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In early childhood education (ECE) classrooms, teachers navigate practices about how to allow space for students to make sense of new STEM-based ideas. We posit that such pedagogical moves require ample in-the-moment perseverance by the instructor. In this paper, we seek to explore the nature of such instructional perseverance in ECE classrooms and how it manifests when ECE educators are supporting young children to develop their STEM reasoning, with a primary focus on the mathematics discipline in a social justice context. Working with a dataset consisting of four ECE classroom episodes, we employed an analytical framework that captured evidence of instructional perseverance. We found that the instructional perseverance of the ECE teacher was integral to the development of STEM reasoning of her young students. We present an illustrative case that details the instructional perseverance of the ECE teacher and the related STEM reasoning of her students in the context of exploring income variance by race. We argue that teacher education development must address how ECE teachers can plan for and navigate in-the-moment instructional obstacles in order to support young students' STEM reasoning development, which positions students for productive STEM-based outcomes.

This qualitative case study aims to explore the ways in which communities of practice support teacher learning, decision-making, and the purposeful infusion of social justice topics that are important to children within project work. The authors draw from transformative learning theory and critical pedagogy to guide their work in supporting early childhood education teachers in how social justice issues are connected to diversity, equity, advocacy, and liberation. The preliminary findings indicate the ways the communities of practice provided a safe space for the teachers to support one another regarding tensions of practice, and a space to center the knowledge and truth of children when integrating social justice topics in project work.

Despite decades of social change and institutional reform, the academic gender gap continues to exist in many countries around the world and disproportionately affects women with children. Early indicators suggest that COVID-19 will widen this gap and exacerbate issues academic mothers face. In this essay we seek to raise awareness to the challenges and tensions academic mothers in mathematics education face both outside of and during a pandemic. We use existing literature on academic motherhood to make sense of our lived experiences, working to reframe pieces that are so often viewed as deficits to assets for our work in mathematics education. We hope that this will bring visibility to the invisible ways our identities as mothers inform our work as mathematics teacher educators and researchers. We conclude this essay with a call for the university-based mathematics education community to break the silence around the inequities associated with academic motherhood in our field and to shift the discourse from deficits of academic mothers to asset orientated views.

This article describes a multi-year project carried out by a team of early childhood teacher educators to critically inquire about and innovate clinical experiences. As part of our on-going program reflection and evaluation, we gathered data from multiple stakeholders about their perspectives of successful clinical experiences. Simultaneously, we developed and implemented several practices to enhance clinical experiences for multiple stakeholders incorporating collective perspectives. In this article, we illustrate the process and initiatives undertaken to enhance early childhood clinical experiences. We then offer critical reflections including the challenges we faced and new directions for university teacher preparation programs to consider.

This paper critically discusses two London-based "Learning Together" prison university partnerships--Middlesex University with Her Majesty's Prison (HMP) Wandsworth and London South Bank University (LSBU) with HMP Pentonville. The paper documents how students experienced the shared classroom learning approach designed on principles of "transformative pedagogy", and how students interpret their personal development and the knowledge and skills gained as a result. We share the steps taken to bring the learning together pedagogical philosophy to life and use evidence from module evaluation findings and critical reflections to demonstrate the transformations that happen. We interpret our findings through the lens of a transformative ripples model. In addition to exploring personal transformation, the wider transformations that occur within the public institutions at the centre of these collaborations--the prisons and the universities --are discussed. We argue that for prison and university partnerships to be truly effective, they must embed transformative pedagogic practices at their heart, ensuring the "how"we teach is as important, and deliberately considered, as the "what" we teach.

In working with the youngest learners, drawing from their own lived experiences to inform mathematics instruction is a critical piece for engaging with as well as supporting students in mathematizing their world (NAEYC and NCTM 2002, 2010; NCTM 2020). In the interaction described in this article, four-year-old children used mathematics to examine the location of and access to public playgrounds in their community. They collected and recorded data, using the information to advocate for a social justice issue.

Drawing on a larger, cross-institutional study that examines equitable elementary mathematics education, this article reports initial findings related to tensions that emerged for preservice teachers (PSTs) related to trusting students with open-ended, challenging mathematics tasks. Data composed of 194 PSTs' written responses to a survey question. Using methods of qualitative analysis, findings indicate two prominent tensions that emerged for PSTs related to trusting students with open-ended challenging tasks: productive struggle versus unproductive failure and teacher control versus student control. These findings suggest that reform efforts that encourage teachers to implement open-ended, challenging tasks may not come to fruition if underlying issues of (mis)trust teachers may have related to students are not unpacked and addressed.

Virginia spiraea (Spiraea virginiana Britton, Rosaceae) is a putative shade-intolerant, disturbance-adapted, riparian shrub species native to the southern Appalachian Mountains. This species was listed as threatened in 1990, and a federal recovery plan was developed in 1992. Current reassessment of the recovery plan includes proposals for propagation and out-planting to supplement and restore wild populations. Genotypes with greater shade acclimation would likely have higher survival in natural populations, would require less frequent shade-reduction management, and could be integrated into populations that need restoration. In summer 2022, we examined steady-state (maximum light-saturated photosynthetic, dark respiration rates, quantum yield, light compensation point) and dynamic (photosynthetic induction and loss patterns) photosynthetic characteristics, pigment concentrations, and specific leaf mass of cloned propagules from five elements of occurrence along the South Fork of the New River in Ashe County, North Carolina, along an artificial light gradient (100%, 75%, 50%, and 20% of full sun) in a common garden. Data were compared among light treatments using ANOVA or non-parametric tests. Light treatment had significant effects on maximum photosynthesis, dark respiration, specific leaf mass, and light compensation, but not quantum yield, pigment concentrations, or induction and loss times. Some parameters had plasticity similar to that seen in other woody shrubs, while others were less plastic. A surprising finding was that plants performed better under 75% full sunlight suggesting an ability to tolerate, and maybe even a preference for, partial shade in this species. Future studies should examine photosynthetic characteristics of individuals from genetically contrasting source populations. [ABSTRACT FROM AUTHOR]

: Introduction: Achieving optimal HIV outcomes, as measured by global 90‐90‐90 targets, that is awareness of HIV‐positive status, receipt of antiretroviral (ARV) therapy among aware and viral load (VL) suppression among those on ARVs, respectively, is critical. However, few data from sub‐Saharan Africa (SSA) are available on older people (50+) living with HIV (OPLWH). We examined 90‐90‐90 progress by age, 15–49 (as a comparison) and 50+ years, with further analyses among 50+ (55–59, 60–64, 65+ vs. 50–54), in 13 countries (Cameroon, Cote d'Ivoire, Eswatini, Ethiopia, Kenya, Lesotho, Malawi, Namibia, Rwanda, Tanzania, Uganda, Zambia and Zimbabwe). Methods: Using data from nationally representative Population‐based HIV Impact Assessments, conducted between 2015and 2019, participants from randomly selected households provided demographic and clinical information and whole blood specimens for HIV serology, VL and ARV testing. Survey weighted outcomes were estimated for 90‐90‐90 targets. Country‐specific Poisson regression models examined 90‐90‐90 variation among OPLWH age strata. Results: Analyses included 24,826 HIV‐positive individuals (15–49 years: 20,170; 50+ years: 4656). The first, second and third 90 outcomes were achieved in 1, 10 and 5 countries, respectively, by those aged 15–49, while OPLWH achieved outcomes in 3, 13 and 12 countries, respectively. Among those aged 15–49, women were more likely to achieve 90‐90‐90 targets than men; however, among OPLWH, men were more likely to achieve first and third 90 targets than women, with second 90 achievement being equivalent. Country‐specific 90‐90‐90 regression models among OPLWH demonstrated minimal variation by age stratum across 13 countries. Among OLPWH, no first 90 target differences were noted by age strata; three countries varied in the second 90 by older age strata but not in a consistent direction; one country showed higher achievement of the third 90 in an older age stratum. Conclusions: While OPLWH in these 13 countries were slightly more likely than younger people to be aware of their HIV‐positive status (first 90), this target was not achieved in most countries. However, OPLWH achieved treatment (second 90) and VL suppression (third 90) targets in more countries than PLWH, INTRODUCTION Persons living with HIV (PLWH), including those in low‐ and middle‐income countries, have experienced extended life expectancies due to the success of antiretroviral (ARV) therapies [1]. In 2014, the [...]

: Introduction: Population‐based biomarker surveys are the gold standard for estimating HIV prevalence but are susceptible to substantial non‐participation (up to 30%). Analytical missing data methods, including inverse‐probability weighting (IPW) and multiple imputation (MI), are biased when data are missing‐not‐at‐random, for example when people living with HIV more frequently decline participation. Heckman‐type selection models can, under certain assumptions, recover unbiased prevalence estimates in such scenarios. Methods: We pooled data from 142,706 participants aged 15–49 years from nationally representative cross‐sectional Population‐based HIV Impact Assessments in seven countries in sub‐Saharan Africa, conducted between 2015 and 2018 in Tanzania, Uganda, Malawi, Zambia, Zimbabwe, Lesotho and Eswatini. We compared sex‐stratified HIV prevalence estimates from unadjusted, IPW, MI and selection models, controlling for household and individual‐level predictors of non‐participation, and assessed the sensitivity of selection models to the copula function specifying the correlation between study participation and HIV status. Results: In total, 84.1% of participants provided a blood sample to determine HIV serostatus (range: 76% in Malawi to 95% in Uganda). HIV prevalence estimates from selection models diverged from IPW and MI models by up to 5% in Lesotho, without substantial precision loss. In Tanzania, the IPW model yielded lower HIV prevalence estimates among males than the best‐fitting copula selection model (3.8% vs. 7.9%). Conclusions: We demonstrate how HIV prevalence estimates from selection models can differ from those obtained under missing‐at‐random assumptions. Further benefits include exploration of plausible relationships between participation and outcome. While selection models require additional assumptions and careful specification, they are an important tool for triangulating prevalence estimates in surveys with substantial missing data due to non‐participation., INTRODUCTION Accurate HIV prevalence estimates are crucial for monitoring HIV disease burden and guiding testing and clinical management. However, population‐based HIV biomarker surveys, the gold standard for estimating HIV prevalence, [...]

Integrating STEM (science, technology, engineering, and mathematics) in authentic ways is often overlooked in early childhood spaces, despite young children having the ability to engage with the world around them through STEM practices. This piece showcases the work of children in a prekindergarten classroom as they explored an integrated STEM unit centering around the construction of a treehouse on their playground. Through the careful connection to content and standards in science, engineering, and mathematics, along with the integration of developmentally appropriate uses of technology, children learned about and constructed a treehouse on their school playground. Family and community partnerships also contributed to this work. We highlight the various phases of the project, associated standards, and tasks that children engaged with to help demonstrate the propensity of our youngest learners to authentically engage with STEM tasks. [ABSTRACT FROM AUTHOR]

This study explored how developmentally appropriate practices influenced the affordances of a multitouch surface in an early childhood classroom. Children, ages 4 to 5 years old, were videotaped while engaged in a storymaking application on a multitouch table. As a result of the study, we found that some challenges with the functionality undermined children's autonomous control. The researchers observed numerous instances of issues with control of the medium, including height of the table, sensitivity to multiple types of touch, and limited instructions and prompts. Implications for future research and practice are discussed.

This qualitative case study aims to explore the ways in which communities of practice support teacher learning, decision-making, and the purposeful infusion of social justice topics that are important to children within project work. The authors draw from transformative learning theory and critical pedagogy to guide their work in supporting early childhood education teachers in how social justice issues are connected to diversity, equity, advocacy, and liberation. The preliminary findings indicate the ways the communities of practice provided a safe space for the teachers to support one another regarding tensions of practice, and a space to center the knowledge and truth of children when integrating social justice topics in project work. [ABSTRACT FROM AUTHOR]

This article describes a collaborative self-study of seven early career mathematics teacher educators. Our collective group sought to improve our practice in, and enhance transparency around, supporting prospective teachers as they engaged in equity-based mathematics pedagogies. The collaboration evolved into a critical friendship and provided a space to study, reflect and supportively challenge our practices. We found that self-study methodology matched our motivation to improve our practice as teacher educators, while recognizing the contexts of our other professional and institutional obligations and upholding our own values. We draw upon a traffic roundabout as a metaphor for our experience in self-study, noting the ways it provided professional learning and moved our work with prospective teachers forward. [ABSTRACT FROM AUTHOR]

Treating young adults (18–25 year olds) as a distinct group within the criminal justice system is receiving growing support. This article asks three specific questions. Should specialist young adult courts be introduced so that young age and developing maturity are considered with more consistency across court sentencing; should social background factors be taken into account when appraising culpability and have the 2019 'sentencing guidelines' that give judicial direction for sentence mitigation gone far enough? The article argues significant gains in sentencing policy have been made, but a specialist young adult court model would ensure a dedicated response to this age group and would foster a shared courts working culture that pursues the common goals of rehabilitation and social pedagogic interventions. [ABSTRACT FROM AUTHOR]

Abstract This paper presents two collaborative programs at a small academic library that leverage the insights, engagement, and interests of our most important asset: our staff. Two new library committees, [...]