Search

Purpose: The purpose of this systematic review with meta-analyses was to examine interventions that aimed to improve narrative language outcomes for preschool and elementary school-age children in the United States. Our goal was to examine peer-reviewed publications to describe the characteristics of these interventions and synthesize their overall effectiveness on narrative comprehension and production via meta-analysis. Method: We searched electronic databases, examined previously published reviews, and consulted experts in the field to identify published studies that employed robust experimental and quasi-experimental designs. We included randomized controlled trials, studies with nonrandomized comparison groups, and single-case design (SCD) studies. We completed a qualitative synthesis of study factors for all identified studies and calculated meta-analyses for the studies that had sufficient data. All included studies were analyzed for risk of bias. Results: Our systematic search yielded 40 studies that included one or more narrative language outcomes as part of their assessment battery. Twenty-four of the included studies were group design studies, including randomized controlled trials and quasi-experimental designs, and the other 16 were SCD studies. Effect sizes were analyzed based on narrative production and comprehension outcomes. The meta-analyses of 26 studies indicated overall positive effects of the interventions, with effect sizes of d = 0.51 and 0.54 in the group design studies and d = 1.24 in the SCD studies. Conclusions: A variety of effective interventions were found that improve narrative production and comprehension outcomes in children with diverse learner characteristics. Some common characteristics across these interventions include manualized curricula, opportunities to produce narrative language, verbal and visual supports, direct instruction of story grammar, and use of authentic children's literature.

Author(s): Victoria A. Eley [sup.1] [sup.2] [sup.4], Louis Guy [sup.1] [sup.2], Christine Woods [sup.1], Stacey Llewellyn [sup.3], Andre A. J. Van Zundert [sup.1] [sup.2] Author Affiliations: (1) https://ror.org/05p52kj31, grid.416100.2, 0000 [...], Transcutaneous carbon dioxide measurement (TcCO.sub.2) offers the ability to continuously and non-invasively monitor carbon dioxide (CO.sub.2) tensions when end-tidal monitoring is not possible. The accuracy of TcCO.sub.2 has not been established in anesthetized apneic patients with obesity. In this secondary publication, we present a methods comparison analysis of TcCO.sub.2 with the gold standard arterial PCO.sub.2, in adult patients with body mass index (BMI) > 35kg/m.sup.2 who were randomized to receive high flow or low flow nasal oxygenation during post-induction apnea. Agreement between PaCO.sub.2 and TcCO.sub.2 at baseline, the start of apnea and the end of apnea were assessed using a non-parametric difference plot. Forty-two participants had a median (IQR) BMI of 52 (40-58.5) kg/m.sup.2. The mean (SD) PaCO.sub.2 was 33.9 (4.0) mmHg at baseline and 51.4 (7.5) mmHg at the end of apnea. The bias was the greatest at the end of apnea median (95% CI, 95% limits of agreement) 1.90 mmHg (-2.64 to 6.44, -7.10 to 22.90). Findings did not suggest significant systematic differences between the PaCO.sub.2 and TcCO.sub.2 measures. For a short period of apnea, TcCO.sub.2 showed inadequate agreement with PaCO.sub.2 in patients with BMI > 35 kg/m.sup.2. These techniques require comparison in a larger population, with more frequent sampling and over a longer timeframe, before TcCO.sub.2 can be confidently recommended in this setting.

It is expected that all students in the United States learn to read English well. This task is more complex for emergent bilinguals (EBs), the majority of whom speak Spanish, who are simultaneously developing their English language proficiency. Although several syntheses have documented the positive effects of shared book reading (SBR) in school settings on students' language growth, the majority of these have either not included EBs or addressed their participants' language learner status. In this review, we sought to identify all peer-reviewed experimental study reports examining the effects of SBR on language-related outcomes for Spanish-speaking EBs. We identified 17 relevant studies, 11 of which we determined met What Works Clearinghouse™ (WWC) quality standards with or without reservations. Of these, 10 also demonstrated statistically significant effects on at least one language-related outcome. Included studies primarily examined vocabulary outcomes, with mostly medium to large effect sizes found on researcher-designed (RD) measures. We reported on components found across different SBR interventions, and made recommendations for practice and future research.

Decolonization is an ongoing process of addressing power imbalances and knowledge hierarchies that require critical self-reflection from those teaching in business schools today (Joy & Poonamallee, 2013; Smith, 2012). As educators, if we are to take decolonizing seriously, we must create space for Indigenous Peoples to reconnect and engage with their own knowledge systems and ways of knowing. We present a teaching and learning case in entrepreneurship that explores an indigenizing process that makes visible Indigenous knowledge frameworks, practices and language in a business school classroom. Drawing on the suggestions from extant literature that research examining business school education should include micro-level studies, we examine the use of a virtual learning platform by Indigenous students engaged in entrepreneurship education. Three specific questions are addressed: (a) What might indigenizing look like? (b) How is learning created that supports active indigenizing practices? and (c) What is the role of the business school educator in the indigenizing journey? In answering these questions, we explore how Indigenous knowledge and wisdom can thrive alongside Western knowledge in a decolonized business school, and, in so doing, be part of the wider movement of decolonization of academia and society. [ABSTRACT FROM AUTHOR]

Seventy-four colleges and universities in Florida were examined to determine the transactional distance of connecting to human support in academic libraries. Transactional distance was defined as how far away students or users may feel from getting human support. This distance was measured with the number of steps it would take a user to navigate from university home pages to academic library home pages, which was affected by the location and visibility of the library link on the university home page. The transactional distance of human support through synchronous systems, live chat, and virtual or in-person appointments with a librarian was also measured by the number of steps, as well as hours of availability, and access to human interaction rather than chatbots. The researchers concluded that the transactional distance for users, prospective students, current students, and community members had increased due to the findings that the link to the library was more than two steps for 46% of the colleges and universities compared to similar research ten years ago. However, the researchers concluded that transactional distance for students decreased due to synchronous methods such as live chat and the availability of reference appointments with a librarian. This study found that 80% of academic libraries in Florida had live chat, and 66% had visible means for students to make an appointment with a librarian. Askalibrarian.org, Florida's chat consortium which is used by 39 colleges and universities, positively impacted the availability and number of hours that live chat could be offered. Chatbots were used by 10% of libraries, in six institutions. Academic libraries in Florida should continue to advocate for visibility on university home pages and explore options to increase student support through human interactions. [ABSTRACT FROM AUTHOR]

HIGHLIGHTS: What we know about the topic: Recommendations for the use of vascular access care bundles to reduce infection are followed for different devices. The risk of arterial catheter-related infection is comparable with short-term, non-cuffed central venous catheters. There are practice concerns for clinicians inserting and caring for peripheral arterial catheters. What this paper adds: The selected studies had a theme of decreased infection after using bundled strategies for all devices. Few studies addressed use of bundles for care of peripheral arterial catheters. High-quality research should be performed about using care bundles for insertion and care of arterial catheters. Introduction: A scoping review of the literature was performed. Aims/objectives: To find information on the use of care bundles for care of arterial, central, and peripherally inserted venous catheters. Methods: Data was extracted by 2 independent researchers using standardized methodology Results: Results of 84 studies included 2 (2.4%) randomized controlled trials, 38 (45.2%) observational studies, 29 (34.5%) quality projects, and 15 (17.9%) reviews. Populations had more adults than pediatric patients. All studies had the most prominent theme of decreased infection in all devices after using bundle strategies. Discussion and conclusions: The mapping of available evidence strongly supports the use of care bundles to reduce infection in the care of all intravascular devices. However, deficiencies regarding practice concerns about insertion and care of arterial catheters highlight areas for future research with the aim to eliminate the gap in the evidence of studies of care bundles for peripheral arterial catheters. [ABSTRACT FROM AUTHOR]

Transcutaneous carbon dioxide measurement (TcCO2) offers the ability to continuously and non-invasively monitor carbon dioxide (CO2) tensions when end-tidal monitoring is not possible. The accuracy of TcCO2 has not been established in anesthetized apneic patients with obesity. In this secondary publication, we present a methods comparison analysis of TcCO2 with the gold standard arterial PCO2, in adult patients with body mass index (BMI) > 35kg/m2 who were randomized to receive high flow or low flow nasal oxygenation during post-induction apnea. Agreement between PaCO2 and TcCO2 at baseline, the start of apnea and the end of apnea were assessed using a non-parametric difference plot. Forty-two participants had a median (IQR) BMI of 52 (40–58.5) kg/m2. The mean (SD) PaCO2 was 33.9 (4.0) mmHg at baseline and 51.4 (7.5) mmHg at the end of apnea. The bias was the greatest at the end of apnea median (95% CI, 95% limits of agreement) 1.90 mmHg (−2.64 to 6.44, −7.10 to 22.90). Findings did not suggest significant systematic differences between the PaCO2 and TcCO2 measures. For a short period of apnea, TcCO2 showed inadequate agreement with PaCO2 in patients with BMI > 35 kg/m2. These techniques require comparison in a larger population, with more frequent sampling and over a longer timeframe, before TcCO2 can be confidently recommended in this setting. [ABSTRACT FROM AUTHOR]

One of the goals of autoethnography is to "offer lessons for further conversation". In this article, the author reflects on several lessons that were learnt along a journey in management education in the area of indigenous entrepreneurship. In particular, the author outlines her pedagogical practice as an academic engaged in teaching entrepreneurship to Maori students in a university setting. In developing the pedagogical approach for the course, the author has drawn on the metaphor of spiral; this approach involves the teacher and students forming a collaborative double spiral of learning through a process of acknowledgment, adaptation, and advancement. It is hoped that this discussion stimulates conversation and reflection for the reader in much the same manner that writing this article has enabled the author to examine, question, and develop her own pedagogical practice. (Contains 7 notes and 1 table.)