Miracle-dz/UniFAR-FTUs huggingface dataset:
Effects of a Longitudinal School Development Program on Primary Teachers’ Attitudes toward Inquiry Teaching and Their Inquiry Teaching Practices

Background/Context International education policy documents increasingly promote the implementation of inquiry-based pedagogy in primary education. However, helping whole primary school teams to acquire the competencies that meet these new education standards is complex and requires extensive teacher professionalization programs. Unfortunately, such programs are still relatively scarce. Little is currently known about what it takes to help primary schools integrate inquiry-focused pedagogy into their school curriculum and which teacher and school factors might foster or hinder teachers’ professional development in this regard. Purpose/Objective/Research Question/Focus of Study To help fill this void in the literature, the present article describes the effects of a two-year school improvement program in which the complete school staffs of six Dutch primary schools were trained to integrate inquiry-focused pedagogy into daily school practice. We measured (changes in) teachers’ and school principals’ performance before, immediately after, and one year after the treatment to gain insight into what professionalization features and what school and teacher factors may enhance the sustained implementation of inquiry-focused pedagogy in primary schools. Research Design A delayed treatment pretest-posttest control group design was used to investigate the effects of the program on teachers’ attitudes toward inquiry teaching and their inquiry teaching behavior. In addition, differences in these program effects were explored based on differences in school leadership between the schools. Therefore, program effects were examined at the treatment level and at the individual school level by means of attitude questionnaires and interviews. Conclusions/Recommendations Results indicate that the program significantly improved teachers’ attitudes and inquiry teaching behavior of the first treatment group and that teachers’ improved practices persisted to one year after training. However, school leadership remained largely moderate throughout the program and appeared to explain little variation in teachers’ inquiry teaching development among the participating schools. In addition, results reveal positive but limited effects of the same program on the attitude and behavior development of the delayed treatment group. Findings indicate that a combination of extensive attitude-focused and didactical training provides primary school teams the (minimal) preparatory training to adopt inquiry-based pedagogy. More longitudinal quantitative and qualitative research is needed to evaluate the impact and explore the processes of implementation, while considering the complexity of schools as organizations and refraining from overly prescriptive approaches to encouraging and assessing teachers’ inquiry-pedagogy.
Short-Cycle School Improvement Planning as a Lever to Launch School Turnaround: A Descriptive Analysis of Plans

Background School improvement planning is a common school leadership practice built on assumptions that schools increase organizational performance if rational yearly plans are developed and then enacted with fidelity. A quality school improvement plan (SIP) should position subsequent critical leadership and instructional moves in a more holistic change initiative. Although multiple studies suggest that positive relationships exist between SIP quality and student achievement outcomes, all studies of SIPs have focused on the traditional, yearlong approach to school improvement planning. An alternative approach operates on shorter cycles of approximately one semester, a model that could be beneficial for low-performing schools engaged in turnaround efforts in which altering goals and strategies might need to occur more frequently to be situationally responsive. Purpose In this study, we analyze short-cycle SIPs from three cohorts of low-performing schools participating in a university-based program focused on improving systems leadership to rapidly increase school performance and student achievement. We determine overall SIP quality and whether it changes over time. Furthermore, we analyze plan quality by planning domain (e.g., vision, action steps) over time. To our knowledge, this is the first study that analyzes short-cycle SIPs specifically. Research Design We employ a conventional content analysis approach to examine 389 short-cycle SIPs submitted by 136 schools across three cohorts of school principals attempting to lead school turnaround. To analyze the short-cycle SIPs, we developed a rubric that includes 12 planning domains and is based on previous analyses of SIPs since 2001. Our descriptive analyses of short-cycle SIPs show easily identifiable patterns. Conclusions Overall plan quality is weak. Although most planning domains and overall plan quality scores improve over time, their increases are mostly nominal. Results suggest that principals attempting to lead turnaround efforts do not often set compelling turnaround visions or engage in deep root cause analysis to identify meaningful focus areas. Although we believe there is great potential in short-cycle SIPs, results further suggest that principals must be strategic in what they prioritize, especially in low-performing schools facing myriad challenges. Last, service providers, school districts, and state education agencies would be wise to recognize that principals will typically develop SIPs that are directly responsive to templates and/or policies.
Make Kindergarten “Funner”: Examining how Kindergarteners Made Sense of the Changed Kindergarten

Background/Context Over the last two decades, policymakers’ standards-based accountability reforms in the United States have fundamentally changed public schooling in general and kindergarten specifically. As this has occurred, little has been learned about how the children themselves make sense of these changes in schooling. Purpose/Objective/Research Question/Focus of Study The purpose of this article is to address this issue by providing insight into how a sample of kindergarteners enrolled in a public kindergarten in Texas made sense of their experiences in kindergarten today in relation to two research questions: a) How did they make sense of their educational experiences in kindergarten? , and b) How would they like to alter kindergarten so that it reflects their understanding of schooling? Research Design This is an explorative qualitative, video-cued, multivocal ethnographic research study. Data were generated through focus-group interviews with 19 kindergarteners in Texas. The students were asked about how they made sense of the changed kindergarten through viewing a micro-level example of their kindergarten classroom in Texas. The video the kindergarteners watched and commented on provides a coherent narrative that captured shortened versions of each of the activities they participate in over a typical day in their classroom. Findings/Results The findings shared in this article illuminate these kindergarteners’ understandings of kindergarten as well as whether or not they believed they would be able to succeed in a school system that expects them to learn more academic content and demonstrate their knowledge on an increasing number of standardized tests. These findings also provide insight into the changes these kindergarteners would like to see made to kindergarten to improve their learning experiences in school. Conclusions/Recommendations The kindergarteners in this study framed kindergarten as a place they go to learn academic content that they believe will allow them to progress to and through subsequent grade levels. Though they enjoyed kindergarten and had strong relationships with their teacher, they would like more opportunities for physical activity and choice throughout the day, which echo the sentiments of other early childhood education stakeholders and researchers. As these were kindergarteners enrolled in a typical public kindergarten, additional insight into these issues could be gained by seeking out the voices of children in different kindergarten programs (e.g., private, play-based, half-day, etc.) or from these same children at different points in their educational careers.
“All Enemies, Foreign and Domestic”: The Presence of Anti-Latinx Political Rhetoric and Latinxs as Third World Threats in Secondary U.S. Citizenship Curriculum

Background/Context Anti-Latinx political discourses have long positioned Latin America and, by extension, U.S. Latinxs as economic, sociocultural, and political threats to the general welfare of the United States. In formal school curricula, this threat narrative has become one of the many political curricular discourses for codifying citizenship as White, and noncitizens as Other (read Black, Indigenous, Latinx, Asian American). Purpose/Objective/Research Question/Focus of Study The purpose of this study was to illustrate how collapsible Latin American tropes and current anti-Latinx sentiments are reproduced in social studies curricula across the United States. Drawing from and expanding upon Leo Chavez's notion of the Latinx Threat Narrative as a framework, we analyzed secondary social studies curricular standards across all 50 states and the District of Columbia to determine how anti-Latinx and anti-Latin American political rhetoric is reified in U.S. civic and citizenship-based curriculum. The following research question guided our study: In what ways do secondary U.S. civic and citizenship education curricular standards situate Latinxs and Latin America within the Latinx Threat Narrative and current anti-Latinx political sentiment? Research Design To carry out our study, we conducted a critical content analysis of secondary social studies curricular standards with a particular focus on U.S. history, civics, and economics content standards and benchmarks across all 50 states and the District of Columbia. Situating our theoretical framework as an analytic tool, we systematically extracted and analyzed all standards with explicit or implicit references to Latinxs and Latin Americans. Findings/Results Findings indicate that Latin America and, by extension, Latinxs are regularly situated as social and political dangers to the overall welfare of the United States, suggesting the presence of what we refer to as the Latinx Third World Threat Narrative. We argue that this hemispheric homogenization of Latinx peoples in curricular standards flattens important historical and cultural distinctions, thereby facilitating exchange of anti-Latinx stereotypes present in contemporary political rhetoric. We also show how U.S. Latinx civic agency is encoded as an illicit, corrupt, and destabilizing force. Conclusions/Recommendations In light of our findings, we suggest that educators pay specific attention to the political amalgamation of Latinx subjectivities. Additionally, policy advocates and educators must move beyond understanding curricular representation as just an impediment to students’ heritage knowledge and begin to understand state-backed curricular standards as part of a larger political apparatus.
The Role of Situation Perception in Teaching

Background/Context Rich classroom discussions are thought to provide several benefits to students, including improved connections to course content and general literacy development, and they provide a rich evidence stream from which teachers can make inferences about student learning to contribute to decisions about next teaching and learning steps. However, the way in which teachers perceive complex social situations characterized by student behaviors and aspects of the learning environment varies. Research has shown that expert teachers are better than novice teachers at identifying information that is important in complex social situations and that this expertise translates into improved teaching decisions. Purpose/Objective/Research Question/Focus of Study This study examined whether situation perception is related to teachers’ performance when they lead classroom discussions. Research Design A total of 126 elementary school teacher candidates completed video-based situation perception and personality measures; scores were used to predict performance in simulations of facilitated classroom discussions. Findings/Results Situation perception was associated with candidates’ performance in discussions (r = .20, p < .05), and agreeableness was associated with situation perception (r = .21, p < .05) and performance in leading discussions (r = .19, p < .05). Conclusions/Recommendations Findings provide preliminary evidence to suggest that situation perception may be an important skill for teachers in leading discussions.
Carbon isotope chemostratigraphy and sea-level history of the Hirnantian Stage (uppermost Ordovician) in the Oslo–Asker district, Norway

Abstract We present a δ13Ccarb chemostratigraphy for the Late Ordovician Hirnantian Stage based on 208 whole-rock samples from six outcrops in the Oslo–Asker district, southern Norway. Our data include the Norwegian type section for the Hirnantian Stage and Ordovician–Silurian boundary at Hovedøya Island. The most complete record of the Hirnantian Isotope Carbon Excursion (HICE) is identified in a coastal exposure at Konglungø locality where the preserved part of the anomaly spans a c. 24 m thick, mixed carbonate–siliciclastic succession belonging to the upper Husbergøya, Langåra and Langøyene formations and where δ13Ccarb peak values reach c. +6 ‰. Almost the entire HICE occurs above beds containing the Hirnantia Fauna, suggesting a latest Hirnantian age for the peak of the excursion. The temporal development of the HICE in southern Norway is associated with substantial shallowing of depositional environments. Sedimentary facies and erosional unconformities suggest four inferably fourth-order glacio-eustatically controlled sea-level lowstands with successively increased exposure and erosion to the succession. The youngest erosional unconformity is related to the development of incised valleys and resulted in cut-out of at least the falling limb of the HICE throughout most of the Oslo–Asker district. The fill of the valleys contains the falling limb of the HICE, and the postglacial transgression therefore can be assigned to the latest part of the Hirnantian Age. We address the recent findings of the chitinozoan Belonechitina gamachiana in the study area and its relationship to the first occurrence of Hirnantia Fauna in the studied sections, challenging identification of the base of the Hirnantian Stage.
Late Ordovician fore-arc ophiolitic mélange in the southern margin of the Bainaimiao arc: constraints from zircon U–Pb–Hf isotopes and geochemical analyses

Abstract The Harihada–Chegendalai ophiolitic mélange, which is located between the Bainaimiao arc and the North China Craton, holds significant clues regarding the tectonic setting of the southern margin of the Central Asian Orogenic Belt. The ophiolitic mélange is mainly composed of gabbroic and serpentinized ultramafic rocks. Here, zircon U–Pb dating, in situ zircon Hf isotopic, whole-rock geochemical and in situ mineral chemical data from the ophiolitic mélange are reported. The zircons in the gabbroic rocks yielded concordia U–Pb ages of 450–448 Ma and exhibited slightly positive ϵ Hf(t) values (0.87–4.34). The geochemical characteristics of the gabbroic rocks indicate that they were generated from a mantle wedge metasomatized by subduction-derived melts from sediments with continental crust contamination, in a fore-arc tectonic setting. These rocks also experienced the accumulation of plagioclase. The geochemical characteristics of the ultramafic rocks and their Cr-spinels indicate that they may constitute part of residual mantle that has experienced a high degree of partial melting and has interacted with fluids/melts released from the subducted slab in the same fore-arc tectonic setting. The ophiolitic mélange may therefore have formed in this fore-arc tectonic setting, resulting from the northward subduction of the South Bainaimiao Ocean beneath the Bainaimiao arc during Late Ordovician time, prior to the collision between the Bainaimiao arc and the North China Craton during the Silurian to Carboniferous periods.
A new, remarkably preserved, enantiornithine bird from the Upper Cretaceous Qiupa Formation of Henan (central China) and convergent evolution between enantiornithines and modern birds

Abstract A new enantiornithine bird is described on the basis of a well preserved partial skeleton from the Upper Cretaceous Qiupa Formation of Henan Province (central China). It provides new evidence about the osteology of Late Cretaceous enantiornithines, which are mainly known from isolated bones; in contrast, Early Cretaceous forms are often represented by complete skeletons. While the postcranial skeleton shows the usual distinctive characters of enantiornithines, the skull displays several features, including confluence of the antorbital fenestra and the orbit and loss of the postorbital, evolved convergently with modern birds. Although some enantiornithines retained primitive cranial morphologies into the latest Cretaceous Period, at least one lineage evolved cranial modifications that parallel those in modern birds.
Zircon U–Pb–Hf snapshots on the crustal evolution of the Serbo-Macedonian massif: new insights from Ammouliani island (Northern Greece)

Abstract Zircon U–Pb and Lu–Hf isotope microanalysis was conducted in (meta)-igneous units of Ammouliani island to characterize crust-forming and reworking events in the Serbo-Macedonian massif. Zircon grains from an orthogneiss of the Vertiskos unit yielded a U–Pb crystallization age for the igneous precursor at 458.8 ± 11 Ma with dominantly subchondritic ϵHf values indicating reworking of Neoproterozoic basement. A weighted mean ϵHf value of 0.7 ± 2.4 from oscillatory zoned zircon grains of the Ouranoupoli granodiorite indicates juvenile crustal input at 52.1 ± 0.6 Ma. The U–Pb–Hf zircon archive records discrete stages in the crustal evolution of the Serbo-Macedonian massif.
Acute promyelocytic leukemia (APL) in very old patients: real-life behind protocols

Abstract Background Acute promyelocytic leukemia (APL) is uncommon among subjects aged ≥ 70 years and the better therapeutic strategy represents an unmet clinical need. Materials and methods This prompted us to explore our real-life data on a retrospective cohort of 45 older APL patients (≥ 70 years) consecutively diagnosed at eight different hematologic institutions in Latium, Italy, from July 1991 to May 2019. Results Two patients (4.4%) died from early hemorrhagic complications before treatment could begin. Twenty-two patients (51.1%) (Group A) were enrolled or treated according to standard clinical protocols, while 21 (48.8%) (Group B) received an ATRA-based personalized approach due to poor performance status. Morphologic complete remission (CR) after induction therapy was achieved in 33 patients (76.7%) with 100% of patients in Group A and 52.3% in Group B (p < 0.001). Molecular CR was documented in 30 patients (69.7%) [20/22 (90.9%) in Group A and 10/21 (47.6%) in Group B (p = 0.002)]. Ten patients (23.2%) died during induction therapy, all in Group B. Five-year overall survival (OS) of the entire cohort was 46.1% (95% CI 28.2–64.0), with 72.6% (95% CI 42.9–100) in Group A vs. 27.2% (95% CI 7.5–46.9) in the Group B (p = 0.001). Conclusions The present analysis highlights that almost half of the patients received sub-optimal induction treatments and registered dismal outcomes demonstrating the importance of adopting standard therapies instead of modified or reduced personalized approaches also in the setting of frail older patients.
Sustaining a Sense of Success: The Protective Role of Teacher Working Conditions during the COVID-19 Pandemic

Abstract COVID-19 shuttered schools across the United States, upending traditional approaches to education. We examine teachers’ experiences during emergency remote teaching in the spring of 2020 using responses to a working conditions survey from a sample of 7,841 teachers across 206 schools and 9 states. Teachers reported a range of challenges related to engaging students in remote learning and balancing their professional and personal responsibilities. Teachers in high-poverty and majority Black schools perceived these challenges to be the most severe, suggesting the pandemic further increased existing educational inequities. Using data from both pre-post and retrospective surveys, we find that the pandemic and pivot to emergency remote teaching resulted in a sudden, large drop in teachers’ sense of success. We also demonstrate how supportive working conditions in schools played a critical role in helping teachers to sustain their sense of success. Teachers were less likely to experience declines in their sense of success when they worked in schools with strong communication, targeted training, meaningful collaboration, fair expectations, and authentic recognition during the pandemic.
What is the Thermal Conductivity of Copper? The Production of a Fact Through Scientific Forgetting

What is the thermal conductivity of copper? This straightforward question leads to a fascinating instance of the production of scientific facts through documentation practices. Ho, Powell and Liley's 1974 The Thermal Conductivity of the Elements: A Comprehensive Review is examined as an artifact of scientific reference data production, and its answer to the initial question is traced to modern‐day search engine results. A short history of the Center that produced the book and some initial research into its authors is provided.
The fungivorous amoeba Protostelium aurantium targets redox homeostasis and cell wall integrity during intracellular killing of Candida parapsilosis

Predatory interactions among microbes are major evolutionary driving forces for biodiversity. The fungivorous amoeba Protostelium aurantium has a wide fungal food spectrum including foremost pathogenic members of the genus Candida. Here we show that upon phagocytic ingestion by the amoeba, Candida parapsilosis is confronted with an oxidative burst and undergoes lysis within minutes of processing in acidified phagolysosomes. On the fungal side, a functional genomic approach identified copper and redox homeostasis as primary targets of amoeba predation, with the highly expressed copper exporter gene CRP1 and the peroxiredoxin gene PRX1 contributing to survival when encountered with P. aurantium. The fungicidal activity was largely retained in intracellular vesicles of the amoebae. Following their isolation, the content of these vesicles induced immediate killing and lysis of C. parapsilosis in vitro. Proteomic analysis identified 56 vesicular proteins from P. aurantium. Although completely unknown proteins were dominant, many of them could be categorised as hydrolytic enzymes targeting the fungal cell wall, indicating that fungal cell wall structures are under selection pressure by predatory phagocytes in natural environments.
Gendered Sounds in Household Devices: Results from an Online Search Case Study

Multiple household devices are now using human‐like voices. We investigate whether there are gender differences in the voices used by different kinds of specialized smart devices (e.g., microwaves vs. toy trucks) as provided by Google's search engine. These gender differences could fuel gender stereotypes in the household environment, or they could help challenge them. Early results suggest a preponderance of male‐sounding voices among household devices in the search results but also multiple instances of counterstereotypical media presentation.