bluuebunny/crossref_metadata_2025 huggingface dataset:
Combination of Type I and Type II MET Tyrosine Kinase Inhibitors as Therapeutic Approach to Prevent Resistance
Authors: Bahcall Magda , Paweletz Cloud P. , Kuang Yanan , Taus Luke J. , Sim Taebo , Kim Nam Doo , Dholakia Kshiti H. , Lau Christie J. , Gokhale Prafulla C. , Chopade Pratik R. , Hong Fangxin , Wei Zihan , Köhler Jens , Kirschmeier Paul T. , Guo Jiannan , Guo Sujuan , Wang Stephen , Jänne Pasi A.
Published: November 2021

MET-targeted therapies are clinically effective in MET-amplified and MET exon 14 deletion mutant (METex14) non–small cell lung cancers (NSCLCs), but their efficacy is limited by the development of drug resistance. Structurally distinct MET tyrosine kinase inhibitors (TKIs) (type I/II) have been developed or are under clinical evaluation, which may overcome MET-mediated drug resistance mechanisms. In this study, we assess secondary MET mutations likely to emerge in response to treatment with single-agent or combinations of type I/type II MET TKIs using TPR-MET transformed Ba/F3 cell mutagenesis assays. We found that these inhibitors gave rise to distinct secondary MET mutant profiles. However, a combination of type I/II TKI inhibitors (capmatinib and merestinib) yielded no resistant clones in vitro. The combination of capmatinib/merestinib was evaluated in vivo and led to a significant reduction in tumor outgrowth compared with either MET inhibitor alone. Our findings demonstrate in vitro and in vivo that a simultaneous treatment with a type I and type II MET TKI may be a clinically viable approach to delay and/or diminish the emergence of on target MET-mediated drug-resistance mutations.
Shell Shock: The Response of UK Neurology
Authors: Howard Raphael D. , Howard Robin S.
Published: November 2021

The neurological and psychological manifestations of trauma, confinement, and terror became apparent throughout Europe as soldiers were evacuated from the trenches of the Western Front. The response in the UK evolved as a result of the experience of medical staff embedded with the troops in base hospitals and the philosophy of those treating returned soldiers in specialist establishment. There were widely disparate approaches to the management encompassing simple supportive care, a psychanalytic approach and radical electric shock therapy. The latter was partially driven by the Queen Square experience in the UK but was also concurrently widely pursued throughout Europe. With experience, care was increasingly undertaken close to the front lines using a philosophy of immediacy and expectation of recovery. Post-war analysis was startlingly unsympathetic, yet the experiences and management of shell shock have guided psychiatric and medical understanding of functional illness and post-traumatic stress over the subsequent century. In this historical review, we have sought to present features of the UK response to the neurological manifestations of trauma, the way in which these changed as the war proceeded and the political and medical response in the aftermath of war.
Quality of Life in Chilean Transgender Children and Adolescents
Authors: Mendoza Carolina , Poggi Helena , Flores Mónica , Morales Cristóbal , Martínez-Aguayo Alejandro
Published: November 2021

Introduction: Transgender (TG) children and adolescents experience problems in school as well as with family and social relationships that can adversely affect their physical and psychosocial health and impair their quality of life (QoL). This study aimed to assess health-related quality of life (HRQoL) in TG children. Methods: We performed a cross-sectional study comparing HRQoL in gender non-conforming (Trans) and gender-conforming (CIS) children and adolescents using the Spanish version of KIDSCREEN-52 in 120 Chilean Trans and CIS children (aged 8–18 years) and their parents. All scores were standardized according to the KIDSCREEN manual. Results: Among the 100 questionnaires answered, 38 corresponded to children and adolescents aged 8.4–18 years. Twenty-one of them were TG (71% trans males) and 17 were CIS (76% females). Sixty-two parents answered the questionnaires: 33 from families of TG children (PTrans) and 29 from families of CIS children (PCis). Trans children had lower HRQoL scores in all domains than CIS children. The lowest-scoring domains for TG children were “Moods and Emotions,” “Psychological Well-Being” and “Social Acceptance,” and the highest-scoring domain was “School Environment.” The PTrans group had significantly higher scores than the Trans group for 3 of the 10 domains: “Psychological Well-Being,” “Moods and Emotions,” and “Parent Relations and Home Life.” Conclusion: Our results revealed that TG children and adolescents have lower QoL than their CIS counterparts, especially regarding items related to mental health. Furthermore, their parents may underestimate their well-being, confirming the vulnerability of the TG population. This finding underlies the need to perform early assessments of QoL for early detection and intervention in aspects that could deteriorate their quality of life.
Anuran Vocal Communication: Effects of Genome Size, Cell Number and Cell Size
Authors: Gerhardt H. Carl , Tucker Mitch A. , von Twickel Arndt , Walkowiak Wolfgang
Published: November 2021

Significant variation in genome size occurs among anuran amphibians and can affect cell size and number. In the gray treefrog complex in North America, increases in cell size in autotriploids of the diploid (Hyla chrysoscelis) altered the temporal structure of mate-attracting vocalizations and auditory selectivity for these properties. Here, we show that the tetraploid species (Hyla versicolor) also has significantly fewer brain neurons than H. chrysoscelis. With regard to cell size in tissues involved in vocal communication, spinal motor neurons were larger in tetraploids than in diploids and comparable to differences in erythrocyte size; smaller increases were found in one of the three auditory centers in the torus semicircularis. Future studies should address questions about how environmental conditions during development affect cell numbers and size and the causal relationships between these cellular changes and the vocal communication system.
Cholesterol-Induced Suppression of Endothelial Kir Channels Is a Driver of Impairment of Arteriolar Flow-Induced Vasodilation in Humans
Authors: Ahn Sang Joon , Fancher Ibra S. , Granados Sara T. , Do Couto Natalia F. , Hwang Chueh-Lung , Phillips Shane A. , Levitan Irena
Published: November 2021

Dyslipidemia-induced endothelial dysfunction is an important factor in the progression of cardiovascular disease; however, the underlying mechanisms are unclear. Our recent studies demonstrated that flow-induced vasodilation (FIV) is regulated by inwardly rectifying K
+
channels (Kir2.1) in resistance arteries. Furthermore, we showed that hypercholesterolemia inhibits Kir2.1-dependent vasodilation. In this study, we introduced 2 new mouse models: (1) endothelial-specific deletion of Kir2.1 to demonstrate the role of endothelial Kir2.1 in FIV and (2) cholesterol-insensitive Kir2.1 mutant to determine the Kir2.1 regulation in FIV under hypercholesterolemia. FIV was significantly reduced in endothelial-specific Kir2.1 knock-out mouse mesenteric arteries compared with control groups. In cholesterol-insensitive Kir2.1 mutant mice, Kir2.1 currents were not affected by cyclodextrin and FIV was restored in cells and arteries, respectively, with a hypercholesterolemic background. To extend our observations to humans, 16 healthy subjects were recruited with LDL (low-density lipoprotein)-cholesterol ranging from 51 to 153 mg/dL and FIV was assessed in resistance arteries isolated from gluteal adipose. Resistance arteries from participants with >100 mg/dL LDL (high-LDL) exhibited reduced FIV as compared with those participants with <100 mg/dL LDL (low-LDL). A significant negative correlation was observed between LDL cholesterol and FIV in high-LDL. Expressing dominant-negative Kir2.1 in endothelium blunted FIV in arteries from low-LDL but had no further effect on FIV in arteries from high-LDL. The Kir2.1-dependent vasodilation more negatively correlated to LDL cholesterol in high-LDL. Overexpressing wild-type Kir2.1 in endothelium fully recovered FIV in arteries from participants with high-LDL. Our data suggest that cholesterol-induced suppression of Kir2.1 is a major mechanism underlying endothelial dysfunction in hypercholesterolemia.
Society of Vascular and Interventional Neurology Standards and Parameters for Guideline Development and Publication
Authors: Castonguay Alicia C. , de Havenon Adam , Leslie‐Mazwi Thabele M. , Kenmuir Cynthia , Sheth Sunil A. , Asif Kaiz S. , Nguyen Thanh N. , Janardhan Vallabh , Mansour Ossama Y. , Novakovic Robin , Hassan Ameer E. , Liebeskind David S. , Czap Alexandra L. , Masoud Hesham E. , Ma Alice , Nour May , Jadhav Ashutosh P. , Malik Amer , Zaidat Osama O.
Published: November 2021

Background

As much of the scope of neurointerventional practice falls outside data covered by existing randomized clinical trials, and, as a result, may have failed to enter into existing guidelines, an evidence‐based framework for guideline and standards development is needed. We establish an evidence‐based framework to guide all subsequent guidelines and brief practice updates produced by the Society of Vascular and Interventional Neurology (SVIN).

Methods

The SVIN formed the Guidelines and Practice Parameters committee to develop the structure and procedures for guidelines and brief practice updates.

Results

In this article, the Guidelines and Practice Parameters committee has outlined the process by which the guidelines will be created and approved by the SVIN. Additionally, the Guidelines and Practice Parameters committee has adopted the American College of Cardiology/American Heart Association framework of Class of Recommendation and Level of Evidence. A unique, additional separation of the Expert Opinion endorsement category has been developed when high‐quality evidence does not exist at the time of the publication.

Conclusions

The SVIN has developed an evidence‐based framework for all guideline statements and brief practice updates. The SVIN guidelines and brief practice updates will guide clinicians in the field of interventional neurology to improve and standardize patient care.
Hidden under Headscarves? Women and Religion in the Case Law of the European Court of Human Rights
Authors: Brems Eva
Published: November 2021

The paper offers an analysis of the case law of the European Court of Human Rights at the intersection of women’s rights and religious freedom. It maps different configurations of gender and religious interests across the corpus of case law, and analyses the Court’s intersectionality practice.
Identity of the millipede genus Pyrgodesmus Pocock, 1892, the type genus of the family Pyrgodesmidae (Diplopoda, Polydesmida)
Authors: GOLOVATCH SERGEI I.
Published: November 2021

Revision of Pyrgodesmus obscurus Pocock, 1892, the only, and type species of Pyrgodesmus Pocock, 1892, shows that the genus currently includes two species, P. obscurus and P. permutatus (Attems, 1936), comb. nov. ex Klimakodesmus Carl, 1932. Both species are properly illustrated and both seem to be endemic to Sri Lanka. Pyrgodesmus is rediagnosed viz-à-viz the presumably especially similar and likewise oligotypic genus Klimakodesmus from southern India.
Extracellular Vesicles from Esophageal Squamous Cell Carcinoma Promote Angiogenesis and Tumor Growth
Authors: Qian Wenxiu , Li Guomin
Published: November 2021

Angiogenesis is a prerequisite for tumor development and metastasis. Emerging evidence shows that tumor-derived extracellular vesicles (EVs) are an important component of tumor microenvironment, which participate in the communication between normal cells and tumor cells. In this study,
we aimed to investigate the role of EVs derived from esophageal squamous cell carcinoma (ESCC) on tumor angiogenesis. We found that ESCC cell-derived EVs promoted the proliferation, migration, and tubule formation of human umbilical vein endothelial cells in vitro, and enhanced angiogenesis
and tumor growth in vivo. Our results suggest that ESCC cell-derived EVs could promote angio-genesis and tumor growth, which also indicated the application of EVs as a valuable therapeutic strategy of ESCC.
miR-653 Induces Bone Marrow Mesenchymal Stem Cells Proliferation via Activating Epithelial-Mesenchymal Transition in Oral Squamous Cell Carcinoma
Authors: Qin Cui , Xiang Yibo , Li Sheng , Huang Shu , Chen Wenjun , Guan Yuping , Peng Pingkai
Published: November 2021

This study intends to assess miR-653’s expression in MSCs and OSCC and discuss molecular biological mechanism of changes of EMT in MSCs through activating miR-653 in OSCC. miR-653 expression in MSCs and OSCC was detected. si-miR-653 was transfected into MSCs followed by analysis
of cell proliferation by CCK-8 and clone formation assay, cell apoptosis and cycle by FCM, and the changes of transcription factor as ZEB1 and Snail by qRT-PCR. miR-653 expression in OSCC cell was up-regulated significantly from the result of q-RT-PCR detection. The proliferation of MSCs induced
by miR-653 was restrained and apoptotic rate was increased after treatment with si-miR-653 along with stagnated cycle of G1/G0 staging cell. The expression of transcription factor of EMT type as ZEB1 and Snail was elevated significantly after intervention using si-miR-653. In conclusion, the
proliferation of OSCC could be induced by MSCs through activation with miR-653 which might be through regulation of EMT process.
Defining Oracy: Second Language Listening and Speaking Motivation in Higher Education and the Role of Demographic Factors
Authors: Qiu Xuyan , Xu Jian
Published: November 2021

Since listening and speaking are two integral skills for effective second language (L2) communication, enhancing learners’ motivation to listen to and speak in the target language will engage them in the learning process, eventually leading to improvements in these two skills. Yet despite its importance, L2 listening and speaking motivation is underexplored in the current literature. Drawing on self-determination theory, this study adapted, validated, and administered one L2 listening motivation scale and one L2 speaking motivation scale to 863 undergraduate students from different regions of China. Correlation analysis, confirmatory factor analysis, and inferential statistical analyses (e.g., ANOVA) were used to compute the data. The results revealed that the learners were both intrinsically and extrinsically motivated to listen to and speak in English. A strong association between L2 listening motivation and speaking motivation was observed. Furthermore, gender, geographical, and disciplinary differences were found in the two kinds of motivation, and overseas experience also affected the learners’ motivation. The results provide insights into L2 learner motivation in specific linguistic domains and yield pedagogical implications for L2 teaching and learning.
The Wageless Life of Creative Workers: Alternative Economic Practices, Commoning and Consumption Work in Cultural Labour
Authors: Alacovska Ana
Published: November 2021

This article argues the importance of considering wageless life and related post-wage regimes of work in the study of creative and cultural labour. Such consideration is necessary to understand how creative workers persevere in their profession, dedicating substantial amounts of time to making art in spite of prolonged precarity and low, irregular or non-existent wages. The article revisits sociological studies of creative work and finds that although such studies have tended to neglect the wageless life of creative workers they have nonetheless implicitly identified a range of alternative economic activities and ‘consumption work’ practices that go beyond wages and formal contractual employment. These activities include everyday strategies for ‘getting by’, such as barter, self-provisioning, commoning, thrift and downshifting. A systematic and sustained focus on wageless life that treats work as deeply enmeshed in everyday life is needed in order to make manifest the hidden politics of contemporary post-waged creative work.
The Expanding Role of the Courts in Educational Policy: The Preschool Remedy and an Adequate Education
Authors: Superfine Benjamin Michael , Goddard Roger D.
Published: November 2021

Background/Context

Over the past half-century, the courts have played an increasingly important role in educational governance and decision-making. However, since the courts began to take such an active role in education, the efficacy and effectiveness of judicial intervention in education remain uncertain. Largely in response to problems that they have persistently faced in education litigation in the past, courts ruling in several recent school finance reform cases have begun to experiment with new types of remedial orders requiring the implementation of particular educational programs or systems of governance. Free preschool for students constitutes the most common of these educational programs recently ordered by courts.

Purpose/Objective/Research Question/Focus of Study

This study examines and analyzes the trend of courts to experiment with new remedial orders requiring the implementation of particular educational programs or systems of governance by analyzing the judicial consideration of preschool programs in two major school finance cases in New Jersey and North Carolina.

Research Design

This study frames its analysis in the legal literature examining the courts’ role in educational policy, the particular legal and historical contexts of school finance reform litigation, and the educational research evaluating the effectiveness of preschool. Using historical case study analysis and methods more traditionally associated with legal analysis, this study analyzes the opportunities and pitfalls of the preschool remedy and the implications for the imposition of other like remedies.

Conclusions

This study concludes that, although the preschool remedy is well designed to respond to some major problems that courts have persistently faced in school finance reform litigation, courts have considered the preschool remedy inconsistently and in an oversimplified fashion that does not reflect nuances in the underlying research on preschool. Moving forward, courts need to find a middle route that allows them to respond to problems they have faced in the past while treating scientific research in a more nuanced fashion.
After the Blackbird Whistles: Listening to Silence in Classrooms
Authors: Schultz Katherine
Published: November 2021

Background/Context

Students spend a large part of their time in schools in silence. However, teachers tend to spend most of their time attending to student talk. Anthropological and linguistic research has contributed to an understanding of silence in particular communities, offering explanations for students’ silence in school. This research raised questions about the silence of marginalized groups of students in classrooms, highlighting teachers’ role in this silencing and drawing on limited meanings of silence. More recently, research on silence has conceptualized silence as a part of a continuum.

Purpose/Objective/Research Question/Focus of Study

The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. I explore the question, How might paying attention to the productivity of student silence and the possibilities it contains add to our understanding of student silence in educational settings? Silence holds multiple meanings for individuals within and across racial, ethnic, and cultural groups. However, in schools, silence is often assigned a limited number of meanings. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence.

Research Design

The article is based on two longitudinal qualitative studies. The first was an ethnographic study of the literacy practices of high school students in a multiracial high school on the West Coast. This study was designed with the goal of learning about adolescents’ literacy practices in and out of school during their final year of high school and in their first few years as high school graduates. The second study documents discourses of race and race relations in a postdesegregated middle school. The goal of this 3-year study was to gather the missing student perspectives on their racialized experiences in school during the desegregation time period.

Conclusions/Recommendations

Understanding the role of silence for the individual and the class as a whole is a complex process that may require new ways of conceptualizing listening. I conclude that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher's practice and changes a teacher's understanding of students’ participation. I suggest that teachers redefine participation in classrooms to include silence.
Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory
Authors: Hadwin Allyson , Oshige Mika
Published: November 2021

Background/Context

Models of self-regulated learning (SRL) have increasingly acknowledged aspects of social context influence in its process; however, great diversity exists in the theoretical positioning of “social” in these models.

Purpose/Objective/Research Question/Focus of Study

The purpose of this review article is to introduce and contrast social aspects across three perspectives: self-regulated learning, coregulated learning, and socially shared regulation of learning.

Research Design

The kind of research design taken in this review paper is an analytic essay. The article contrasts self-regulated, coregulated, and socially shared regulation of learning in terms of theory, operational definition, and research approaches.

Data Collection and Analysis

Chapters and articles were collected through search engines (e.g., EBSCOhost, PsycINFO, PsycARTICLES, ERIC).

Findings/Results

Three different perspectives are summarized: self-regulation, coregulation, and socially shared regulation of learning.

Conclusions/Recommendations

In this article, we contrasted three different perspectives of social in each model, as well as research based on each model. In doing so, the article introduces a language for describing various bodies of work that strive to consider roles of individual and social context in the regulation of learning. We hope to provide a frame for considering multimethodological approaches to study SRL in future research.
Empowering Design-Based Implementation Research: The Need for Infrastructure
Authors: Sabelli Nora , Dede Chris
Published: November 2021

This chapter discusses frameworks and conceptual lenses that help orient design-based implementation research (DBIR) work to the types of infrastructure required for success, while contributing to theories about the processes of educational improvement. Such infrastructures can be conceived as a framework: a set of interconnected elements that facilitate the integrated development of an initiative, provide a continuing narrative for this development, create shared responsibility for its implementation, and facilitate its sustainability. The chapter posits that several types of infrastructure are necessary for successful, sustainable DBIR, including conceptual frameworks that attend to issues of scale, human capacity, technical support, policies, organizational learning, and long-term funding. In addition, the chapter discusses the roles that feedback loops, intermediary organizations, and multiple timescales play in systemic educational improvement, and describes how attention to these different infrastructural needs can lead to sustained improvements and support their evolution over time. The chapter also comments on theoretical and practical advances in social policy that often are not integrated into learning sciences research but are crucial for evolutionary educational improvement, including using organizational learning as a measure of progress, attending to social feedback loops and networks inside and outside of schooling, and utilizing the tools of policy informatics.
Accountability and “Racing to the Top” in New York State: A Report from the Frontlines
Authors: Leonardatos Harry , Zahedi Katie
Published: November 2021

Background & Purpose

This article focuses on the current educational reform movement in New York State resulting from the state's receipt of $700 million in Race to the Top (RTTT) money. Specifically, the article will focus on one aspect of the RTTT requirement, which requires that school districts develop teacher accountability systems that are based in part on test data, i.e., the Annual Professional Performance Review (APPR). We will provide an account of how the New York State Education Department's implementation of RTTT has changed the role of educators, eroded autonomy in publicly controlled schools, promoted a culture of mistrust, diverted funds from the classroom to meet governmental directives, and paved the way for corporate vendors to profit from taxpayer money. Finally, we will examine whether the APPR policy developed to hold teachers accountable using an objective metric is a reliable and valid one.

Research Design

We examine the APPR legislation passed by both the legislative and executive bodies of New York State by focusing on field guidance documents and legislation released by the State Education Department (SED) as well as memos we received from SED. We also review how school districts have decided to implement APPR in their local environment. Finally, articles appearing in the press about the APPR have also been surveyed to ascertain key themes about the question whether teacher effectiveness can be objectively measured by those standards set forth by the SED.

Conclusions

The APPR policy as it is currently implemented is an unreliable tool in measuring teacher performance. Its subjectivity and inconsistent implementation calls into question the core purpose of this reform, i.e. to rid schools of poor performing teachers, while identifying those that are excellent. The implementation of RTTT and APPR has deteriorated the quality of public education in New York State by creating confusion through untested policies, creating a culture of distrust, diverting money from the classroom to for profit vendors, and developing a pedagogical methodology of teaching to the test.
Dialogue across Differences of Position, Perspective, and Identity: Reflective Practice in/on a Student-Faculty Pedagogical Partnership Program
Authors: Cook-Sather Alison
Published: November 2021

Background

Inspired by various conceptualizations of both cultural diversity and cross-role partnership, this discussion challenges the assumption that holds sway in many people's minds: Differences primarily divide us. The context for this argument is a program that pairs undergraduate students and faculty members in semester-long partnerships to explore and revise pedagogical practices.

Purpose

The purpose of this article is to explore how dialogue across differences supported by a student–faculty partnership program can inspire greater openness to and appreciation of differences. The focus is on fostering deeper connection and empathy across student and faculty positions, perspectives, and cultural identities.

Research Design

Through systematically documented reflective practice, I draw on audio-recorded conversations, mid- and end-of-semester feedback, and follow-up interviews with student and faculty participants in the program, as well as on my own reflective notes and less formal communication with participants, to identify the ways in which these faculty and students conceptualize differences as resources for learning.

Findings

Through supporting the demanding work of communicating and collaborating across differences, this program makes it normative for differences to exist and for people in relationships to benefit from them. The student–faculty partnerships evoke deliberate consideration of differences in position, perspective, and identity within collaborative work, which, in turn, generate ongoing critical reflection with the promise of changing higher educational practices.

Conclusions/Recommendations

Higher education needs to create more opportunities for students and faculty to engage in dialogue across various kinds of difference. Suggestions are offered for how to create structures and support within which faculty and students can forge new perspectives that allow them to draw on differences as a uniting rather than a dividing force.
The Role of Attending Center-Based Care for Kindergarten-Aged Children with Disabilities
Authors: Gottfried Michael A.
Published: November 2021

Background/Context

Families have been increasingly utilizing center-based care both during prekindergarten as well as before/after school during kindergarten (CBC-K), and the literature has addressed the relative effectiveness of attending the former on early schooling outcomes. However, missing in the field is an analysis of the efficacy of attending the latter. To compound this, no research has considered how attending CBC-K is associated with early outcomes for children with disabilities.

Purpose/Objective/Research Question/Focus of the Study

There were four research questions: 1. Do kindergarten academic outcomes differ for children with disabilities who did and did not attend CBC-K? 2. Do kindergarten socioemotional outcomes differ for children with disabilities who did and did not attend CBC-K? 3. Do these relationships differ by disability? 4. Do these relationships differ by socioeconomic status (SES)?

Population/Participants/Subjects

This study utilizes data from the newly released Early Childhood Longitudinal Study – Kindergarten Class of 2011, which represents the most contemporary national-level data available to study these research questions.

Research Design

This study examined two sets of outcomes. The first set included reading and math achievement. The second set included socioemotional scales based on both teacher and parent ratings of child behavior. These outcomes were regressed on a measure for having attended CBC-K as well as a wide span of child and family characteristics. Error terms were clustered at the school level to account for nested data.

Findings

The results based on the first and second research questions indicated that for children with disabilities, there was a negative association between attending CBC-K and academic and socioemotional measures compared to not attending CBC-K. As for the third research question, children with emotional or learning/communication disabilities had the largest observed negative association with the set of outcomes from having attended CBC-K (along with children with developmental delays when considering achievement outcomes) compared to children from the same groups who did not attend CBC-K. As for the fourth research question, there was little difference of attending versus not attending CBC-K by SES.

Conclusions/Recommendations

When considering transitions into kindergarten, attending CBC-K certainly appears to have an effect, albeit negative for both children with and without disabilities. Having documented these patterns, this study helped to provide a well-rounded portrait into how center-based care affects outcomes for school-aged children.
Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform
Authors: Jackson Kara , Gibbons Lynsey , Sharpe Charlotte J.
Published: November 2021

Background

Research suggests that teachers’ views of their students’ capabilities matter when attempting to accomplish instructional reform, particularly in settings serving historically marginalized groups of students. However, to date, this issue has received minimal attention in the scholarship and practice of mathematics instructional reform.

Purpose

This study offers a large-scale snapshot of middle-grades teachers’ views of their students’ mathematical capabilities in the context of instructional reform. It contributes to the field's understanding of the learning demands for teachers inherent in achieving a vision of high-quality mathematics instruction and suggests potentially critical foci for professional learning opportunities.

Setting

The study took place in two large urban districts pursuing ambitious reform in middle-grades mathematics.

Participants

Participants included 122 middle-grades mathematics teachers.

Research Design

The study consisted of a qualitative analysis of semistructured interviews conducted with each of 122 teachers regarding their perspectives on the district's reform efforts, including their views of their students’ mathematical capabilities in relation to the reform. Conceptually, we approached our analysis of teachers’ views of their students’ mathematical capabilities by attending to how they framed a common problem of practice—students facing difficulty in mathematics—diagnostically (i.e., how they explained the source of students’ difficulty) and prognostically (i.e., what they described doing to support students facing difficulty). Analysis also focused on patterns in the relations between teachers’ diagnostic and prognostic framings.

Findings

On the whole, most teachers did not view all of their students as capable of participating in rigorous mathematical activity. Most teachers attributed at least some of their students’ difficulty to inherent traits of the students or deficits in their families or communities, and most described lowering the cognitive demand of an activity if they perceived that students were facing difficulty. Moreover, our analysis of the relations between teachers’ diagnostic and prognostic framing revealed that even when teachers explained students’ difficulty in terms of instructional opportunities, thereby taking responsibility for their students’ learning, they did not necessarily respond in ways that would enable students to participate substantially in rigorous mathematical activity.

Conclusions

Findings suggest that a significant challenge in accomplishing ambitious reform entails supporting shifts in how teachers view their students’ capabilities along two dimensions: how teachers explain the source of students’ difficulties in mathematics and how they address such difficulties. Implications for designing professional learning opportunities to support productive shifts in teachers’ views of their students’ capabilities are discussed.
Joining the Dots: The Challenge of Creating Coherent School Improvement
Authors: Robinson Viviane , Bendikson Linda , Mcnaughton Stuart , Wilson Aaron , Zhu Tong
Published: November 2021

Background/Context

Sustained school improvement requires adequate organizational and instructional coherence, yet, in typical high schools, subject department organization, norms of teacher professional autonomy, and involvement in multiple initiatives present powerful obstacles to forging a coherent approach to improvement. This study examines the relationships among coordination, coherence, and improved achievement in five New Zealand high schools voluntarily participating in an initiative to improve the achievement outcomes of underserved student groups.

Purpose

The first purpose of this study is to develop a theoretical framework for describing and evaluating coordination and coherence and to apply it to the implementation of an improvement initiative. The second purpose is to examine the relationship between coherence and longitudinal trends in pass rates on national qualifications.

Research Design

Adjusted odds ratios were used to compare the pass rates of students in the five high schools before and after the intervention. This analysis, conducted independently of the study of school coherence, yielded a group of schools whose pass rates had improved and a second group that had maintained stable pass rates through the course of the intervention. Using case studies written for each of the schools, we systematically compared the schools in each group on degree of coordination in five domains of activity and in overall coherence.

Findings

There were considerable differences in degree of coordination between the two groups in three of the five domains. Improving schools were more tightly coordinated in how they organized to achieve results, in teacher professional learning, and in strategic leadership. Principal capability and willingness to address barriers to improved achievement, which was part of strategic leadership, was markedly greater in the improving than in the maintaining schools. In the remaining two domains, goal-setting and teacher culture, differences were smaller but still in the expected direction. The overall coherence of each improving school was independently evaluated as high, while the maintaining schools were evaluated as low or medium in overall coherence.

Conclusions

We discuss the implications of coordination and coherence for the successful implementation of any school improvement initiative. We argue that, since educational work contains weak cues about the adequacy of the performance of any component activity, we cannot rely on adequate coordination emerging through the interactions of interdependent agents. More emphasis must be given, in coordination theory and improvement practice, to steering such interactions through task design, widely distributed expertise, and strategic leadership.
The Seductive Waltz with the Self in Self-Regulated Learning: Toward Communal Regulation of Learning
Authors: Schechter Chen
Published: November 2021

This article proposes a complementary framework for scholarship on metacognition as well as on self-regulated learning. It is argued that educators’ and researchers’ seductive waltz with the “self” in self-regulated learning (e.g., self-monitoring, self-control) need not be abandoned when conceptualizing and empirically investigating teaching and learning. Rather, self-regulation should be complemented by a more holistic, integrated, and collaborative framework— that of communal-regulated learning—to develop effective learners in today's fast-changing educational scene. This article presents the epistemological premises postulated as upholding the communal nature of learning regulation, while raising conceptual as well as practical questions for its adoption.
The Neighborhood Unit: Schools, Segregation, and the Shaping of the Modern Metropolitan Landscape
Authors: Erickson Ansley T. , Highsmith Andrew R.
Published: November 2021

Background/Context

In the first half of the 20th century, American policy makers at all levels of government, alongside housing and real estate industry figures, crafted mechanisms of racial exclusion that helped to segregate metropolitan residential landscapes. Although educators and historians have recognized the long-term consequences of these policies for the making of educational segregation, they have not yet fully perceived how strongly ideas about public schools mattered in the shaping of these exclusionary practices.

Purpose/Objective/Research Question/Focus of Study

This historical study examines the “neighborhood unit” concept, its origins, and its influence, to illustrate the centrality of schooling in shaping mechanisms of racial segregation. The “neighborhood unit” concept, advocated during the 1920s by planner Clarence Perry before becoming central to local-level planning as well as federal-level housing policy, imagined self-contained communities within cities. Each of the units featured multi-purpose school-community facilities at their literal spatial as well as conceptual center. Perry and the influential cadre of planners who adopted the concept thought it would make metropolitan areas more livable, vibrant, and socially cohesive. But their neighborhood unit idea also encouraged racial segregation, in both schools and residential areas.

Research Design

Sources for this qualitative historical investigation include published and unpublished primary sources from individuals, organizations, and government entities involved in making and using the idea of the neighborhood unit as well as extant historical scholarship.

Conclusions/Recommendations

The history of the neighborhood unit shows that ideas about schools were central in the creation of the modern metropolitan landscape and enduring patterns of racial segregation. This evidence furthers the growing historical interpretation that housing segregation and school segregation operate not as separate terrain, but in deep connection with one another. By acknowledging and incorporating this historical perspective, educators and policy makers can reconceptualize segregation's roots, and perhaps its remedies.
Societal Forces that ERODE Creativity
Authors: Sternberg Robert J. , Kaufman James C.
Published: November 2021

Background/Context

Creativity is an indispensable force in intellectual, social, cultural, and economic development. Yet societal forces conspire to erode it. Educators have despaired for many years over how schools often fail to encourage creativity, but society as a whole is just as guilty. But how do schools and society fail to encourage, or actually even erode, creativity? This essay addresses this question.

Purpose/Objective/Research Question/Focus of Study

The goal of our research was to specify the specific societal forces that erode creativity. We have labeled these forces ERODE: Education, Resources, Opportunities, Diffusion, and Exaggeration. The bottom line is that, although our society claims to want creativity, it most wants it when no one is negatively affected. Because creativity almost always negatively affects some people and groups, society tends to be much more supportive of creativity in theory than in practice. We show why.

Research Design

Our research design is an analysis of the forces in society that erode creativity. We used historical analysis, media analysis, and analysis of educational practice to draw our conclusions.
Troubling Messages: Agency and Learning in the Early Schooling Experiences of Children of Latinx Immigrants
Authors: Adair Jennifer Keys , Colegrove Kiyomi SÁnchez-Suzuki , Mcmanus Molly E.
Published: November 2021

Background/Context

Early childhood education in the United States is currently suspended between the belief that young children learn through dynamic experiences in which they are able to create and experiment, and the belief that young children's emerging literacy and math skills require formal instruction and assessments to ensure future academic success. This balance is difficult because each approach requires different allowances for children's agency.

Purpose/Objective

This study investigates how district administrators, school administrators, pre-K–3 teachers, and bilingual first graders within a school district serving Latinx immigrant families think about the role of agency in early learning.

Setting

Data was collected in Lasso ISD and El Naranjo Elementary School, located on the U.S./Mexico border.

Population/Participants

Lasso ISD is predominantly Latinx with 85% of its population self-identifying as Latinx and experiencing financial stress. Over 35% of children at El Naranjo are labeled as English Language Learners. We interviewed five administrators, nine teachers, and 24 children.

Research Design

The research method used is a variation of multivocal, video-cued ethnography (VCE). Following VCE's pattern of data collection, we made a film of a typical day in a first-grade classroom where children of Latinx immigrants used agency in their learning. The film was used to elicit perspectives on how much control young children of Latinx immigrants should have over their learning in the early years. Focus group data was analyzed comparatively across participant groups and district hierarchies.

Findings

The data reveals an inverse relationship—termed agency diffusion and deficit infusion—between participants’ ideas about the amount of agency students should be afforded in the classroom and the deficit ideas they articulate about children of immigrants and their families. Our findings suggest that even in supportive, academically successful districts, deficit thinking at any level can justify narrow, rote types of instruction that ultimately impact the types of messages young children receive about learning and being a learner.

Conclusions/Recommendations

Pre-service and experienced teachers may need help with discriminatory, deficit attitudes toward the families they serve as well as pedagogical skills to offer more agency to children, in the culturally relevant forms that make sense in the classroom. In developing guidelines and policies at school, district, state, and federal levels, agency should be a necessary component of classrooms considered (and labeled) as high quality. Children's perspectives are important ways to determine whether policies and practices are really effective.
Schools in Transition: Creating a Diverse School Community
Authors: Easton-Brooks Donald , Robinson Derrick , Williams Sheneka M.
Published: November 2021

U.S. public schools are becoming increasingly diverse. By 2025, it is predicted that students of color will make up more than 55% of the school population across the United States. However, teachers and leaders of color make up less than 20% of the education workforce across the country. The Every Student Succeeds Act (ESSA, 2015) establishes a policy goal to increase the number of educators of color. Yet, the policy must go beyond simply increasing the number of educators of color; rather, the policy must assist schools in transitioning and engaging with a new generation of public school students and teachers of color. This study employed a qualitative approach informed by a narrative case study design to explore the challenges schools face in increasing the quantity and quality of racially diverse educators. The researchers examined a school district facing a rapid demographic change over a relatively short period. The findings showed challenges at multiple levels and cultural/racial systematic challenges facing many U.S. public schools. The researchers conclude with recommendations to multiple stakeholders (i.e., public schools, teacher preparation programs, leadership preparation programs) who impact the process of leading schools through the transition into highly diverse communities of learning.