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Very few professional areas in Australia attract as much political, media and community attention as teaching, and by association, few areas of professional training attract as much attention as initial teacher education. Recently, the Next Steps: Report of the Quality Teacher Education Review (Department of Education, Skills and Employment, 2022) has drawn attention to the need for preservice teachers to develop professional skills as a way to ensure 'classroom readiness' before graduating. Research in the higher education sector and within initial teacher courses indicates that nascent professional identities can support the transition from university to profession. Using a thematic analysis approach, this study investigated secondary preservice teachers' perspectives on informal curriculum, such as involvement in preservice teacher organisations and focus groups in an initial teacher education course. Findings indicate that opportunities for teacher identity formation emerged from focus groups and collaborative course feedback, professional learning developed by preservice teachers for preservice teachers and a preservice teacher led social and professional community.

Abstract Background Cancer treatment attrition refers to the discontinuation of prescribed cancer therapies before completion. It can significantly impact patient outcomes and cancer survival rates making it a critical concern. There is growing evidence on inequalities in cancer care, the avoidable systematic differences in the health of different groups of people. Understanding the extent of treatment attrition, why it happens, for whom, and associated inequalities may improve cancer care delivery and patient outcomes. Methods A rapid review was conducted to identify existing evidence on measures of cancer treatment attrition, definitions, reasons for attrition and potential inequalities. The review followed a systematic approach but with abbreviated processes to facilitate quicker evidence synthesis. Searches were restricted to MEDLINE and Embase databases from their inception dates to May 7, 2024. Additional searches were performed in PubMed, Google Scholar, and key grey literature from relevant organizations. Inclusion criteria were adults with any type of cancer undergoing treatment, with studies reporting quantitative or qualitative data on treatment attrition conducted outside of clinical trials. Exclusion criteria included studies on children or adolescents, clinical trials, non-English publications, and various non-research article types. Data extraction and quality assessment were performed using standardized tools, and studies were synthesized narratively. Results The search retrieved 1,353 references, with 40 studies meeting inclusion criteria. Most studies were retrospective. Studies covered various cancer types and treatments, reporting measures of attrition and reasons for treatment drop-out. Factors influencing attrition included disease progression, death, clinical deterioration, treatment toxicity, and socioeconomic factors such as lower income or socioeconomic disadvantage. Conclusions This review highlights significant variability in how treatment attrition is measured and defined, and suggests potential inequalities in who discontinues treatment. Standardized measures of attrition and data collection on reasons for discontinuation are essential to improve cancer care outcomes and equity. Future research should focus on developing these standardized metrics and exploring interventions targeting identified disparities to support cancer patients to complete treatment and improve outcomes.

This qualitative study investigated the perspectives of Western Australian teachers at the Proficient career stage on the Australian Professional Standards for Teachers (APST), or 'the Standards'. Fifteen teachers from five independent schools participated in semi-structured interviews and five themes were identified, under the broad categories of Strengths and Challenges of the Standards. Strengths identified were that the Standards support professional practice and career development and are user-friendly. Challenges identified were that the Standards can present challenges to professional practice and are problematic in the way that they are presented. Importantly, participants felt that the Standards ignored important social and relational teacher qualities.

School and district leaders make annual decisions about investing their budgets in a multitude of educational programs. Policy directives set expectations for investing in programs that show evidence of improving student outcomes. However, evaluating many simultaneously-implemented programs under typical school operating conditions is challenging. We investigated three methods -- cost-effectiveness analysis, program value-added analysis, and academic return on investment -- to assess how each one fares against three criteria: rigor of methodology, difficulty of execution, and usability of results for decision-making. We apply each method to three programs implemented in a large, U.S. school district: Reading Recovery, Restorative Practices, and school nurses.

This article reports on the qualitative findings of a mixed methods study that investigated primary school teachers' beliefs, practices and choices of resources for teaching written grammar. Qualitative data were collected from Primary teachers in Western Australia through semi-structured interviews (n = 10) and analysed thematically. Although all participating teachers reported that they saw the teaching of written grammar as important, it was found that they had insecure Pedagogical Content Knowledge about Grammar (PCKAG). This insecure knowledge base coincided with eclecticism in pedagogical practice and the choice and use of resources that were not optimal for building PCKAG, or for supporting best practices in the instruction of written grammar.

High teachers' expectations are associated with improved student academic achievement. However, no research explains how students experience their teachers' expectations, from their points of view. A new theory was developed to achieve the study's aim of accounting for how high expectations were experienced by 25 students in Western Australia. The findings offer educators student-focused perspectives of how to convey high teacher expectations that lead to improved student academic outcomes. Straussian grounded theory (Strauss, 1990) methods were used to generate substantive theory together with the Year 10 students in three Western Australian public schools, through data including more than 100 classroom observations and 175 interviews. The theory generated from the data provides a lens for understanding how teachers communicated high expectations through "confidence," "approach," "relationship," and "environment." Students identified practices that communicated high expectations that add to existing knowledge in the literature. The students recognised high expectations, then described how they responded by becoming motivated, engaged in learning, and acting to improve their academic outcomes. Teachers might draw on the substantive theory to inform classroom interactions that communicate high expectations in their own teaching contexts.

Providing hands-on practical education without access to laboratories during the COVID-19 pandemic has required creativity and innovation. In this paper, co-authored by academic staff and students, we describe an at-home mobile phone-based 'spectrophotometer' experiment used in an introductory undergraduate biology course. Using colour picker apps, a smartphone can be used to quantify concentration, which was used to compare the strengths of different brands of tea. The protocol is designed to be low-cost and safe to perform outside of a laboratory. Students used the methods to learn important biochemical methods such as preparing dilutions, constructing calibration curves, normalising data and testing a hypothesis. We reflect on the experience of developing and using the protocol from a staff and student perspective, which highlights the advantages of this approach in terms of student independence and inclusivity. We also suggest alternative experiments that could be performed using the protocol. We encourage biology educators to think creatively about the possibilities for using mobile phones or at-home experiments in their teaching. Our experience suggests that at-home experiments like this protocol will have value even after the pandemic is over, particularly in terms of inclusivity.

The Every Student Succeeds Act (ESSA) of 2015 requires that K-12 educational agencies invest federal education funds in evidence-based practices. We estimated what percentage of Title I funds at a large school district are invested in practices supported by a single study meeting one of the top three tiers of evidence as defined by ESSA. Over 95% met this bar. When studies about each practice from four research repositories were considered, the percentage of funds invested in practices with overall positive or mostly positive ratings fell below 60%. These proportions did not change substantially after the introduction of ESSA.

Abstract Background More than 50% of people who die by suicide have not been in contact with formal mental health services. The rate of people who fly ‘under the radar’ of mental health services is higher among men than women, indicating a need to improve engagement strategies targeted towards men who experience suicidal thoughts and/or behaviours. In Australia, a range of mental health support services exist, designed specifically for men, yet, a substantial proportion of men do not use these services. The aim of this study is to evaluate whether a brief online video-based messaging intervention is an effective approach for encouraging men with suicidal thoughts and/or behaviours to engage with existing support services. Methods Informed by a literature review, surveys, and consultation with men with a lived experience of suicidal thoughts and/or behaviours, we designed five video-based messages that will be used in this five-arm randomised controlled trial. A total of 380 (76 per arm) men aged 18 years or older with suicidal thoughts who are not currently accessing formal mental health services will be recruited online and randomly assigned to watch one of the five web-based video messages. After viewing the video, men will be presented with information about four existing Australian support services, along with links to these services. The primary outcome will be help-seeking, operationalised as a click on any one of the four support service links, immediately after viewing the video. Secondary outcomes include immediate self-reported help-seeking intentions in addition to self-reported use of the support services during a 1-week follow-up period. We will also use the Discrete Choice Experiment methodology to determine what aspects of support services (e.g. low cost, short appointment wait times) are most valued by this group of men. Discussion This study is the first to evaluate the effectiveness of a brief web-based video messaging intervention for promoting engagement with existing support services among men with suicidal thoughts who are not currently receiving formal help. If found to be effective, this would represent a scalable, cost-effective approach to promote help-seeking for this at-risk population. Limitations and strengths of this study design are discussed.

In this constructivist grounded theory study, 12 White mental health counselors committed to antiracism were interviewed to explore their professional identity development. The emergent theoretical model of antiracist counseling identity development is a multifaceted lifelong developmental process that manifests through personal and professional experiences and is enacted within antiracist actions.

Play-based learning is an approach used in early childhood education that is well supported by research on its varieties and effectiveness for young children's learning. Play-based learning meets the developmental needs of young children, but new research presented in this paper suggests that teenagers learn through play too. The experience of 25 Year 10 students in three Western Australian government schools was drawn upon to generate grounded theory about how students experience their teachers' expectations of them, which included findings that playful learning approaches communicated high teacher expectations. The students were shadow-studied in their classrooms and interviewed at the end of each day. Teachers were appraised as having high expectations when they included a playful learning approach, characterised as creative, exploratory, hands-on, fun and non-didactic. The students reflected that this led to increased motivation and academic success. A foundation for conceptualising play in teenagers' education is provided, suggesting how secondary school educators can harness play and communicate high expectations for learning through their pedagogical approach.

To better understand the pathological and phenotypic heterogeneity of progressive supranuclear palsy and the links between the two, we applied a novel unsupervised machine learning algorithm (Subtype and Stage Inference) to the largest MRI data set to date of people with clinically diagnosed progressive supranuclear palsy (including progressive supranuclear palsy-Richardson and variant progressive supranuclear palsy syndromes). Our cohort is comprised of 426 progressive supranuclear palsy cases, of which 367 had at least one follow-up scan, and 290 controls. Of the progressive supranuclear palsy cases, 357 were clinically diagnosed with progressive supranuclear palsy-Richardson, 52 with a progressive supranuclear palsy-cortical variant (progressive supranuclear palsy-frontal, progressive supranuclear palsy-speech/language, or progressive supranuclear palsy-corticobasal), and 17 with a progressive supranuclear palsy-subcortical variant (progressive supranuclear palsy-parkinsonism or progressive supranuclear palsy-progressive gait freezing). Subtype and Stage Inference was applied to volumetric MRI features extracted from baseline structural (T1-weighted) MRI scans and then used to subtype and stage follow-up scans. The subtypes and stages at follow-up were used to validate the longitudinal consistency of subtype and stage assignments. We further compared the clinical phenotypes of each subtype to gain insight into the relationship between progressive supranuclear palsy pathology, atrophy patterns, and clinical presentation. The data supported two subtypes, each with a distinct progression of atrophy: a 'subcortical' subtype, in which early atrophy was most prominent in the brainstem, ventral diencephalon, superior cerebellar peduncles, and the dentate nucleus, and a 'cortical' subtype, in which there was early atrophy in the frontal lobes and the insula alongside brainstem atrophy. There was a strong association between clinical diagnosis and the Subtype and Stage Inference subtype with 82% of progressive supranuclear palsy-subcortical cases and 81% of progressive supranuclear palsy-Richardson cases assigned to the subcortical subtype and 82% of progressive supranuclear palsy-cortical cases assigned to the cortical subtype. The increasing stage was associated with worsening clinical scores, whilst the 'subcortical' subtype was associated with worse clinical severity scores compared to the 'cortical subtype' (progressive supranuclear palsy rating scale and Unified Parkinson's Disease Rating Scale). Validation experiments showed that subtype assignment was longitudinally stable (95% of scans were assigned to the same subtype at follow-up) and individual staging was longitudinally consistent with 90% remaining at the same stage or progressing to a later stage at follow-up. In summary, we applied Subtype and Stage Inference to structural MRI data and empirically identified two distinct subtypes of spatiotemporal atrophy in progressive supranuclear palsy. These image-based subtypes were differentially enriched for progressive supranuclear palsy clinical syndromes and showed different clinical characteristics. Being able to accurately subtype and stage progressive supranuclear palsy patients at baseline has important implications for screening patients on entry to clinical trials, as well as tracking disease progression.

ABSTRACT The purine nucleotides ATP and GTP are made from the common precursor inosine monophosphate (IMP). Maintaining the correct balance of these nucleotides for optimal cell growth is controlled in part by the enzyme IMP dehydrogenase (IMPDH), which catalyzes the first dedicated step of GTP biosynthesis. The regulation of IMPDH mRNA and protein levels in the yeast S. cerevisiae grown in liquid culture has been studied in some detail, but regulation of IMPDH protein under conditions of cellular crowding on a solid substrate has not been examined. Here, we report real-time, live-cell analysis of the accumulation of the Imd2 isoform of IMPDH in yeast cells forming a monolayer colony in a microfluidic device over a 50-hour time course. We observe two distinct phases of increased Imd2 accumulation: a guanine-insensitive phase early in outgrowth and a guanine-sensitive phase later, when cells become crowded. We show that the IMPDH inhibitor mycophenolic acid enhances both phases of increase. Deletion of a transcription attenuator upstream of the mRNA start site that decreases Imd2 mRNA synthesis in the presence of high GTP increases the baseline level of Imd2 protein 10-fold and abolishes guanine-sensitive but not guanine-insensitive induction. Our results suggest that at least two mechanisms of yeast Imd2 regulation exist, the known GTP-dependent attenuation of RNA polymerase II elongation and a GTP concentration-independent pathway that may be controlled by cell growth state. Live-cell analysis of IMPDH protein levels in a growing yeast colony confirms a known mechanism of regulation and provides evidence for an additional mode of regulation.IMPORTANCEThis study used live-cell microscopy to track changes in the level of a key enzyme in GTP nucleotide biosynthesis, inosine monophosphate dehydrogenase (IMPDH), during growth of a brewers yeast colony over 2 days in a microfluidic device. The results show that feedback regulation via transcription attenuation allows cells to adapt to nutrient limitation in the crowded environs of a yeast colony. They also identify a novel mode of regulation of IMPDH level that is not driven by guanine nucleotide availability.

Objective Fluoropyrimidine chemotherapy is a first-line treatment for many gastrointestinal (GI) cancers, however, cardiotoxicity concerns may limit administration in patients with pre-existing cardiovascular disease (CVD). This study investigated the association of pre-existing CVD with use of fluoropyrimidine chemotherapy in tumour-eligible GI cancer patients.Methods and analysis National cancer registry data from the Virtual Cardio-Oncology Research Initiative from England between 2014 and 2018 was used to identify GI cancer patients eligible to receive fluoropyrimidine chemotherapy. Linkage to Hospital Episode Statistics and CVD registry data were used to ascertain prior CVD and outcomes. Primary outcome was first administration of fluoropyrimidine chemotherapy following cancer diagnosis. Cox proportional hazard models determined HR and 95% CIs for the association between initiation of fluoropyrimidine treatment and prior CVD.Results 112 726 eligible patients were identified (median age 71 years (IQR 62–80), 39.7% female). 33 026 (29.3%) had pre-existing CVD. 73 392 (65.1%) patients had a diagnosis of colorectal, 23 208 (20.6%) oesophageal, 14 788 (13.1%) gastric and 1338 (1.2%) small bowel cancer. Individuals with pre-existing CVD had a 27% reduced rate of receiving fluoropyrimidine chemotherapy (HR, 0.73; 95% CI 0.70 to 0.75) on multivariable analysis. Significantly reduced rates of fluoropyrimidine administration were found across all subtypes of pre-existing CVD.Conclusions GI cancer patients with all types of pre-existing CVD are less likely to receive fluoropyrimidine chemotherapy despite eligibility. This suggests widespread caution regarding administration of fluoropyrimidines across this population; further research is needed to assess whether such conservatism is justified.

Introduction Rates of help-seeking for mental disorders and suicide are low among children and adolescents. Parents are viewed as gatekeepers for their care, yet they may lack the knowledge and skills to identify needs or facilitate service access. The primary aim is to test the effect of a new gatekeeper resource for parents and caregivers on their self-efficacy to recognise, respond and access support for mental health problems and suicide risk in their child.Methods and analysis A two-arm randomised controlled trial will compare an online mental health and suicide gatekeeper resource for parents and caregivers to a waitlist control. Australian parents of children aged 5–17 years recruited through social media and community advertising will participate in an online trial. Participants randomised to the intervention condition will be emailed the resource to work through at their own pace. The resource consists of three sections providing parents and caregivers with confidence, knowledge and skills to recognise and respond to mental health problems and suicide risk in their child, as well as support them in accessing professional help. The primary outcome measure is self-efficacy to recognise, respond and provide support for mental health problems and suicide risk, while secondary outcomes include perceived knowledge, stigma, literacy, help-seeking attitudes, intentions and barriers. Data will be collected at preintervention, postintervention (4 weeks after accessing the resource) and 12-week follow-up. Primary analyses will compare changes in self-efficacy in the intervention condition relative to the waitlist control using mixed-model repeated measures analyses.Ethics and dissemination The ethical aspects of the study were approved by the Australian National University Human Research Ethics Committee (Protocol 2023/195). If effective, the resource will fill an important gap in resources for parents, with the potential for dissemination through school groups, community organisations and clinical settings.Trial registration number Australian New Zealand Clinical Trials Registry, ACTRN12623000933651.

Many secondary schools sort students into 'ability'-based classes, but research shows that streaming students by ability is inequitable and does not improve student academic results. There has been little qualitative research that considers students' experiences of streaming, with none that compares students' experiences in classes that are streamed against the same students' experiences in other classes that are mixed-ability. The research in this paper explains student experiences of differences between their streamed and mixed-ability classrooms, including the perceived influence on their educational outcomes. The study is unique because the results project the voices of 25 Grade 10 secondary school students from three Western Australian public schools, 19 of whom had recently experienced transitions between streamed and mixed-ability grouping contexts. The findings offer new knowledge that begins to explain how different class grouping strategies are experienced differently by students. Contrasts made by the students in their teachers' provision of learning opportunities, learning aspirations, and learning environments between streamed and mixed-ability classes are discussed. The findings highlight how educational outcomes were shaped by the schools' grouping choices and the associated differences in teachers' expectations and provision of opportunities to learn. The results are of interest to educators making decisions about ability-grouping practices.

Despite increasing reliance on licensed practical nurses (LPNs) to provide health services in schools, we do not know whether this is a cost-effective prevention strategy against student absenteeism. Therefore, we evaluated the costs and effectiveness of an LPN-based school nursing program for improving attendance and chronic absenteeism at a large, urban school district in the southeastern USA. We first identified a matched set of 46 elementary schools (23 nurse, 23 no-nurse) by using an optimal multilevel matching algorithm based on student- and school-level characteristics. We then conducted a cost-effectiveness analysis on the matched set, using the ingredients method to estimate societal costs and multilevel regression to estimate effects. The results indicated that despite substantial incremental costs of $68,228 per school, the presence of a full-time LPN was associated with at best negligible improvements, and at worst slight disimprovements, in attendance and chronic absenteeism. We recommend a careful review of the theory of change for LPN-based school nursing programs to clarify the specific inputs and activities that are expected to lead to improved student outcomes. Education agencies should develop explicit assignment, training, monitoring, and auditing plans to ensure LPNs are equitably distributed and that their activities are aligned with the theory of change. Education agencies should also explore whether expanded Medicaid billing can reduce their share of the nursing cost burden. [For the corresponding grantee submission, see ED624026.]

In this action research study, we investigated how art teachers demonstrate critical and creative thinking when engaging in collaborative reasoning exchanges about the meaning of contemporary Chinese artworks. The study was conducted in a professional learning program for art teachers in conjunction with a privately owned gallery housing a collection of contemporary Chinese art. The findings reveal that critical and creative thinking is a form of making and manifests in the reasoning processes critics use to formulate judgments of artwork meaning. This is dependent on how critics exploit practical and theoretical constraints on art understanding. Contributing factors to the study's outcomes included aligning the role of critical and creative thinking with reasoning, theory building, metacognitive assessment, and pedagogy in art. The article concludes with some reflections on the implications of the findings for art education.

Teacher residencies offer a promising approach to enhancing the recruitment, preparation, and retention of educators by addressing barriers to entering and succeeding in the teaching profession, especially among educators of color. In this paper, we examine strategies residencies might use to overcome the obstacles faced by Black educators. We draw upon a formative evaluation of the Black Educators Initiative, an investment in specific recruitment, preparation, and retention strategies to identify promising strategies for supporting Black educators. We also discuss policy and practice implications, including the importance of financial support, the role played by culturally responsive practices in teacher preparation, and the need to partner with schools and communities to support retention efforts.

Collaboration among teachers is an important vehicle for teacher development, shared leadership, improving student achievement, building school culture, and attracting and retaining effective teachers. However, if professional collaborative environments are not truly diverse and inclusive or marginalize individual teachers or groups of teachers based on their identities, the professional communities are less effective and efforts to increase teacher diversity and student achievement by attracting and retaining teachers of color will be thwarted. We investigate whether a sustained commitment to anti-racism and/or diversity, equity, and inclusion (DEI) through districtwide teacher training efforts contributes to more inclusive professional learning communities within schools and whether these efforts, in creating more inclusive professional learning communities (PLCs), increase recruitment and retention of teachers of color. We investigate trends in two selected case study districts that implemented districtwide training for all teachers on anti-racism and/or DEI, using comparative interrupted time series and synthetic control methods. We find mixed and mainly null findings on teacher reports of inclusive PLCs following DEI initiatives, but the efforts do lead to small and not significant positive effects on teacher diversity.

There is growing evidence that out-of-school factors, such as physical and mental health, family support, and social and emotional development, significantly affect student learning (Berliner 2009). To address challenges related to poverty, schools are being charged with serving as a focal point in providing and coordinating support services for students and their families (Adelman and Taylor 2002; Dryfoos 2002). In many schools these support services are provided in fragmented ways that do not address the needs of all students or engage teachers in connecting these services to the academic mission of the school (Walsh and DePaul 2008). An emerging school-based model, broadly termed "comprehensive student support" (Walsh et al. 2016), is designed to overcome such fragmentation. In this paper, we build upon previous effectiveness work with an economic evaluation of a successful support model, "City Connects." We find that the benefits of the program exceed the costs, indicating that the program is a sound investment and should be considered an option to address the needs of students and to prevent future crises from disrupting their learning.

Abstract Global Climate Model tuning (calibration) is a tedious and time‐consuming process, with high‐dimensional input and output fields. Experts typically tune by iteratively running climate simulations with hand‐picked values of tuning parameters. Many, in both the statistical and climate literature, have proposed alternative calibration methods, but most are impractical or difficult to implement. We present a practical, robust, and rigorous calibration approach on the atmosphere‐only model of the Department of Energy's Energy Exascale Earth System Model (E3SM) version 2. Our approach can be summarized into two main parts: (a) the training of a surrogate that predicts E3SM output in a fraction of the time compared to running E3SM, and (b) gradient‐based parameter optimization. To train the surrogate, we generate a set of designed ensemble runs that span our input parameter space and use polynomial chaos expansions on a reduced output space to fit the E3SM output. We use this surrogate in an optimization scheme to identify values of the input parameters for which our model best matches gridded spatial fields of climate observations. To validate our choice of parameters, we run E3SMv2 with the optimal parameter values and compare prediction results to expertly‐tuned simulations across 45 different output fields. This flexible, robust, and automated approach is straightforward to implement, and we demonstrate that the resulting model output matches present day climate observations as well or better than the corresponding output from expert tuned parameter values, while considering high‐dimensional output and operating in a fraction of the time.