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In mathematics education, researchers often contrast conceptual and procedural teaching approaches, although labels and conceptualizations often vary across studies. Prior research has extensively examined empirical relationships between the two teaching approaches and mathematics achievement. In our study, we aimed to extend this research by exploring whether one teaching approach moderates the relationship between the other teaching approach and algebra achievement. Specifically, we investigated whether the relationship between one teaching approach and algebra achievement differs depending on the degree to which the other teaching approach is implemented. We used data from the High School Longitudinal Study (HSLS:2009) that was conducted in the USA. In our study, procedural teaching was measured as the amount of emphasis that teachers placed on objectives related to procedures and computational skills, whereas conceptual teaching was measured as the amount of emphasis that teachers placed on objectives related to understanding, application, and motivation. Hierarchical linear modeling (HLM) was used to analyze the data, thus accounting for clustering of students within classes and classes within teachers. We found a statistically non-significant interaction effect. This result suggests that the association between one teaching approach and algebra achievement is similar across the degrees of the other teaching approach. Furthermore, we found a statistically significant association between conceptual teaching and algebra achievement. Specifically, conceptual teaching was positively related to algebra achievement. For procedural teaching, we found a statistically non-significant association. Hence, we did not find evidence that procedural teaching is related to algebra achievement.

The purpose of this study was to explore how university researcher professional development design decisions built and sustained K-8 partnerships which foregrounded mathematics in integrated STEM via model-eliciting activities (MEAs). We applied a self-study methodology to facilitate a longitudinal examination of our practice in this multi-year project. We used the Decision-Making Protocol for Mathematics Coaching to understand our collaboration with division stakeholders as they worked toward integrating MEAs with district curriculum and pacing. Analysis of professional development artifacts, evidence of scholarship, and researcher memos revealed four recalibration points driven by district initiatives and leadership changes. Coaching with MEAs created opportunities for equitable student engagement and formative assessment. Implications for designing professional development that emphasizes explicit connections between the constraints of mathematics curriculum and the possibilities of teaching and learning through STEM integration are presented.

Mathematics specialists support the teaching and learning of K-12 mathematics and attend to school-based responsibilities and needs. This study examined the shifts in responsibilities of mathematics specialists during the COVID-19 pandemic to better-understand their current and potential future influence on mathematics teaching. An online survey was administered nationally to reveal how school-based mathematics specialists adapted their responsibilities in response to the changing school conditions. Responses from school-based mathematics specialists were analyzed using a mixed methods approach to capture self-reported shifts in responsibilities, as well as challenges and opportunities. Findings indicate that the school-based mathematics specialists were able to rapidly reprioritize their responsibilities in response to both teachers' professional learning and instructional needs. These findings illuminate the importance of mathematics specialists as school-based leaders who must continually navigate relationships and apply leadership knowledge and skills in novel ways to support shifts in mathematics teaching and learning.

To encourage growth in instructional practice, the authors describe various formats, plans, and scheduling options for mathematics coaches and other stakeholders to consider when determining effective ways to enhance the teaching and learning of mathematics.

For the past forty years, United States school districts have increasingly hired mathematics specialists to support the teaching and learning of mathematics. Despite the prevalence of this professional development structure, this is a relatively new research topic for the mathematics education field. In this paper, we report findings from an exploration of literature between 1981 and 2018 to examine the role of mathematics specialists (MSs). In particular, we examine: (1) MS positioning across research; (2) historical trends of school-based MS research; and (3) orientations of school-based MSs within research. Using the McGatha and Rigelman framework as an analytic lens, we found that beyond the positions identified in their framework (coach, intervention specialist, teacher), there were four additional MS positionings within the research (learner, other p-12 stakeholder, university stakeholder, unknown). Ultimately, we forward an expansion to the McGatha and Rigelman framework to include these new categories, as well as contextual descriptions and working definitions to support future research in more accurately and robustly capturing the ways in which MSs are investigated and reported on in research.

Aims: Pilot studies indicate that immunoadsorption with subsequent IgG substitution (IA/IgG) induces beneficial effects in patients with dilated cardiomyopathy (DCM) and heart failure. This placebo‐controlled study investigates whether IA/IgG treatment enhances left ventricular (LV) systolic function as compared to a control group receiving pseudo‐treatment. Methods: This multicentre, randomized, double‐blind, parallel‐group trial aims to include 200 patients with heart failure due to DCM (LV ejection fraction [LVEF] <40%) on optimized guideline‐directed heart failure medication. Participants are randomly assigned in a 1:1 ratio to IA/IgG using protein‐A columns, or to pseudo‐immunoadsorption followed by an intravenous infusion without IgG. Follow‐up visits take place by telephone after 1 and 3 months and at the study centres after 6, 12 and 24 months. The primary efficacy endpoint is the change in LVEF from baseline to 6 months determined by contrast echocardiography, analysed at a core lab. In addition, LV end‐diastolic and end‐systolic volumes will be analysed as secondary endpoints over the entire study period to assess whether IA/IgG affects LV remodelling. As main secondary outcome, a composite of all‐cause death, cardiac resuscitation, hospitalization for heart failure, and need for cardiac surgery to improve myocardial pump function will be evaluated after 24 months. In addition, exploratory outcomes as well as safety endpoints related to the treatment will be assessed throughout the whole study period. Conclusion: IASO‐DCM is a randomized study which will provide comprehensive insights into the effects of immunoadsorption with subsequent IgG substitution in patients with DCM. [ABSTRACT FROM AUTHOR]

This article attends to the emotional resonances of ‘stuckedness’ and (in)voluntary return as experienced by Nicaraguan migrants stranded in Spain during the COVID-19 pandemic. Feeling both figuratively and literally trapped in a context of cascading lockdowns, border closures, and travel restrictions, many viewed Spain’s Assisted Voluntary Return and Reintegration (AVRR) programme as offering a choice to ‘freely’ depart Spain – a way to simultaneously leave their distressing circumstances behind while returning to the comfort of ‘home’ and family. Building on recent literature that challenges the basis for participation in such programmes as founded on free, voluntary, and individual decisions, this article contends that, for some, the act of ‘choosing’ to return generates a profound and unexpected emotional response. In the case of a Nicaraguan migrant woman explored in detail here, the execution of said return activates feelings of relief, euphoria, and hope, as well as a renewed sense of self. Nevertheless, her response is temporally and geographically contingent, as returning to Nicaragua via AVRR does not necessarily diminish her desire to remigrate or render her less ‘stuck’. The empirical material that informs this paper was collected through digital ethnography and in-person encounters in both Spain and Nicaragua between 2020 and 2021. [ABSTRACT FROM AUTHOR]

Despite perfunctory characterisation of Canada's Seasonal Agricultural Worker Program (SAWP) as a 'triple win', scholars and activists have long admonished its lack of government oversight, disrespect for migrant rights and indentureship of foreign workers. This article contends that the SAWP is predicated upon naturalised, deeply engrained and degrading beliefs that devalue Black lives and labour. Based on twenty months' ethnographic fieldwork in the Okanagan Valley, British Columbia, Canada, it reveals the extent to which anti-Black racism permeates, organises and frustrates workers' lives on farms and in local communities. It situates such experiences, which workers characterise as 'prison life', in the context of anti-Black immigration policy and the workings of racial capitalism. This ethnography of Caribbean migrants not only adds perspective to scholarship hitherto focused on the experiences of Latino workers, but it also reinforces critical work on anti-Black racism in contemporary Canada. [ABSTRACT FROM AUTHOR]

Introduction: The opioid syndemic presents a critical need for effective interprofessional training in health care, especially in behavioral health disciplines. Addressing this need, the Interdisciplinary Training Academy for Integrated Substance/Opioid Use Disorder Prevention and Health care (ITA) was developed to provide adaptable educational experiences for emerging behavioral health professionals. This study, reflecting years 2020–2023, explored the experiences and perspectives of ITA fellows regarding interprofessional collaboration and opioid workforce development, focusing on how these elements are integrated. Method: After conducting focus groups, we employed applied thematic analysis to qualitatively analyze the experiences of ITA fellows (11 women and six men; 41% Hispanic/Latino and 59% White; 14 Master of Social Work students and three psychology postdoctoral fellows). This method allowed for a detailed exploration of their perceptions and the nuances of their learning process within the context of opioid workforce development. Results: The findings indicated that fellows' learning processes were adaptive, evolving over time to meet their changing needs. Initially, fellows faced challenges related to role clarity and process understanding. However, they reported significant professional growth as the program progressed, highlighting the effectiveness of the ITA's interprofessional approach in a remote learning setting. Discussion: The study emphasizes the need for ongoing research to identify and overcome barriers to effective interprofessional collaboration. The results contribute insights into the role of remote field education in preparing future health care professionals to address complex health crises effectively. Public Significance Statement: This study highlights the importance of interprofessional training in preparing health care professionals to address the opioid crisis. Findings emphasize the need for continued efforts to improve health care collaboration in substance use disorder care. [ABSTRACT FROM AUTHOR]