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With technologies changing faster than ever before, engineering faculty must continuously update the technologies they use and teach to students to meet accreditation requirements and keep up with industry standards. Many do not, however. Additionally, existing models of technology adoption do not account for all variability within intention to use a technology, nor its actual use. Informed by the Unified Theory of Acceptance and Use of Technology (UTAUT), this study examined which constructs from prior models apply to engineering faculty's adoption of industry-specific technologies, as well as other factors influencing faculty adoption of these technologies for their teaching or research. We interviewed 21 engineering faculty at a Midwestern United States STEM-focused institution about their adoption of engineering technologies. Deductive and inductive coding were used to identify themes within the qualitative data. Constructs from existing models were confirmed to influence faculty engineering technology adoption. We also identified specific Facilitating Conditions (Other People, Digital Resources, Non-Digital Resources, Time, and Formal Training) that faculty leverage to adopt new engineering technologies, and uncovered two additional themes—Access and Personal Traits, including several component traits (Persistence, Humility, Self Efficacy, Growth Mindset, Ambiguity Acceptance, and Curiosity) that influence faculty engineering technology adoption. We propose a new Theory of Faculty Adoption of Engineering Technologies specific to faculty adoption of new engineering technologies. These findings have the potential to help universities determine how to effectively support faculty in providing their students with relevant technological skills for entry into the engineering workforce.

In their work, the authors study what it looks like to build on a high-leverage student mathematical contribution--one that provides an in-the-moment opportunity to engage the class in joint sense making about the contribution to better understand the important mathematics within it. They have noticed that some "go-to" teacher practices work well in some situations but can actually be counterproductive in others. In this article, the authors discuss three of these practices that they have seen regularly: (1) collecting information from the class; (2) asking a student to clarify their contribution; and (3) asking students to revoice a peer's contribution, providing examples of both productive and counterproductive uses of each practice. Understanding these distinctions helps teachers become more intentional about the practices that they engage in to facilitate whole-class discussion that builds on students' contributions. To illuminate the distinctions, the authors use excerpts based on classroom discussions in video recordings provided by middle and high school teachers as part of a research project. Although the project has been based in secondary classrooms, the practices occur at all levels. The end of the article includes a video where the authors discuss these ideas within an elementary school classroom episode.

In this article, the authors focus on using board work to scaffold what they call "joint sense making," because effective mathematics instruction is, at its heart, characterized by teachers and students engaging collaboratively in making sense of mathematical ideas (National Council of Teachers of Mathematics, 2009, 2014). This sense making involves students grappling with a mathematical situation and responding to their peers' thinking about that situation, and teachers helping to facilitate that activity while avoiding the temptation to do the sense making for the students. From their experiences working together with middle and high school mathematics teachers to learn how to more productively use student mathematical thinking (see Peterson et al., 2022; Stockero et al., 2014; Van Zoest et al., 2023), the authors have gained insights into how public records have the potential to help teachers overcome some of them challenges of that work. In this article, the authors share these insights by providing suggestions for how teachers can productively use a public record to scaffold joint sense making.

What is a teacher to do when students share an idea with underlying mathematics that is different from that of the student contribution being discussed? Could such situations be avoided to begin with? In this article, the authors share strategies that can help teachers better keep the mathematics related to the student contribution under discussion at the heart of that discussion. Although the work and the examples used throughout this article are situated within middle and high school classrooms, the suggestions are certainly applicable to the elementary classroom too.

Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support learning. This study investigated teachers' responses to a common set of instances of SMT with varied potential to support students' mathematical learning, as well as the productivity of such responses. To examine variations in responses in relation to the mathematical potential of the SMT to which they are responding, we coded teacher responses to instances of SMT in a scenario-based interview. We did so using a scheme that analyzes who interacts with the thinking (Actor), what they are given the opportunity to do in those interactions (Action), and how the teacher response relates to the actions and ideas in the contributed SMT (Recognition). The study found that teachers tended to direct responses to the student who had shared the thinking, use a small subset of actions, and explicitly incorporate students' actions and ideas. To assess the productivity of teacher responses, we first theorized the alignment of different aspects of teacher responses with our vision of responsive teaching. We then used the data to analyze the extent to which specific aspects of teacher responses were more or less productive in particular circumstances. We discuss these circumstances and the implications of the findings for teachers, professional developers, and researchers.

Bacterial contamination of angiographic materials and fluids has been shown to occur during human angiographic procedures. Angiographic examinations and experiments must be performed under sterile conditions to avoid complications due to contamination and possible subsequent infections. However, data regarding the frequency and the clinical consequences are limited. Our aim was to investigate the incidence of bacterial contamination during experimental angiographies. We tested angiographic fluids, syringes and endovascular materials from the angiographic supply tables for bacterial contamination, collecting 252 samples during 18 experimental angiographies in pigs. After sterile filtration, samples were cultured on media, and individual colony-forming units were identified by matrix-assisted laser desorption ionization-time of flight mass spectrometry. Contamination was detected in the majority of samples (60%). There was no angiography in which all samples remained sterile. The highest contamination rates (94%) were found in fluids from the working bowls and on the outer surface of syringes (85%) at the end of angiography. At this time, working bowls were significantly more frequently and extensively contaminated than the control bowls. Among the samples, the frequency and extent of contamination increased with the duration of the experimental angiographic procedures. Our findings show that bacterial contamination during angiography is common and the manipulation of endovascular working materials as well as the duration of angiographic procedures both increase bacterial contamination. While the clinical impact on the laboratory animal remains unclear, the quality of biomedical research mandates that efforts to minimize bacterial contamination should be taken as far as possible.

We argue that progress in the area of research on mathematics teacher responses to student thinking could be enhanced were the field to attend more explicitly to important facets of those responses, as well as to related units of analysis. We describe the Teacher Response Coding scheme (TRC) to illustrate how such attention might play out, and then apply the TRC to an excerpt of classroom mathematics discourse to demonstrate the affordances of this approach. We conclude by making several further observations about the potential versatility and power in articulating units of analysis and developing and applying tools that attend to these facets when conducting research on teacher responses.

Numerous studies have reported positive outcomes of noticing interventions on the development of prospective mathematics teachers' (PMTs) noticing of a range of important aspects of classroom instruction. Less is known, however, about whether noticing skills that are developed during an intervention transfer to support PMTs' in-the-moment noticing during their own teaching practice. This study compared PMTs' noticing while teaching a lesson during their student teaching internship of PMTs who participated in a noticing intervention to those who did not participate in the intervention to determine whether the two groups of PMTs noticed different aspects of instruction. The study documented very different noticing foci of the two groups of PMTs, suggesting that the noticing intervention did, in fact, support the PMTs' in-the-moment noticing of aspects of instruction that aligned with the goals of the noticing intervention. The findings of the study suggest that noticing skills developed during a university-based noticing intervention can transfer to support novice teachers' in-the-moment noticing during their classroom practice.

Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers' orientations--their beliefs, values, and preferences--influence their actions, so one important aspect of understanding teachers' use of student thinking as a resource is understanding their related orientations. To that end, the purpose of this study is to characterize teachers' orientations toward using student mathematical thinking as a resource during whole-class instruction. We analyzed a collection of 173 thinking-as-a-resource orientations inferred from scenario-based interviews conducted with 13 teachers. The potential of each orientation to support the development of the practice of productively using student mathematical thinking was classified by considering each orientation's relationship to three frameworks related to recognizing and leveraging high-potential instances of student mathematical thinking. After discussing orientations with different levels of potential, we consider the cases of two teachers to illustrate how a particular collection of thinking-as-a-resource orientations could support or hinder a teacher's development of the practice of building on student thinking. The work contributes to the field's understanding of why particular orientations might have more or less potential to support teachers' development of particular teaching practices. It could also be used as a model for analyzing different collections of orientations and could support mathematics teacher educators by allowing them to better tailor their work to meet teachers' specific needs.

Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were attended to. We argue for deliberate attention to clarifiable ambiguity as a critical aspect of attending to meaning and as a necessary precursor to productive use of student mathematical thinking. We illustrate clarifiable ambiguity that occurs in mathematics classrooms and consider ramifications of not addressing it. We conclude the paper with a discussion about addressing clarifiable ambiguity through seeking focused clarification.

Within the science education community, it is widely accepted that quality science instruction is focused on knowledge construction and inquiry. The Ghanaian education system has many hallmark issues that inhibit such instruction, however, including a pervasive teacher-centred pedagogy, lack of laboratory materials, and minimal support systems for teachers. The Practical Education Network (PEN) is an organisation that has been working to address these problems by training science teachers to utilise locally available, affordable materials to teach topics in the national science curriculum in a hands-on manner. To study the impact that the use of the PEN approach to hands-on learning has on students' critical thinking skills, attitudes towards school science and standardised test scores, over 300 students in six Junior High Schools in the Greater Accra Region of Ghana participated in a year-long, quasi-experimental study. The data from comparison and experimental groups consisted of scores on a national standardised test, a pre/post-test simulating the national examination, and a pre/post student survey. The data were analysed for any differences between the two student groups over time. The findings indicated that the PEN approach had a beneficial impact on students' attitudes towards school science and standardised test scores. There was inconclusive evidence of the impact of the PEN approach on critical thinking skills. The findings suggest that the PEN approach may positively impact science instruction.

Bacterial contamination of angiographic materials and fluids has been shown to occur during human angiographic procedures. Angiographic examinations and experiments must be performed under sterile conditions to avoid complications due to contamination and possible subsequent infections. However, data regarding the frequency and the clinical consequences are limited. Our aim was to investigate the incidence of bacterial contamination during experimental angiographies. We tested angiographic fluids, syringes and endovascular materials from the angiographic supply tables for bacterial contamination, collecting 252 samples during 18 experimental angiographies in pigs. After sterile filtration, samples were cultured on media, and individual colony-forming units were identified by matrix-assisted laser desorption ionization–time of flight mass spectrometry. Contamination was detected in the majority of samples (60%). There was no angiography in which all samples remained sterile. The highest contamination rates (94%) were found in fluids from the working bowls and on the outer surface of syringes (85%) at the end of angiography. At this time, working bowls were significantly more frequently and extensively contaminated than the control bowls. Among the samples, the frequency and extent of contamination increased with the duration of the experimental angiographic procedures. Our findings show that bacterial contamination during angiography is common and the manipulation of endovascular working materials as well as the duration of angiographic procedures both increase bacterial contamination. While the clinical impact on the laboratory animal remains unclear, the quality of biomedical research mandates that efforts to minimize bacterial contamination should be taken as far as possible. [ABSTRACT FROM AUTHOR]

ObjectiveWe aimed to describe the magnetic resonance imaging (MRI) characteristics of chronic subdural hematoma (cSDH) and to ascribe MRI patterns.MethodsA total of 20 patients having 27 subdural hematomas underwent contrast-enhanced (CE) MRI of the brain at our institution between April 2019 and May 2021. The images were independently evaluated by two experienced neuroradiologists with regard to imaging characteristics on T1w, T2w, T2*-GRE, FLAIR, diffusion-weighted magnetic resonance imaging (DWI), and CE images.ResultsThe signal characteristics of cSDH on T1- and T2-weighted images were rather heterogeneous. The majority of hematomas (74%) had internal septations. Surprisingly, contrast enhancement along the outer membrane adjacent to the cranium was noticed in all hematomas. There was also contrast enhancement along the inner membrane adjacent to the brain in more than one-third of the hematomas (37%). In approximately two-thirds of the cSDH (62%), there was a mass-like enhancement of the hematoma. Most hematomas (89%) were partially hypointense on T2*-GRE and/or susceptibility-weighted imaging (SWI). Restricted diffusion was detected in approximately one-third of the hematomas (33%).ConclusionConsistent contrast enhancement along the outer membrane, triangular-shaped contrast enhancement at the borders of the cSDH, and infrequent enhancement of the inner membrane may help to distinguish cSDH from other entities such as empyema and tumors. Mass-like enhancement may refer to non-solid hematomas and could be an indicator for hematoma growth and a possible surrogate for successful endovascular embolization. Restricted diffusion in a subdural mass is not specific for empyema but may also be found in cSDH.

In a changing learning environment where young neurointerventionalists spend less time in the operating room, computer simulators have been established as a new training model. Our aim was the comparison of silicone models and computer simulators, and the evaluation of their influence on subjective self-confidence of operators. Pre- and postquestionnaires of 27 participants and 9 tutors were evaluated after the participation in a three-days interventional stroke course using silicone models and computer simulators. Training on computer simulators was considered as more realistic and important before patient contact than training on silicone models. Participants rated their own abilities as significantly better after participation in the course and felt significantly better prepared for patient care. Training on computer simulators can increase the subjective self-confidence of trainees. We suggest a stepwise training program, comprising both ex-vivo and the porcine in-vivo model, finished by conventional operating room teaching, to prepare neuroradiologists for optimal patient care when performing interventions.

Knowledge of platelet function in pigs and the effectiveness of antiplatelet therapy is important to ensure proper transferability from animal studies to humans. Our aim was to (1) characterize baseline platelet function of Aachen minipigs using the bedside Multiplate analyzer, (2) compare baseline platelet function with Göttingen minipigs, and (3) characterize platelet inhibition within the first 5 minutes after intravenous administration of acetylsalicylic acid (ASA). We characterized the baseline platelet function and hematological parameters in 9 Aachen minipigs. Historical data of 8 unmedicated Göttingen minipigs were used for comparison of baseline values. Platelet inhibition in Aachen minipigs was tested 1-5 minutes after intravenous administration of 500 mg ASA. Multiplate examinations included the following tests: ASPI test (to assess the effect of ASA), adenosine-diphosphate-test (ADP test) and thrombin receptor activating peptide test (TRAP test). Median values and interquartile range (IQR) of the Multiplate baseline tests in Aachen minipigs were as follows: ASPI: 39 U (IQR = 21-71), ADP: 70 U (IQR = 48-73), and TRAP: 8 U (IQR = 6-9), whereas the values in Göttingen minipigs were as follows: ASPI: 70.5 U (IQR = 60-78), ADP: 51 U (IQR = 45-66), and TRAP: 6.5 U (IQR = 4-8). ASPI values of Göttingen minipigs were significantly higher than those of Aachen minipigs (p = 0.046). Intravenous administration of ASA in Aachen minipigs resulted in significant platelet inhibition after 1 minute, which remained stable over a period of 5 minutes (p≤0.038). Aachen minipigs appeared to have a high variance in arachidonic acid-mediated platelet aggregation. In Aachen minipigs, intravenous ASA administration resulted in immediate platelet inhibition.

IntroductionSince the onset of the coronavirus disease 2019 (COVID-19) pandemic, wearing surgical face masks has become mandatory for healthcare staff in many countries when interacting with patients. Recently, it has been shown that wearing face masks impairs social interaction by diminishing a person's ability to read the emotion of their counterparts, an essential prerequisite to respond adequately in social situations. It is easily conceivable that this may have a tangible negative influence on the communication and relationship between patients and healthcare personnel. We therefore investigated whether it has an effect on how patients perceive healthcare professionals when physicians and nursing staff wear portrait photos with their smiling faces in addition to face masks.MethodsDuring the study period of 16 days, the medical staff of our Department wore surgical face masks at all times during any kind of interaction with patients. In a pseudorandomized order, all members of our staff additionally affixed their portrait photos to their work clothes on 8 of the 16 days. After completion of their visit, 226 patients were interviewed anonymously in a cross-sectional study design using a questionnaire in which they rated the following three items: friendliness of staff, medical quality of treatment, and how well they felt taken care of during treatment in our Department.ResultsOn days, on which staff wore photos, mean scores of the questionnaires were significantly higher than on non-photo days (p = 0.013; mean ± standard deviation = 92.8 ± 11.3 vs. 91.0 ± 12.6; median (range) = 97 (98) vs. 96 (76)). When analyzed separately, the increased scores were only significant for the item friendliness of staff (p = 0.009; mean ± standard deviation = 95.8 ± 6.3 vs. 92.2 ± 11.5; median (range) = 98 (39) vs. 97 (54)).ConclusionOur study suggests that the use of portrait photos with smiling faces has a positive effect on how patients perceive healthcare staff.

Background and purposeDuring a period of 6 months, we provided our entire neuroradiological staff including physicians, radiographers, and researchers with systematic feedback via email on the further clinical course of stroke patients who underwent mechanical thrombectomy. We analyzed the effects of this feedback on work satisfaction, work meaningfulness and valuation of the therapy among our staff.MethodsOur staff completed two self-reported questionnaires before and after the period of six months with systematic feedback.ResultsEmployees with higher work meaningfulness and higher work satisfaction valuated endovascular stroke therapy as more useful (pConclusionsSystematic email feedback does not per se enhance work satisfaction or work meaningfulness among employees. However, receiving feedback is educative for the staff. Evaluating work satisfaction and the perception of treatment may help to identify unexpected issues and may therefore help to find specific measures that increase work satisfaction and motivation.

This study investigated attributes of 278 instances of student mathematical thinking during whole-class interactions that were identified as having high potential, if made the object of discussion, to foster learners' understanding of important mathematical ideas. Attributes included the form of the thinking (e.g., question vs. declarative statement), whether the thinking was based on earlier work or generated in the moment, the accuracy of the thinking, and the type of thinking (e.g., sense-making). Findings illuminate the complexity of identifying student thinking worth building on during whole-class discussion and provide insight into important attributes of these high potential instances that could be used to help teachers more easily recognize them. Implications for researching, learning, and enacting the teaching practice of building on student mathematical thinking are discussed.

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The mathematics education community values using student thinking to develop mathematical concepts, but the nuances of this practice are not clearly understood. The authors conceptualize an important group of instances in classroom lessons that occur at the intersection of student thinking, significant mathematics, and pedagogical opportunities--what they call Mathematically Significant Pedagogical Opportunities to Build on Student Thinking. We analyze dialogue to illustrate a process for determining whether a classroom instance offers such an opportunity and to demonstrate the usefulness of the construct in examining classroom discourse. This construct contributes to research and professional development related to teachers' mathematically productive use of student thinking by providing a lens and generating a common language for recognizing and agreeing on a critical core of student mathematical thinking that researchers can attend to as they study classroom practice and that teachers can aspire to notice and build upon when it occurs in their classrooms.

Instruction that meaningfully incorporates students' mathematical thinking is widely valued within the mathematics education community (NCTM 2000; Sherin, Louis, and Mendez 2000; Stein et al. 2008). Although being responsive to student thinking is important, not all student thinking has the same potential to support mathematical learning. Thus, teachers must make choices about which student contributions should or should not be incorporated into the whole-class discussion. In this article, the authors provide a framework to help teachers make these choices.

The goal of the authors' ongoing research is to better understand how student mathematical thinking that becomes public in a classroom can be used to support the learning of mathematics content and practices (e.g., Stockero & Van Zoest, 2011). Although there are often instances of student thinking that the teacher has intentionally cultivated to emerge at a particular time through a given task or a posed question, the authors were interested in learning more about instances that were not planned. The authors defined pivotal teaching moments (PTMs) as instances in a classroom lesson in which an interruption in the flow of the lesson provides the teacher an opportunity to modify their teaching in order to extend or change the nature of students' mathematical understanding. Here, they draw on their study of of PTMs (as reported in Stockero & Van Zoest, 2013) to consider the potential of unanticipated student ideas that emerge during class discussions. Being aware of the five types of potential high-leverage student input found in their research--extending, sense-making, incorrect mathematics, mathematical contradiction, and mathematical confusion--has the potential to help teachers avoid the phenomenon of failing to focus attention on unexpected events, what Simons (2000) called inattentional blindness. Knowing that these types of input often represent high-leverage thinking is an important first step to recognising and acting on them in a way that develops students' mathematical understandings.

Although skilled mathematics teachers and teacher educators often "know" when interruptions in the flow of a lesson provide an opportunity to modify instruction to improve students' mathematical understanding, others, particularly novice teachers, often fail to recognize or act on such moments. These pivotal teaching moments (PTMs), however, are key to instruction that builds on student thinking about mathematics. Video of beginning secondary school mathematics teachers' instruction was analyzed to identify and characterize PTMs in mathematics lessons and to examine the relationships among the PTMs, the teachers' decisions in response to them, and the likely impacts on student learning. These data were used to develop a preliminary framework for helping teachers learn to identify and respond to PTMs that occur during their instruction. The results of this exploratory study highlight the importance of teacher education preparing teachers to (a) understand the mathematical terrain their students are traversing, (b) notice high-leverage student mathematical thinking, and (c) productively act on that thinking. This preparation would improve beginning teachers' abilities to act in ways that would increase their students' mathematical understanding.