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Purpose: A scoping review of randomized controlled trials (RCTs) of parenting and family-based interventions that aim to reduce severe and persistent conduct problems among 10–17 year-olds. The review also examined feasibility for conducting a network meta-analysis of common therapy elements measured by RCTs. Materials and methods: The review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA- ScR). Searches were conducted in ERIC, PsycINFO, and MEDLINE without limits on publication year, language or publication country. Study methodological quality was assessed using the Joanna Briggs Institute (JBI) Critical Appraisal Checklist for RCTs. Results: Twenty-five eligible RCTs were identified. The studies trialed nine interventions, with Multisystemic Therapy (MST) being the most evaluated (N = 10), followed by Functional Family Therapy (FFT, N = 4), and Treatment Foster Care Oregon (TFCO, N = 3). Only 10 of the 25 RCTs revealed treatment effect on conduct problems, including 6 of 9 MST, 1 of 4 FFT and all 3 TFCO trials. Discussion: Surprisingly few RCTs of parenting and family-based interventions have been carried out exclusively with this population. Available data suggests that MST and FFT have uncertain effectiveness for reducing severe and persistent conduct problems. While the quality of the reviewed studies was generally high, only two reported substantive data on common therapy elements. Conclusion: There is need for more RCTs of parenting and family-based interventions delivered for older children and adolescents with severe and persistent conduct problems. Future RCTs should systematically measure common therapy elements with a view to advancing intervention science. [ABSTRACT FROM AUTHOR]

Background: Lung cancer diagnosis, staging and treatment may be enhanced by multidisciplinary participation and presentation in multidisciplinary meetings (MDM). We performed a systematic review and meta-analysis to explore literature evidence of clinical impacts of MDM exposure. Methods: A study protocol was registered (PROSPERO identifier CRD42021258069). Randomised controlled trials and observational cohort studies including adults with nonsmall cell lung cancer and who underwent MDM review, compared to no MDM, were included. MEDLINE, CENTRAL, Embase and ClinicalTrials.gov were searched on 31 May 2021. Studies were screened and extracted by two reviewers. Outcomes included time to diagnosis and treatment, histological confirmation, receipt of treatments, clinical trial participation, survival and quality of life. Risk of bias was assessed using the ROBINS-I (Risk of Bias in Non-randomised Studies – of Interventions) tool. Results: 2947 citations were identified, and 20 studies were included. MDM presentation significantly increased histological confirmation of diagnosis (OR 3.01, 95% CI 2.30–3.95; p<0.00001) and availability of clinical staging (OR 2.55, 95% CI 1.43–4.56; p=0.002). MDM presentation significantly increased likelihood of receipt of surgery (OR 2.01, 95% CI 1.29–3.12; p=0.002) and reduced the likelihood of receiving no active treatment (OR 0.32, 95% CI 0.21–0.50; p=0.01). MDM presentation was protective of both 1-year survival (OR 3.23, 95% CI 2.85–3.68; p<0.00001) and overall survival (hazard ratio 0.63, 95% CI 0.55–0.72; p<0.00001). Discussion: MDM presentation was associated with increased likelihood of histological confirmation of diagnosis, documentation of clinical staging and receipt of surgery. Overall and 1-year survival was better in those presented to an MDM, although there was some clinical heterogeneity in participants and interventions delivered. Further research is required to determine the optimal method of MDM presentation, and address barriers to presentation. [ABSTRACT FROM AUTHOR]

Place-based initiatives, such as the federal Promise Neighborhoods grant, attempt to coordinate interventions, supports, and services with a myriad of organizations to targeted communities. Although Institutions of Higher Education (IHEs), inclusive of academic medical institutions, are among the most overall researched anchor institution, Non-Institutions of Higher Education (NIHEs) have led more Promise Neighborhood grants since the inception of the program in 2010. Therefore, this study compared the revitalization efforts proposed by IHEs (n = 5) and NIHE (n = 5) in their applications for Promise Neighborhoods grants awarded between 2016 and 2018. Although similarities existed within and across the applications from NIHEs and IHEs, namely focused on improving academics and health/wellness, the specific interventions, supports, and services proposed by each lead institution largely reflected the individual needs of the targeted communities. The findings from this study illustrate how IHEs and NIHEs are similarly positioned to effectuate change within their communities. Implementing place-based initiatives requires anchor institutions to allocate considerable time and resources in order to adapt to the current needs of the community in real time. Therefore, future lead agents of Promise Neighborhoods should seek to promote an environment that fosters on-going collaboration and mutual trust across and within multiple stakeholders, while also exploring sustainability efforts to extend gains made beyond the duration of the grant. [ABSTRACT FROM AUTHOR]

This study describes an information/digital literacy project that was conducted with kindergarten and second-grade students and teachers at a university-assisted school. The study centered on the I-LEARN model—a learning model that blends research and theory from information science and instructional systems design—and investigated how the model could be used to support information-rich learning at the school; the dimensions of digital literacy that were most salient for the teachers and students; and how information/digital literacies can be taught in this setting. The data revealed that each teacher's approach to the project, their assumptions about their students' background with technology and research, and their own knowledge about information/digital literacies had significant effects on their students' learning outcomes. [ABSTRACT FROM AUTHOR]

Critical literacy is an appropriate learning outcome for social studies courses because it has the potential to teach students how to critically evaluate sources of information relevant to historical texts and current news media. The purpose of this qualitative case study is to examine the process through which students learned to apply critical literacy strategies while completing an end-of-unit research project in tenth grade AP world history. This study looks as student and teacher interviews to examine how students use critical literacy approaches and perspectives to analyze texts. As a result of this study it was determined that: (1) students at the elite private school had limited experience with source evaluation and critical literacy prior to this research project, (2) critical literacy served as an effective evaluation tool for reliability and bias for some students, (3) certain students experienced challenges in using critical literacy as an evaluation tool, and (4) students believed that critical literacy would benefit them personally and academically. Results include implications for instructors who wish to teach critical literacy and source evaluation in this information age. [ABSTRACT FROM AUTHOR]

The authors analyzed the multimodal presentation of one student in a seventh‐grade social studies class situated in an urban charter school in the Northeastern United States. The student researched a specific problem that existed in his community and located solutions using web‐based sources. The authors analyzed the student's classwork, focus group interview, and final project using Gee's critical discourse analysis approach to examine the use of language tasks. The student used text, design, visual art, and music to build relationships, identity, meaning, and purpose. The findings revealed that the project supported his development of agency, technology use, and multimodal literacies as he purposefully and meaningfully communicated with his audience about the issue of gun violence that impacted his community. [ABSTRACT FROM AUTHOR]

The article reports that findings from a collaborative practitioner inquiry project that investigated student learning in three asynchronous, online teacher education courses about issues of diversity that explored the following question. It presents information on determination of multicultural education as a process of comprehensive school reform and basic education for all students, challenges and accepts and affirms the pluralism that students, their communities, and teachers reflect.

This case study, part of a larger qualitative research project, involved 24 kindergarteners and their teacher in the design, development, and evaluation of a research project built around the I-LEARN model (Neuman, Learning in information-rich environments: I-LEARN and the construction of knowledge in the 21st Century. Springer, New York, 2011b). I-LEARN is a six-step learning model (Identify, Locate, Evaluate, Apply, Reflect and kNow) designed to guide research for twenty first-century learning. The objectives of the study were both to improve the digital and information literacies of the participants and to validate the I-LEARN model for use in an early childhood classroom. The findings have implications for information literacy, digital literacy, and developmentally appropriate practices. [ABSTRACT FROM AUTHOR]

The article discusses the pilot study Project Literacy for Immigrant Family Engagement (LIFE) in Philadelphia, Pennsylvania which aims to investigate the help of technology in the digital knowledge development of immigrant parents and the involvement in the early literacy practice of their children at home. Topics mentioned include the family literacy which possess "Funds of Knowledge" concept, the two-generation model that provides parent and child learning, and the overview of the project.

This manuscript provides an overview of the findings of an ongoing qualitative exploratory study that examined how preservice and inservice teachers in two different online education courses (ED 600 and ED 500) developed an understanding of the multifaceted issues that affect diverse learners. The study also investigated the instructors' reflections about their courses through their individual journals. An analysis of the study participants' Discussion Board posts and interactions online revealed how the Discussion Board forum was used as a critical, reflective space for participants' to engage in self-reflection and to exchange and challenge one another's ideas. The journals also revealed the instructors' overall aspirations for the course, and their role in cultivating an online community in their courses. [ABSTRACT FROM AUTHOR]

The article discusses the findings of a qualitative study that examined the socialization experiences of eight teachers of color who taught in two predominantly European-American suburban high schools in the Northeast region of the U.S. Two particular dimensions of multicultural education that inform the study are suggested that include transforming school culture and identity formation. The study also investigated how the experiences of the teachers illuminate issues of identity, isolation, and scrutiny that they encountered in their schools.