Search

Your search keyword '"Smith, Kevin"' showing total 11,442 results
Start Over Author "Smith, Kevin"

Refine your results

more »

more »

more »

more »

more »

more »

more »
11,442 results on '"Smith, Kevin"'

251. Development of a Multiparent Population for Genetic Mapping and Allele Discovery in Six-Row Barley

Author

Hemshrot, Alex, Poets, Ana M, Tyagi, Priyanka, Lei, Li, Carter, Corey K, Hirsch, Candice N, Li, Lin, Brown-Guedira, Gina, Morrell, Peter L, Muehlbauer, Gary J, and Smith, Kevin P

Subjects
Biological Sciences, Genetics, Biotechnology, Human Genome, Alleles, Chromosome Mapping, Crosses, Genetic, Edible Grain, Genetic Linkage, Genome-Wide Association Study, Genotype, Haplotypes, Hordeum, Phenotype, Polymorphism, Single Nucleotide, Quantitative Trait Loci, barley, multiparent mapping population, QTL, flowering time, NAM, multiparent advanced generation intercross, multiparental populations, MPP, multiparent advanced generation intercross (MAGIC), multiparental populations, MPP, Developmental Biology, Biochemistry and cell biology
Abstract

Germplasm collections hold valuable allelic diversity for crop improvement and genetic mapping of complex traits. To gain access to the genetic diversity within the USDA National Small Grain Collection (NSGC), we developed the Barley Recombinant Inbred Diverse Germplasm Population (BRIDG6), a six-row spring barley multiparent population (MPP) with 88 cultivated accessions crossed to a common parent (Rasmusson). The parents were randomly selected from a core subset of the NSGC that represents the genetic diversity of landrace and breeding accessions. In total, we generated 6160 F5 recombinant inbred lines (RILs), with an average of 69 and a range of 37-168 RILs per family, that were genotyped with 7773 SNPs, with an average of 3889 SNPs segregating per family. We detected 23 quantitative trait loci (QTL) associated with flowering time with five QTL found coincident with previously described flowering time genes. A major QTL was detected near the flowering time gene, HvPpd-H1 which affects photoperiod. Haplotype-based analysis of HvPpd-H1 identified private alleles to families of Asian origin conferring both positive and negative effects, providing the first observation of flowering time-related alleles private to Asian accessions. We evaluated several subsampling strategies to determine the effect of sample size on the power of QTL detection, and found that, for flowering time in barley, a sample size >50 families or 3000 individuals results in the highest power for QTL detection. This MPP will be useful for uncovering large and small effect QTL for traits of interest, and identifying and utilizing valuable alleles from the NSGC for barley improvement.

Published
2019

252. The Northern Route for Human dispersal in Central and Northeast Asia: New evidence from the site of Tolbor-16, Mongolia.

Author

Zwyns, Nicolas, Paine, Cleantha H, Tsedendorj, Bolorbat, Talamo, Sahra, Fitzsimmons, Kathryn E, Gantumur, Angaragdulguun, Guunii, Lkhundev, Davakhuu, Odsuren, Flas, Damien, Dogandžić, Tamara, Doerschner, Nina, Welker, Frido, Gillam, J Christopher, Noyer, Joshua B, Bakhtiary, Roshanne S, Allshouse, Aurora F, Smith, Kevin N, Khatsenovich, Arina M, Rybin, Evgeny P, Byambaa, Gunchinsuren, and Hublin, Jean-Jacques

Abstract

The fossil record suggests that at least two major human dispersals occurred across the Eurasian steppe during the Late Pleistocene. Neanderthals and Modern Humans moved eastward into Central Asia, a region intermittently occupied by the enigmatic Denisovans. Genetic data indicates that the Denisovans interbred with Neanderthals near the Altai Mountains (South Siberia) but where and when they met H. sapiens is yet to be determined. Here we present archaeological evidence that document the timing and environmental context of a third long-distance population movement in Central Asia, during a temperate climatic event around 45,000 years ago. The early occurrence of the Initial Upper Palaeolithic, a techno-complex whose sudden appearance coincides with the first occurrence of H. sapiens in the Eurasian steppes, establishes an essential archaeological link between the Siberian Altai and Northwestern China . Such connection between regions provides empirical ground to discuss contacts between local and exogenous populations in Central and Northeast Asia during the Late Pleistocene.

Published
2019

253. Near-field infrared spectroscopy of monolayer MnPS3

Author

Neal, Sabine N, Kim, Heung-Sik, Smith, Kevin A, Haglund, Amanda V, Mandrus, David G, Bechtel, Hans A, Carr, G Lawrence, Haule, Kristjan, Vanderbilt, David, and Musfeldt, Janice L

Subjects
Physical Sciences, Chemical Sciences, Engineering, Fluids & Plasmas
Abstract

We measured the near-field infrared response of MnPS3 in bulk, few-, and single-layer form and compared our findings with traditional far-field vibrational spectroscopies, a symmetry analysis, and first-principles lattice dynamics calculations. Trends in the Bu mode near 450cm-1 are striking, with the disappearance of this structure in the thinnest sheets. Combined with the amplified response of the activated Ag mode and analysis of the Au+Bu features, we find that symmetry is unexpectedly increased in few- and single-sheet MnPS3 due to a restoration of the threefold axes of rotation. Monoclinicity in this system is therefore a consequence of the long-range stacking pattern and temperature rather than local structure.

Published
2019

255. Design for tempo: Aviation - mobility and lethality for deployable forces (Part 3 in a 4 part series)

Author

Bodelson, Patrick J., Col and Smith, Kevin B., Capt

Subjects
ARMY - United States - Organization, MILITARY ART AND SCIENCE, MOBILITY, MANEUVER WARFARE
Abstract

illus chart bibliog, Part 1: (Mar-Apr 1991): p2-16; part 2: Aviation as a maneuver arm (Jul-Aug 1991): p2-11; part 3: Aviation - mobility and lethality for deployable forces (Sep-Oct 1991): p2-12; part 4: Army aviation and the counterfire mission (Jan-Feb 1992): p14-19

Published
1991

256. Design for tempo (Part 1 in a 4 part series)

Author

Bodelson, Patrick J., Col and Smith, Kevin B., Capt

Subjects
ARMY - United States - Organization, ARMY AVIATION - United States
Abstract

illus chart, Part 1: (Mar-Apr 1991): p2-16; part 2: Aviation as a maneuver arm (Jul-Aug 1991): p2-11; part 3: Aviation - mobility and lethality for deployable forces (Sep-Oct 1991): p2-12; part 4: Army aviation and the counterfire mission (Jan-Feb 1992): p14-19

Published
1991

261. Moral disruption by maneuver

Author

Smith, Kevin B., Capt

Subjects
MORALE, WAR - Psychological Aspects, MANEUVER WARFARE
Abstract

illus bibliog

Published
1990

269. Introduction

Author

Beauchamp, Gary, primary, Adams, Dylan, additional, and Smith, Kevin, additional

Published
2022
Full Text
View/download PDF

273. Opening of Tavantolgoi--Gashuunsukhait line heralds new era for railways in Mongolia

Author

Smith, Kevin

Subjects
BCG vaccines, BCG, Railroads -- International economic relations, Coal, Business, Transportation industry
Abstract

Mongolia celebrated the opening of a new railway from its mineral-rich Tavantolgoi region to the Chinese border last month. Kevin Smith examines the ups and downs of this much-delayed project [...]

Published
2022

274. Kuala Lumpur continues congestion crusade

Author

Smith, Kevin

Subjects
Light rail transit, Business, Transportation industry
Abstract

The first phase of Kuala Lumpur's second heavy metro line entered service in June. Kevin Smith speaks with Bassam Mansour, the independent consultant engineer project director for MRT-2. about how [...]

Published
2022

275. A fresh start: Lobito corridor concessionaire targets growth

Author

Smith, Kevin

Subjects
Economic growth, Company growth, Business, Transportation industry
Abstract

Angola has appointed a private concessionaire to operate and maintain the 1344km Lobito corridor, a 1067mm-gauge railway which runs from the border with the Democratic Republic of Congo to the [...]

Published
2022

276. Educator Outcomes Associated with Implementation of Mississippi's K-3 Early Literacy Professional Development Initiative. REL 2017-270

Author

Regional Educational Laboratory Southeast (ED), Florida State University, Florida Center for Reading Research, National Center for Education Evaluation and Regional Assistance (ED), Folsom, Jessica Sidler, Smith, Kevin G., Burk, Kymyona, and Oakley, Nathan

Abstract

Substantial research points to the importance of developing strong early literacy skills. However, according to the National Assessment of Educational Progress, between 2007 and 2013, no more than 55 percent of Mississippi grade 4 students were reading at or above the proficiency level that demonstrates solid academic performance for the grade assessed. This was of serious concern to educators and policymakers in Mississippi. Thus, in April 2013, Mississippi's Literacy-Based Promotion Act was signed into law with the goal of having every student read at or above grade level by the end of grade 3. In response to the act, in January of 2014 the Mississippi Department of Education began providing early literacy professional development to all K-3 educators using the Language Essentials for Teaching Reading and Spelling program. Participants received the professional development content across eight modules split into two phases. Each phase included six weeks of online coursework and three days of face-to-face workshops. Typically, educators completed one phase per academic year. Content ranged from learning the foundations of language and reading to teaching comprehension strategies and writing instruction. At the same time as the professional development, the department provided state literacy coaches to target schools (those most in need based on the percentage of students in the lowest two achievement levels on the statewide literacy assessment). The state literacy coaches spent an average of two to three days per week in each school they served. In response to a request from the Mississippi Department of Education, the Regional Educational Laboratory (REL) Southeast developed two tools to support the department: the Teacher Knowledge of Early Literacy Skills (TKELS) survey and the Coach's Classroom Observation Tool (CCOT). The Mississippi Department of Education invited all educators of students in kindergarten to grade 3 to complete the TKELS survey at four times between spring 2014 and fall 2015: spring 2014, fall 2014, spring 2015, and fall 2015. State literacy coaches observed classroom instruction in the target schools using the CCOT four times between winter 2014 and spring 2015: winter 2014, spring 2014, fall 2014, and spring 2015. The study team used the results to investigate changes in teacher knowledge and in ratings of quality of early literacy skills instruction, student engagement in early literacy instruction, and teaching competencies as well as the relationship between changes and educators' progress in the Language Essentials for Teaching Reading and Spelling professional development program. This study presents the results of a systematic investigation of change in educators' knowledge and classroom practices--the targeted areas for change associated with the professional development program that the Mississippi Department of Education used. The four main findings of the study were: (1) Between spring 2014 and fall 2015 average teacher knowledge of early literacy skills increased from 49.56 on the Teacher Knowledge of Early Literacy Skills survey to 52.28 (measured in T-score points, a standardized score with an average of 50 and standard deviation of 10)--equivalent to answering at least one more item out of 31 correctly. This corresponded to an increase from the 48th percentile to the 59th; (2) The increase in teacher knowledge of early literacy skills was associated with progress in the professional development program. Educators who had completed the program scored an average of 2.90 points higher than did educators who had not started it. At the end of the study, educators who had not started the program were in the 54th percentile on the Teacher Knowledge of Early Literacy Skills survey, whereas educators who had completed it were in the 65th percentile; (3) Between winter 2014 and spring 2015 in target schools the average ratings of quality of early literacy skills instruction, student engagement during early literacy skills instruction, and teaching competencies increased. The average rating of quality of instruction increased from the 31st percentile to the 58th percentile, the average rating of student engagement increased from the 37th percentile to the 53rd percentile, and the average rating of teaching competencies increased from the 30th percentile to the 44th percentile; and (4) The increases in the average ratings of quality of instruction, student engagement, and teaching competencies in target schools were associated with progress in the professional development program. Teachers who had completed the program were rated 0.30 point higher in quality of instruction, 0.22 point higher in student engagement, and 0.41 point higher in teaching competencies than did teachers who had not started it. At the end of the study, teachers who had not started the program were rated in the 42nd percentile for quality of instruction, the 39th percentile for student engagement, and the 38th percentile for teaching competencies, whereas teachers who had completed the program were rated in the 59th percentile for quality of instruction, the 53rd percentile for student engagement, and the 54th percentile for teaching competencies. The findings suggest that during the period when the Language Essentials for Teaching Reading and Spelling professional development program was implemented, teacher knowledge of early literacy skills, the quality of early literacy skills instruction, student engagement during early literacy skills instruction, and teaching competencies improved among educators who participated in the program over and above any increases found among educators generally. The findings suggest that progress in the program was associated with improvements in teacher knowledge, quality of instruction, student engagement, and teacher competencies. The following are appended: (1) Data and methods; (2) Teacher Knowledge of Early Literacy Skills survey; (3) Coach's Classroom Observation Tool; and (4) Supplemental tables of teacher knowledge scores and instructional practices ratings.

Published
2017

277. Implementing the Extended School Day Policy in Florida's 300 Lowest Performing Elementary Schools. REL 2017-253

Author

Regional Educational Laboratory Southeast (ED), Florida State University, National Center for Education Evaluation and Regional Assistance (ED), Folsom, Jessica Sidler, Osborne-Lampkin, La'Tara, Cooley, Stephan, and Smith, Kevin

Abstract

Since the 2012/13 school year Florida law has required the 100 lowest performing elementary schools in reading to extend the school day by one hour to provide supplemental reading instruction. In 2014 the law was broadened to include the 300 elementary schools with the lowest reading performance. A previous study of the state's first two cohorts of 100 lowest performing schools found that observed growth in school reading performance after one to two years of implementing the extended school day policy did not exceed what would have been expected because of natural variation (Folsom et al., 2016). The current study follows up on that study by describing the location, demographic characteristics, and school reading performance of the 300 lowest performing schools and analyzing how the lowest performing schools implemented the extended school day policy (for example, the methods used to add the extra hour, staffing, and delivery of instruction). As with Folsom et al. (2016), the current study was based on a request from the Regional Educational Laboratory Southeast Improving Literacy Alliance and Improving Low-Performing Schools Alliance--both of which have Florida Department of Education administrators as members. Based on publicly available data and survey and interview data collected by the Florida Department of Education, the study found: (1) The lowest performing elementary schools were located in 31 of Florida's 65 school districts and in all five regions of the state. The lowest performing elementary schools were smaller on average than other elementary schools and enrolled a larger proportion of racial/ethnic minority students and students eligible for the federal school lunch program. Ninety-nine percent of the lowest performing elementary schools were Title I schools; (2) On average, the school reading performance of the lowest performing elementary schools was 1.8 standard deviations below that of other elementary schools at the end of 2013/14 (the year they were identified as lowest performing) and 1.5 standard deviations below that of other elementary schools at the end of 2014/15 (after implementing the extended school day policy for one or more years); (3) The elementary schools that implemented the extended school day policy reported using a variety of strategies such as increasing reading instruction time each day, increasing staff, providing professional development for teachers, and providing instruction in the extra hour that differed from instruction during the rest of the day; and (4) Participants identified indirect benefits of implementation, including perceived student gains. Interviewees attributed these gains not to the extra hour of instruction but to improvements that occurred in conjunction with it, such as professional development and curricular and pedagogic changes. However, the empirical analyses could not demonstrate whether student gains actually occurred. Barriers to implementation identified by interviewees included lack of resources and issues around logistical planning, such as short timelines. The following are appended: (1) Data and methodology; (2) Florida Department of Education compliance survey and structured interview protocol; (3) Supplemental tables of school characteristics, school reading performance, and survey responses; and (4) Supplemental statistical tests of significance for school characteristics and implementation of extended school day policy in 2014/15. [For the previous study, "School Reading Performance and the Extended School Day Policy in Florida. REL 2016-141," see ED566657.]

Published
2017

278. Undergraduates' Experience of Preparedness for Engaging with Sensitive Research Topics Using Qualitative Research

Author

Simpson, Kerri L. and Wilson-Smith, Kevin

Abstract

This research explored the experience of five undergraduates who engaged with qualitative research as part of their final dissertation project. There have been concerns raised over the emotional safety of researchers carrying out qualitative research, which increases when researchers are inexperienced making this a poignant issues for lectures teaching qualitative research methods (Daley, 2012; Haverkamp, 2005). Undergraduates typically have the least research experience; limited research to date has been published into the experience of undergraduates carrying out potentially sensitive research. The following superordinate themes emerged in the lived experiences of the sample: Permissive factors; Protective factors; Coping strategies; and Difference between methodologies.

Published
2017

279. Rubric for Evaluating Reading/Language Arts Instructional Materials for Kindergarten to Grade 5. REL 2017-219

Author

Regional Educational Laboratory Southeast (ED), National Center for Education Evaluation and Regional Assistance (ED), Florida State University, Florida Center for Reading Research, Foorman, Barbara R., Smith, Kevin G., and Kosanovich, Marcia L.

Abstract

The implementation of effective instructional materials, such as a core reading program, by a qualified teacher is an important part of improving students' reading achievement. But selecting those instructional materials can be time-consuming. Regional Educational Laboratory (REL) Southeast created this rubric for evaluating reading/language arts instructional materials for kindergarten to grade 5 to help educators assess how consistent instructional materials (including core reading programs and reading intervention programs) are with the scientific research on reading instruction. This document suggests procedures for using the rubric to review instructional materials and inform decisions at the state, district, or school level about reading/language arts instructional materials for grades K-5. Members of the Improving Literacy Research Alliance from the Florida Department of Education requested the rubric to assist in their instructional materials review process. Educators in other states may also find the rubric to be beneficial. Calculating inter-rater reliability is appended.

Published
2017

280. The positive impact of conservation action

Author

Langhammer, Penny F., primary, Bull, Joseph W., additional, Bicknell, Jake E., additional, Oakley, Joseph L., additional, Brown, Mary H., additional, Bruford, Michael W., additional, Butchart, Stuart H. M., additional, Carr, Jamie A., additional, Church, Don, additional, Cooney, Rosie, additional, Cutajar, Simone, additional, Foden, Wendy, additional, Foster, Matthew N., additional, Gascon, Claude, additional, Geldmann, Jonas, additional, Genovesi, Piero, additional, Hoffmann, Michael, additional, Howard-McCombe, Jo, additional, Lewis, Tiffany, additional, Macfarlane, Nicholas B. W., additional, Melvin, Zoe E., additional, Merizalde, Rossana Stoltz, additional, Morehouse, Meredith G., additional, Pagad, Shyama, additional, Polidoro, Beth, additional, Sechrest, Wes, additional, Segelbacher, Gernot, additional, Smith, Kevin G., additional, Steadman, Janna, additional, Strongin, Kyle, additional, Williams, Jake, additional, Woodley, Stephen, additional, and Brooks, Thomas M., additional

Published
2024
Full Text
View/download PDF

285. Pilot study to evaluate the safety and effectiveness of etidronate treatment for arterial calcification due to deficiency of CD73 (ACDC)

Author

Ferrante, Elisa A, primary, Cudrici, Cornelia D, additional, Rashidi, Mahmood, additional, Fu, Yi-Ping, additional, Huffstutler, Rebecca, additional, Carney, Katherine, additional, Chen, Marcus Y, additional, St Hilaire, Cynthia, additional, Smith, Kevin, additional, Bagheri, Hadi, additional, Katz, James D, additional, Ferreira, Carlos R, additional, Gahl, William A, additional, Boehm, Manfred, additional, and Brofferio, Alessandra, additional

Published
2024
Full Text
View/download PDF

288. Performance of the dragonfly mass spectrometer (DraMS) programmable UV laser source engineering test unit (ETU)

Author

Mullin, Matthew W., primary, Coyle, D. Barry, additional, Stysley, Paul R., additional, Trainer, Melissa G., additional, Hersh, Michael J., additional, James, Bryan L., additional, Frese, Erich A., additional, Petry, Timothy A., additional, Kaur, Amandeep, additional, Halaburda, William J., additional, Freeman, Draisy, additional, Ramu, Guruthisvaran, additional, Washington, Kristen A., additional, Thomas, W. Joe, additional, Lyness, Eric I., additional, Lander, Juan R., additional, Ersahin, Akif, additional, Mule, Pete D., additional, Irish, Sandra, additional, Bae, Daniel, additional, Barfknecht, Peter, additional, Smith, Kevin, additional, Matyseck, Marc J., additional, Bartel, Jackie I., additional, Kienzle, Keith A., additional, Seide, Laurie, additional, Chuska, Richard F., additional, Zincke, Christian, additional, and Disilvestre, Raymond, additional

Published
2024
Full Text
View/download PDF

289. De novo variants in DENND5B cause a neurodevelopmental disorder

Author

Scala, Marcello, primary, Tomati, Valeria, additional, Ferla, Matteo, additional, Lena, Mariateresa, additional, Cohen, Julie S., additional, Fatemi, Ali, additional, Brokamp, Elly, additional, Bican, Anna, additional, Phillips, John A., additional, Koziura, Mary E., additional, Nicouleau, Michael, additional, Rio, Marlene, additional, Siquier, Karine, additional, Boddaert, Nathalie, additional, Musante, Ilaria, additional, Tamburro, Serena, additional, Baldassari, Simona, additional, Iacomino, Michele, additional, Scudieri, Paolo, additional, Rosenfeld, Jill A., additional, Bellus, Gary, additional, Reed, Sara, additional, Al Saif, Hind, additional, Russo, Rossana Sanchez, additional, Walsh, Matthew B., additional, Cantagrel, Vincent, additional, Crunk, Amy, additional, Gustincich, Stefano, additional, Ruggiero, Sarah M., additional, Fitzgerald, Mark P., additional, Helbig, Ingo, additional, Striano, Pasquale, additional, Severino, Mariasavina, additional, Salpietro, Vincenzo, additional, Pedemonte, Nicoletta, additional, Zara, Federico, additional, Acosta, Maria T., additional, Adams, David R., additional, Alvarez, Raquel L., additional, Alvey, Justin, additional, Allworth, Aimee, additional, Andrews, Ashley, additional, Ashley, Euan A., additional, Afzali, Ben, additional, Bacino, Carlos A., additional, Bademci, Guney, additional, Balasubramanyam, Ashok, additional, Baldridge, Dustin, additional, Bale, Jim, additional, Bamshad, Michael, additional, Barbouth, Deborah, additional, Bayrak-Toydemir, Pinar, additional, Beck, Anita, additional, Beggs, Alan H., additional, Behrens, Edward, additional, Bejerano, Gill, additional, Bellen, Hugo J., additional, Bennett, Jimmy, additional, Bernstein, Jonathan A., additional, Berry, Gerard T., additional, Bivona, Stephanie, additional, Blue, Elizabeth, additional, Bohnsack, John, additional, Bonner, Devon, additional, Botto, Lorenzo, additional, Briere, Lauren C., additional, Brown, Gabrielle, additional, Burke, Elizabeth A., additional, Burrage, Lindsay C., additional, Butte, Manish J., additional, Byers, Peter, additional, Byrd, William E., additional, Carey, John, additional, Carrasquillo, Olveen, additional, Cassini, Thomas, additional, Chang, Ta Chen Peter, additional, Chanprasert, Sirisak, additional, Chao, HsiaoTuan, additional, Chinn, Ivan, additional, Clark, Gary D., additional, Coakley, Terra R., additional, Cobban, Laurel A., additional, Cogan, Joy D., additional, Coggins, Matthew, additional, Cole, F. Sessions, additional, Colley, Heather A., additional, Cope, Heidi, additional, Corona, Rosario, additional, Craigen, William J., additional, Crouse, Andrew B., additional, Cunningham, Michael, additional, D’Souza, Precilla, additional, Dai, Hongzheng, additional, Dasari, Surendra, additional, Davis, Joie, additional, Dayal, Jyoti G., additional, Delgado, Margaret, additional, Dell'Angelica, Esteban C., additional, Dipple, Katrina, additional, Doherty, Daniel, additional, Dorrani, Naghmeh, additional, Doss, Argenia L., additional, Douine, Emilie D., additional, Earl, Dawn, additional, Eckstein, David J., additional, Emrick, Lisa T., additional, Eng, Christine M., additional, Falk, Marni, additional, Fieg, Elizabeth L., additional, Fisher, Paul G., additional, Fogel, Brent L., additional, Forghani, Irman, additional, Fu, Jiayu, additional, Gahl, William A., additional, Glass, Ian, additional, Goddard, Page C., additional, Godfrey, Rena A., additional, Grajewski, Alana, additional, Gropman, Andrea, additional, Halley, Meghan C., additional, Hamid, Rizwan, additional, Hanchard, Neal, additional, Hassey, Kelly, additional, Hayes, Nichole, additional, High, Frances, additional, Hing, Anne, additional, Hisama, Fuki M., additional, Holm, Ingrid A., additional, Hom, Jason, additional, Horike-Pyne, Martha, additional, Huang, Alden, additional, Huang, Yan, additional, Hutchison, Sarah, additional, Introne, Wendy, additional, Isasi, Rosario, additional, Izumi, Kosuke, additional, Jarvik, Gail P., additional, Jarvik, Jeffrey, additional, Jayadev, Suman, additional, Jean-Marie, Orpa, additional, Jobanputra, Vaidehi, additional, Kaitryn, Emerald, additional, Ketkar, Shamika, additional, Kiley, Dana, additional, Kilich, Gonench, additional, Kobren, Shilpa N., additional, Kohane, Isaac S., additional, Kohler, Jennefer N., additional, Korrick, Susan, additional, Krakow, Deborah, additional, Krasnewich, Donna M., additional, Kravets, Elijah, additional, Lalani, Seema R., additional, Lam, Byron, additional, Lam, Christina, additional, Lanpher, Brendan C., additional, Lanza, Ian R., additional, LeBlanc, Kimberly, additional, Lee, Brendan H., additional, Levitt, Roy, additional, Lewis, Richard A., additional, Liu, Pengfei, additional, Liu, Xue Zhong, additional, Longo, Nicola, additional, Loo, Sandra K., additional, Loscalzo, Joseph, additional, Maas, Richard L., additional, Macnamara, Ellen F., additional, MacRae, Calum A., additional, Maduro, Valerie V., additional, Maghiro, AudreyStephannie, additional, Mahoney, Rachel, additional, Malicdan, May Christine V., additional, Mamounas, Laura A., additional, Manolio, Teri A., additional, Mao, Rong, additional, Marom, Ronit, additional, Marth, Gabor, additional, Martin, Beth A., additional, Martin, Martin G., additional, Martínez-Agosto, Julian A., additional, Marwaha, Shruti, additional, McCauley, Jacob, additional, McConkie-Rosell, Allyn, additional, McCray, Alexa T., additional, McGee, Elisabeth, additional, Might, Matthew, additional, Miller, Danny, additional, Mirzaa, Ghayda, additional, Morava, Eva, additional, Moretti, Paolo, additional, Morimoto, Marie, additional, Mulvihill, John J., additional, Nakano-Okuno, Mariko, additional, Nelson, Stanley F., additional, Nieves-Rodriguez, Shirley, additional, Novacic, Donna, additional, Oglesbee, Devin, additional, Orengo, James P., additional, Pace, Laura, additional, Pak, Stephen, additional, Pallais, J. Carl, additional, Papp, Jeanette C., additional, Parker, Neil H., additional, Petcharet, Leoyklang, additional, Posey, Jennifer E., additional, Potocki, Lorraine, additional, Swerdzewski, Barbara N. Pusey, additional, Quinlan, Aaron, additional, Rao, Deepak A., additional, Raper, Anna, additional, Raskind, Wendy, additional, Renteria, Genecee, additional, Reuter, Chloe M., additional, Rives, Lynette, additional, Robertson, Amy K., additional, Rodan, Lance H., additional, Rosenthal, Elizabeth, additional, Rossignol, Francis, additional, Ruzhnikov, Maura, additional, Sabaii, Marla, additional, Sacco, Ralph, additional, Sampson, Jacinda B., additional, Saporta, Mario, additional, Schaechter, Judy, additional, Schedl, Timothy, additional, Schoch, Kelly, additional, Scott, Daryl A., additional, Seto, Elaine, additional, Sharma, Prashant, additional, Shashi, Vandana, additional, Shelkowitz, Emily, additional, Sheppeard, Sam, additional, Shin, Jimann, additional, Silverman, Edwin K., additional, Sinsheimer, Janet S., additional, Sisco, Kathy, additional, Smith, Edward C., additional, Smith, Kevin S., additional, Solnica-Krezel, Lilianna, additional, Solomon, Ben, additional, Spillmann, Rebecca C., additional, Stergachis, Andrew, additional, Stoler, Joan M., additional, Sullivan, Kathleen, additional, Sullivan, Jennifer A., additional, Sutton, Shirley, additional, Sweetser, David A., additional, Sybert, Virginia, additional, Tabor, Holly K., additional, Tan, Queenie K.-G., additional, Tan, Amelia L.M., additional, Tarakad, Arjun, additional, Taylor, Herman, additional, Tekin, Mustafa, additional, Telischi, Fred, additional, Thorson, Willa, additional, Tifft, Cynthia J., additional, Toro, Camilo, additional, Tran, Alyssa A., additional, Ungar, Rachel A., additional, Urv, Tiina K., additional, Vanderver, Adeline, additional, Velinder, Matt, additional, Viskochil, Dave, additional, Vogel, Tiphanie P., additional, Wahl, Colleen E., additional, Walker, Melissa, additional, Walley, Nicole M., additional, Wambach, Jennifer, additional, Wan, Jijun, additional, Wang, Lee-kai, additional, Wangler, Michael F., additional, Ward, Patricia A., additional, Wegner, Daniel, additional, Weisz Hubshman, Monika, additional, Wener, Mark, additional, Wenger, Tara, additional, Westerfield, Monte, additional, Wheeler, Matthew T., additional, Whitlock, Jordan, additional, Wolfe, Lynne A., additional, Worley, Kim, additional, Yamamoto, Shinya, additional, Zhang, Zhe, additional, and Zuchner, Stephan, additional

Published
2024
Full Text
View/download PDF

293. Predisposed

Author

Hibbing, John R., primary, Smith, Kevin B., additional, and Alford, John R., additional

Published
2024
Full Text
View/download PDF

294. An SEA Guide for Identifying Evidence-Based Interventions for School Improvement

Author

Florida State University, Florida Center for Reading Research, Lee, Laurie, Hughes, John, Smith, Kevin, and Foorman, Barbara

Abstract

The Every Student Succeeds Act (ESSA) challenges state education agencies (SEAs) to improve student outcomes by addressing the student-, teacher-, and school-level factors that drive achievement gains. This Guide for Identifying Evidence-Based Interventions for School Improvement is intended to help State Education Agencies (SEAs) carefully consider the evidence supporting intervention options that they will require or recommend in their state ESSA plan and funding applications. SEAs could indicate in their state ESSA plan how they have used or will use the self-study process to identify interventions, in partnership with stakeholders. The purpose of the guide is to help SEAs: (1) evaluate the evidence base for interventions as they identify those to be included in the state plan for ESSA as options for schools in need of comprehensive or targeted support; (2) determine the interventions that have strong evidence, and are relevant and appropriate to meeting the needs of the Local Education Agencies (LEAs); and (3) plan to provide resources for LEAs to help them choose the best evidence-based option(s) for schools in need of comprehensive or targeted support to include in school improvement plans.

Published
2016

295. An LEA or School Guide for Identifying Evidence-Based Interventions for School Improvement

Author

Florida State University, Florida Center for Reading Research, Lee, Laurie, Hughes, John, Smith, Kevin, and Foorman, Barbara

Abstract

This guide is designed to help State Education Agencies (SEAs) conduct self-studies to identify interventions that may be implemented in schools needing improvement or that require comprehensive or targeted support. The interventions selected should be those that are most relevant and appropriate based on the needs of schools, with the strongest evidence base possible under ESSA--Every Student Succeeds Act. The guide provides information regarding the collection and evaluation of research and contains tools to guide the facilitator and team through the self-study process. An annotated bibliography is included along with a description of theory of action and an example of a logic model. The tools are fillable pdfs which allow teams to complete the process electronically if so desired. The complementary SEA Quick-Start Guide for Identifying Evidence-Based Interventions for School Improvement provides an abbreviated version of the full guide to give state agencies the opportunity to begin the self-study process right away.

Published
2016

296. Self-Study Guide for Implementing Literacy Interventions in Grades 3-8. REL 2016-224

Author

Regional Educational Laboratory Southeast (ED), National Center for Education Evaluation and Regional Assistance (ED), Florida State University, Smith, Kevin G., Dombeck, Jennifer L., Foorman, Barbara R., Hook, Karl S., Lee, Laurie, Cote, Anna-Marie, Sanabria, Israel, and Stafford, Tammy

Abstract

While literacy interventions can be implemented in any grade, focusing on interventions in grades 3-8 is critical because it is often the best chance for students identified with earlier reading deficiencies to become ready for the literacy demands of postsecondary education and careers. States in both the Regional Educational Laboratory (REL) Southeast region and across the country are implementing large-scale initiatives focused on delivering literacy interventions in grades 3-8. This self-study guide provides a template for data collection and guiding questions for discussion that may improve the implementation of literacy interventions in grades 3-8 and increase the number of students meeting college and career readiness standards. This guide is intended to help district- and school-based practitioners conduct self-studies for planning and implementing literacy interventions in grades 3-8. Self-study is a process of using a guide with predetermined focus areas and questions to collect, share, and discuss data with stakeholders. The process can include teachers, instructional coaches, guidance counselors, school-based administrators, district administrators, and chief academic officers knowledgeable in literacy interventions in grades 3-8. It may help educators ensure strong implementation of interventions and document current practices in implementing a specific academic practice, multi-tiered system of support, or response to intervention policy. An ideal time for conducting a self-study of implementation of literacy interventions is the beginning or end of the school year so that prior-year implementation can be considered and planning can occur for implementation for the next school year. States, districts, and schools that are implementing or planning to implement literacy interventions in grades 3-8 may find this guide helpful as they consider which types of evidence to collect and which components of intermediate grades and middle school literacy interventions are important for evaluating implementation. This Self-study guide for implementing literacy interventions in grades 3-8 consists of the "Scoring Guide," "Implementation Consensus Rating Form," and "Planning Next Steps Form." Support for "Scoring Guide" areas is appended.

Published
2016

297. Self-Study Guide for Implementing High School Academic Interventions. REL 2016-218

Author

Regional Educational Laboratory Southeast (ED), National Center for Education Evaluation and Regional Assistance (ED), Florida State University, Smith, Kevin G., Dombek, Jennifer L., and Foorman, Barbara R.

Abstract

While academic interventions can be implemented in any grade, focusing on interventions in high school is critical because it is often a student's last chance to become ready for the academic demands of postsecondary education and careers. States across the country are implementing large-scale initiatives focused on delivering academic interventions in the high school grades. This self-study guide provides a template for data collection and guiding questions for discussion that may improve the implementation of high school academic interventions and increase the number of students meeting college and career readiness standards. This guide is intended to help district- and school-based practitioners conduct self-studies for planning and implementing high school academic interventions. Self-study is a process of using a guide with predetermined focus areas and questions to collect, share, and discuss data with stakeholders. The process can include teachers, instructional coaches, guidance counselors, school-based administrators, district administrators, and chief academic officers knowledgeable in high school academic interventions. It may help educators ensure strong implementation of interventions and document current practices in implementing a specific academic practice, multi-tiered system of support, or response to intervention policy. An ideal time for conducting a self-study of implementation of academic interventions is the beginning or end of the school year so that prior-year implementation can be considered and planning can occur for implementation for the next school year. States, districts, and schools that are implementing or planning to implement high school academic interventions may find this guide helpful as they consider which types of evidence to collect and which components of high school academic interventions are important for evaluating implementation. This "Self-Study Guide for Implementing High School Academic Interventions" consists of the "Scoring Guide," "Implementation Consensus Rating Form," and "Planning Next Steps Form." Support for "Scoring Guide" areas is appended.

Published
2016

298. Author Correction: Myeloid lineage enhancers drive oncogene synergy in CEBPA/CSF3R mutant acute myeloid leukemia

Author

Braun, Theodore P., Okhovat, Mariam, Coblentz, Cody, Carratt, Sarah A., Foley, Amy, Schonrock, Zachary, Curtiss, Brittany M., Nevonen, Kimberly, Davis, Brett, Garcia, Brianna, LaTocha, Dorian, Weeder, Benjamin R., Grzadkowski, Michal R., Estabrook, Joey C., Manning, Hannah G., Watanabe-Smith, Kevin, Jeng, Sophia, Smith, Jenny L., Leonti, Amanda R., Ries, Rhonda E., McWeeney, Shannon, Di Genua, Cristina, Drissen, Roy, Nerlov, Claus, Meshinchi, Soheil, Carbone, Lucia, Druker, Brian J., and Maxson, Julia E.

Published
2022
Full Text
View/download PDF

Catalog

Books, media, physical & digital resources
See catalog results