemata of rurality and of teaching in rural areas). Furthermore, it can facilitate the creation of new knowledge and altered mindsets through social participation in rural communities and with each other in communal living and teaching. The article explains the construction of a theoretical model, which addresses situational and contextual elements needed to understand student teacher learning.

We describe the psychometric evaluation of the "Elementary Social Behavior Assessment" (ESBA™), a 12-item scale measuring teacher-preferred, positive social skills. The ESBA was developed for use in elementary school classrooms to measure teacher perceptions of students using time-efficient, web-based data collection methods that allow quick and reliable universal screening. Results from two studies demonstrate that the ESBA has robust internal consistency, a single-dimension, and strong criterion validity. The ESBA seems suited for use within multi-tiered models that address classroom social behavior within early elementary classrooms. It enables teachers to efficiently identify and support students who need additional help learning how to ask for help, complete seatwork, get along with peers, and acquire the other skills that allow them to become successful students.

Objective: Playground injuries result in over 200,000 US pediatric emergency department visits annually. One strategy to reduce injuries is improved adult supervision. The Stamp-in-Safety programme, which involves supervisors stamping rewards for children playing safely, has been demonstrated in preliminary classroom-based work to reduce child risk-taking and increase the quality of adult supervision. This study evaluated the efficacy of delivering Stamp-in-Safety to playground supervisors via the Internet. Design: Pre-post design following a pragmatic trials approach. Setting: Twenty-four preschools in the USA. Method: Guidance for implementing the Stamp-in-Safety programme was delivered to preschool supervisors via the Internet. Supervisors and preschool directors completed online surveys concerning self-efficacy to keep children safe, playground supervision behaviour, perceptions about playground safety, and knowledge about playground supervision/Stamp-in-Safety both prior to and after the intervention was implemented. They completed a usability survey after using the online intervention. Results: Ratings of usability and satisfaction with the programme were high, indicating feasibility. Paired-samples t-tests showed some improvement in supervisors' self-efficacy, and improvement in most aspects of supervisory behaviours, perception of playground safety, and knowledge about playground supervision/ Stamp-in-Safety. Conclusion: Results suggest the Stamp-in-Safety programme can be delivered successfully via Internet. A public health challenge is translating effective interventions to broad dissemination. Internet delivery of Stamp-in-Safety holds the promise to overcome this challenge and improve playground supervision practices.

This article is focused on the initial development and trial testing of a brief teacher rating tool that can be used for universal screening and tracking of instructionally relevant forms of student social behavior over time. A 12-item scale is described in which teachers make judgments about student performance on a skills-based rather than a frequency-based rating dimension. We believe teachers are expert judges of student skill levels in social behaviors and academic enablers that are of critical importance to school success (i.e., enhanced social-behavioral adjustment and academic performance) as opposed to frequency- or rate-based estimates that are less essential to a teacher's instruction and management of the classroom. The Elementary Social Behavior Assessment (ESBA) asks teachers to judge each student's performance regarding evaluative criteria based on their teaching and management of the classroom. Case-study illustrations of the universal screening and tracking functions of the ESBA are provided.

This article explores a range of partnership approaches used in a PGCE programme in order to challenge a deficiency framework many teachers have regarding rural contexts and to develop a more positive orientation to the possibility of working in such contexts. This constitutes a response to the national imperative to educate teachers for rural contexts (Pandor states that more than 75% of newly trained teachers move to urban areas) and to challenge the dominant discourses based on a deficiency framework which many preservice teachers exhibit in their interactions with one another in their responses towards contexts viewed as rural and by implication inferior and undesirable. These partnerships include the case of PGCE students making an annual field-trip to a deeply rural, underresourced school; the contribution a rural teacher and her learners have made within the lecturing programme of the students; the development of mentors and the placement of students in these partner rural schools. These approaches have been initiated within a broad understanding of what is meant by rurality, acknowledging that there is no agreement on what constitutes urban and rural contexts.

This article examines the complex ways in which teacher constructions of their experiences of teaching in a rural, disadvantaged context shape their taken-for-granted understandings of barriers to basic education. This article attempts to deconstruct these value-laden understandings of barriers to education. We draw on Foucault's notion of discourse analysis in conceptualising how teachers make sense of reality in a context where HIV & AIDS prevalence is high, and where HIV & AIDS intersects with other mitigating barriers to basic education. It is argued that the processes by which we "know" and make sense of how to behave in our worlds are generated and sustained through historically and culturally specific social processes, including the process of education. The findings in the study suggest that the teachers relied on a deficiency framework as a basis for understanding the intersecting barriers to basic education. Five key themes relating to this framework emerged: othering, difference as deficit, homogenising of the subject, silence, and the positionality of the teacher in relation to values--the ethics of not acting. The article explores contradictions and contestations embedded in these dominant discourses.

This article focuses on a theoretical model that I am developing in order to understand student teacher learning in a rural context and the enabling conditions that can support this learning. The question of whether a supervised teaching practice in a rural context can contribute to the development of student teacher professional learning and their preparation to teach in a range of contexts needs to be researched in an academically rigorous way in order to understand student teacher learning in the Wild Coast Rural Schools’ Partnership Project and the implications for teacher education. The article aims to go beyond the “story” of the project and a description of student teacher experiences, to focus on a theoretical framework for understanding student teacher learning. Previous work with Postgraduate Certificate in Education (PGCE) students has indicated that immersion in rural contexts in a supported way can provide opportunities for the interruption of the knowledge of many of the students (such as their existing schemata of rurality and of teaching in rural areas). Furthermore, it can facilitate the creation of new knowledge and altered mindsets through social participation in rural communities and with each other in communal living and teaching. The article explains the construction of a theoretical model, which addresses situational and contextual elements needed to understand student teacher learning.

I-sK is a K+ channel present in both excitable and non-excitable cells and is structurally different from other K+ channels. The activation of I-sK expressed in Xenopus oocytes depends on amount of mRNA injected. The kinetics of I-sK current depend on the density of the channel protein in the membrane. Variation in mRNA levels result in long-term regulation of ion channel properties, which change the ion channel density and bio-physical properties.