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This research explores elementary students' agency (n = 437) in literacy instruction in relation to reading comprehension outcomes on state assessments across 11 Title One schools in the Pacific Northwest region of the United States. Regression analyses were conducted to examine these relationships. Results corroborate previous research that suggests student agency may be an important dimension of literacy instruction. Of particular importance is the finding that students' sense of agency was related to higher reading comprehension on standardized assessments. Researchers also found that student agency was a partial mediator of the negative relationship observed between school-assigned student risk and reading comprehension. Implications for future research examining the relationship between student agency and literacy instruction are discussed.

For more than 30 years, Peter Senge's theory of learning organizations has influenced the study of leadership and organizations. Researchers have studied various components of his framework: team cognition and mental models, team learning, shared vision, systems thinking, and personal mastery. But few articles have explored what it looks like in practice when the five disciplines of the learning organization are enacted in an organization. This article explores the ways in which these disciplines influenced the implementation and outcomes of a collection diversity audit at Sonoma State University Library. The authors discuss the ways that Senge's learning organization framework enabled them to create a sustainable model for evaluating diversity in selection and acquisition practices.

Objectives: Poor Food security (FS) is associated with risk of diet-related diseases and rising healthcare costs. Produce Prescription Interventions (PRx) are emerging clinical tools to improve FS and diet quality, but their impact in families with children is not well established. This study evaluates the impact of a pediatric PRx on FS and nutrition-related behaviors. Methods: Adult caregivers of children (0-18) were enrolled within a 6-month produce delivery and nutrition education intervention. A validated food security survey was administered pre/post intervention to determine FS scores and “Food Secure” status. Statistical analyses tested pre-post differences in FS scores and proportion of scores within the “Food Secure” range. Semi-structured interviews were performed post-intervention to explore families’ experiences with low FS and healthy behaviors and were thematically analyzed. Results: Between October 2021 and December 2022, 82 families were enrolled, 65 completed FS survey at baseline and 54 completed it at post-intervention. FS scores improved post-intervention ( P

Increasing student engagement with the social practices of science (i.e., communication, collaboration, and critique) is a goal throughout K-16 science education and provides an opportunity for science educators to leverage student discourse to optimize learning. Yet how instructors can encourage forms of discourse which predict increased achievement remain unclear. We examined how structured interdependence shifted student discourse and learning for student groups (n = 78) completing collaborative learning activities in undergraduate science classrooms. All discourse was recorded (3,628 student talk turns) and coded. Results showed that groups experiencing structured interdependence had higher rates of science accuracy, idea reiteration, and justification, as well as higher assessment performance. An additional examination of discourse found accuracy and justification of ideas to have greater presence in the highest performing groups overall. The "in common" nature of discourse shifts between both interdependency groups and those with the highest performance suggest that interdependent structuring may promote learning through shifting idea accuracy and justification during talk. These findings support that interdependency may be a pragmatic step for increasing undergraduate student engagement with social practices of science in laboratory settings.

Improvement networks are a relatively recent phenomenon in US education that create interorganizational networks of educators working together to improve specific educational problems. A shared emphasis of these networks is the use of data to support the improvement process, but little is known about their data use in practice. This study takes an in-depth look at the 800+ data artifacts created and used in a single focal network's 3rd year, applying a mixed methods case study design. The findings show that while data artifacts are predominantly created to support the improvement process, they are frequently used for relationship management as network hub members navigate the sociopolitical dynamics typical of a complex change effort - if they are used at all. The study has implications for practitioners as they decide what data artifacts to create and use, as well as for researchers' theory building about productive data use in improvement efforts.

While group work in undergraduate science education tends to have overall benefit, less is known about the specific peer-peer dynamics that optimize learning during group interaction. The current study used peer ratings and self-reported data from 436 students enrolled in team-based undergraduate science courses (biology or chemistry) to determine group dynamics that predicted both willingness to work with peers in the future and individual achievement in the course. Results show that greater personal connection and contributions predicted willingness to work with a group member (R[superscript 2][subscript biology] = 0.75; R[superscript 2][subscript chemistry] = 0.59). While active contribution to a group predicted greater achievement, more noncontent interactions (e.g., encouragement, listening to feedback, being polite) predicted lower achievement, despite these being on-task and relevant. Additionally, having group members who were willing to continue working with a student was a positive predictor of that student's achievement regardless of course. Strikingly, students in chemistry were significantly less willing to work with women in their groups compared with men. Finally, not all forms of group conflict predict decreased achievement. These findings highlight group factors such as student behavior within the group, aspects of the group social environment, and peer support that can be targeted for optimizing undergraduate science learning.

Small-group discussion is a central component of 21st-century biology classrooms. Many factors shape these discussions and thus influence potential learning gains. This study examined how accuracy and idea consideration shaped small-group discussions in undergraduate biology labs (12 groups, M = 42.8 talk turns). To do this, we asked: (1) Is there a relationship between a student's science accuracy and the amount peers consider the student's ideas? (2) To what extent does peer consideration of a student's ideas predict that student's ability to steer the conversation? Building on this second question, we then explored (3) Does general group academic ability or immediate conversational accuracy better predict group learning? To answer these questions, we coded aspects of discourse (science accuracy, idea consideration, etc.) before quantitative analysis. Strong correlation was found between students' science accuracy and idea consideration (r = 0.70). Both accuracy and idea building predicted one's ability to steer the conversation. Subsequent analysis highlighted the critical role of immediate discourse in group learning. Group-level analysis revealed that group performance was not related to the group's overall ability in the classroom, but rather the immediate accuracy of their group conversations. Implications and limitations are discussed.

Abstract Analytical tools to study cell physiology are critical for optimizing drug-host interactions. Real time pulse chase NMR spectroscopy, RTPC-NMR, was introduced to monitor the kinetics of metabolite production in HEK 293T cells treated with COVID-19 vaccine-like lipid nanoparticles, LNPs, with and without mRNA. Kinetic flux parameters were resolved for the incorporation of isotopic label into metabolites and clearance of labeled metabolites from the cells. Changes in the characteristic times for alanine production implicated mitochondrial dysfunction as a consequence of treating the cells with lipid nanoparticles, LNPs. Mitochondrial dysfunction was largely abated by inclusion of mRNA in the LNPs, the presence of which increased the size and uniformity of the LNPs. The methodology is applicable to all cultured cells.

Abstract Sjögren’s syndrome is a chronic autoimmune disorder whose pathogenesis is poorly understood and that lacks effective therapies. Detailed quantitative and spatial analyses of tissues affected by Sjögren’s syndrome were undertaken, including the quantitation of the frequency of selected cell–cell interactions in the disease milieu. Quantitative analyses of CD4+ T cell subsets and of CD8+ T cells in the labial salivary glands from untreated patients with primary Sjögren’s syndrome revealed that activated CD8+ cytotoxic T cells (CD8+CTLs) were the most prominent T cells in these infiltrates. An accumulation of apoptotic glandular epithelial cells, mainly ductal and acinar cells, was observed, consistent with the impaired salivary secretion often observed in patients with this disease. FasL expressing activated CD8+ T cells were seen to accumulate around Fas expressing apoptotic epithelial cells. Quantitative analyses of apoptotic cell types and of conjugates between cytotoxic T cells and epithelial cells undergoing apoptosis suggest that Sjögren’s syndrome is primarily driven by CD8+CTL mediated execution of epithelial cells mainly represented by ductal and acinar cells.

Summary: Although therapeutic B cell depletion dramatically resolves inflammation in many diseases in which antibodies appear not to play a central role, distinct extrafollicular pathogenic B cell subsets that accumulate in disease lesions have hitherto not been identified. The circulating immunoglobulin D (IgD)−CD27−CXCR5−CD11c+ DN2 B cell subset has been previously studied in some autoimmune diseases. A distinct IgD−CD27−CXCR5−CD11c− DN3 B cell subset accumulates in the blood both in IgG4-related disease, an autoimmune disease in which inflammation and fibrosis can be reversed by B cell depletion, and in severe COVID-19. These DN3 B cells prominently accumulate in the end organs of IgG4-related disease and in lung lesions in COVID-19, and double-negative B cells prominently cluster with CD4+ T cells in these lesions. Extrafollicular DN3 B cells may participate in tissue inflammation and fibrosis in autoimmune fibrotic diseases, as well as in COVID-19.

Objectives: Poor Food security (FS) is associated with risk of diet-related diseases and rising healthcare costs. Produce Prescription Interventions (PRx) are emerging clinical tools to improve FS and diet quality, but their impact in families with children is not well established. This study evaluates the impact of a pediatric PRx on FS and nutrition-related behaviors. Methods: Adult caregivers of children (0-18) were enrolled within a 6-month produce delivery and nutrition education intervention. A validated food security survey was administered pre/post intervention to determine FS scores and "Food Secure" status. Statistical analyses tested pre-post differences in FS scores and proportion of scores within the "Food Secure" range. Semi-structured interviews were performed post-intervention to explore families' experiences with low FS and healthy behaviors and were thematically analyzed. Results: Between October 2021 and December 2022, 82 families were enrolled, 65 completed FS survey at baseline and 54 completed it at post-intervention. FS scores improved post-intervention (P <.05) and a greater proportion of household- and child-level scores fell within the "Food Secure" range post-intervention (P <.05). Twenty-eight interviews were analyzed. Three salient themes were identified: (1) value of healthcare-based screening and intervention, (2) food and education motivate behavior change, and (3) perceptions of post-intervention lifestyle sustainability. Conclusions: Participation in the PRx was associated with improvements in FS and nutrition-related attitudes and behaviors. PRx can be implemented by health systems to improve FS and health behaviors associated with risk for diet-related diseases. Longer-term support may be needed to maintain healthy behavior changes associated with PRx participation. [ABSTRACT FROM AUTHOR]