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BackgroundPhysical activity has a strong positive impact on both physical and mental health, and public health interventions often encourage walking as a means to promote physical activity. Social connectivity, such as that among spouses, families, friends, and colleagues, highly influences physical activity. Although technology-based interventions have some influence on human behavior, they have not been fully implemented and evaluated for their influence on walking through social connectivity. ObjectiveWe aimed to pilot-test the organization of neighborhood walking clubs and use of a mobile app (Runkeeper) to encourage social connectedness and neighborhood cohesion, as well as to increase physical activity. MethodsWe used a convenience sampling method to recruit 46 adults from an urban location in Greater Boston, Massachusetts. We assigned participants to teams based on their geographic location and neighborhood and required them to use the app (Runkeeper). Participants completed 2 self-administered web-based surveys before and after the intervention period. The surveys included standard measures to evaluate physical activity, social connectedness, perceived social support, and neighborhood cohesion (Buckner Neighborhood Cohesion Scale) before and after the intervention. Following the intervention, we randomly selected 14 participants to participate in postintervention, in-depth phone interviews to gain an understanding of their experiences. ResultsThis study was approved by the institutional review board in June 2018 and funded in January 2018. Recruitment started in May 2019 and lasted for 2 months. Data were collected from July 2019 to January 2020. In this study, Runkeeper was of limited feasibility as an app for measuring physical activity or promoting social connectedness. Data from the app recorded sparse and uneven walking behaviors among the participants. Qualitative interviews revealed that users experienced difficulties in using the settings and features of the app. In the questionnaire, there was no change between pre-post assessments in walking minutes (b=−.79; 95% CI −4.0 to 2.4; P=.63) or miles (b=−.07; 95% CI −0.15 to 0.01; P=.09). We observed a pre-post increase in social connectedness and a decrease in neighborhood cohesion. Both quantitative and qualitative results indicated that the psychosocial aspects of walking motivated the participants and helped them relieve stress. Interview results showed that participants felt a greater virtual connection in their assigned groups and enhanced connections with friends and family members. ConclusionsOur study found that Runkeeper created a virtual connection among walking group members and its data sharing and ranking motivated walking. Participants felt that walking improved their mental health, helped to relieve stress, and made them feel more connected with friends or family members. In future studies, it will be important to use an app that integrates with a wearable physical activity device. There is also a need to develop and test intervention components that might be more effective in fostering neighborhood cohesion.

BackgroundAfrican American men are at a higher risk of developing and dying from prostate cancer compared to white men. The serum prostate-specific antigen (PSA) screening test has a high risk of false-positive results and overdiagnosis; therefore, it is not routinely recommended. Rather, men are encouraged to make individualized decisions with their medical providers, after being fully informed about its potential benefits, limitations, and risks. ObjectiveThis study aimed to describe the development and pilot testing of an interactive Web-based decision aid (DA; Prostate Cancer Screening Preparation [PCSPrep]) for African American men, designed to promote informed decision making for prostate cancer screening. MethodsFour focus groups (n=33) were conducted to assess men’s reactions to DAs developed in prior studies and gather information to modify the content and format. The pilot test employed a pre-posttest evaluation design. A convenience sample of 41 men aged 45-70 years with no history of prostate cancer was recruited from community settings. Participants completed online surveys before and after using PCSPrep that assessed prostate cancer screening knowledge, decision self-efficacy, decisional conflict, and preparation for decision making. ResultsUse of PCSPrep was associated with a significant increase in prostate cancer knowledge (49% vs 62% correct responses; P

Without interrogation, educators may reproduce hegemonic materials and learning opportunities that are simply easier to access in open educational practices (OEP). Thus, we argue that to effectively engage in OEP, educators must not only possess knowledge, skills and dispositions related to their discipline, but also related to open education, CC licensing, open pedagogy, digital tools that facilitate OEP, and intentionality and care in negotiating openness with students. While there are various frameworks for open education, none have been applied to explain what knowledge, skills and dispositions are needed to engage in OEP. In this manuscript, we seek to conceptualise and provide examples of OEP within the Technological, Pedagogical, Content Knowledge Framework (TPACK) through the intersections of content, technology, and pedagogy with equity, intentionality, and care at the forefront.

Across major anglophone college systems, institutions in various jurisdictions have gained the authority to award the bachelor's degree. That prospect has come late to further education colleges in England. With its long history of teaching for the bachelor's degree, the English road to awarding powers has features in common with and different from those in North America and Australia. In the modern-day literature on college higher education in England, little attention has been given to the bachelor's degree in its own right. Accordingly, a summary history and a digest of quantitative and qualitative evidence are assembled. Domestic debates are reviewed. Issues for policy and research are signalled. In this way, a platform is provided by which to better connect with international debates and comparisons.

Despite a culture of sharing in education, awareness of Open Educational Resources (OER) in teacher education and K-12 education is limited. The purpose of this mixed-methods study was to explore graduate-level teacher candidates' (n = 9) understanding of OER, the value they placed on it, and their self-efficacy in sharing work openly after participating in a renewable assignment. Data collected included a survey, course artifacts, and interviews. Of the nine participants, three openly licensed their work and one shared their resource publicly on OER Commons. Further findings indicate that the participants' understanding of OER improved and they valued OER as part of their practice in both using and sharing resources. Participants indicated that they lacked teacher self-efficacy about their work for varied reasons. However, after receiving positive student outcomes and feedback from peers, participants were more open to sharing their work publicly. Implications for teacher education are discussed.

Educational aspirations are an important predictor of academic outcomes. While there has been considerable research on educational aspirations in the West, there has been little research in East Asia, and the investigation of factors influencing adolescent aspirations has been neglected, particularly in rural areas. Drawing on ecological systems theory and social cognitive career theory, this study investigated the associations between educational aspirations and factors at the individual, peer, and family levels among rural Chinese adolescents. A total of 606 students (M[subscript age] = 14.85 years; 50% boys) from a rural town in Central China completed questionnaires assessing their educational aspirations, individual factors (academic performance, academic self-perception, academic self-regulation, attitudes toward teachers, and goal valuation), and contextual factors (family socioeconomic status, parent and peer relationship quality, and parental and close friends' aspirations). Individual factors and aspirations of others had significant direct effects on adolescents' educational aspirations, while parent and peer attachments were significantly related to educational aspirations via individual factors. Family socioeconomic status was not significantly related to adolescents' educational aspirations. The findings highlight the importance of individual factors as mechanisms explaining the link between contextual factors and rural Chinese adolescents' educational aspirations. Our results suggest that interventions can be designed to increase and maintain the aspirations of rural Chinese youth by targeting multiple domains of influence.

Researchers administered a teachers' self-efficacy beliefs for literacy instruction (TSELI) survey to in-service teachers (N = 168) in two PK-12 school districts in the southeastern U.S. A principal components analysis indicated four components for TSELI: (a) Teaching and Modeling Reading, (b) Facilitating and Nurturing Readers, (c) Influencing Literacy Success, and (d) Teaching and Facilitating Writing. The results include a component analysis as well as descriptive data by demographics (i.e., gender, grade level, subject area, educational level, and years of teaching experience). In addition, a MANOVA was performed to determine if there were differences in self-efficacy and demographic variables. Significant differences were found for gender, grade level, and subject area. Most notably, males, secondary educators, and teachers of subjects other than English Language Arts (ELA) exhibited significantly less self-efficacy in literacy instruction. The implications for PK-12 teachers, school leaders, and teacher educators are discussed.

Intimate partner violence (IPV) is prevalent and has devastating consequences for college students. Online counseling (OC) may be a way to decrease barriers to help. This study seeks to determine openness to OC compared to face-to-face counseling (F2F) by examining: (1) How openness to OC varies depending on college students' personal and IPV characteristics and (2) How these characteristics vary compared to college non-IPV survivors. Two linear regressions were conducted using a sample from a cross sectional survey. First with the entire sample of college students (N = 1,518) to examine characteristics of those more open to OC and second with only those that identified as experiencing IPV (n = 1,211). The results demonstrated that IPV survivors are less open to OC than to F2F counseling (b = -.23, p < .01). For the model with all college students, those who were significantly more open to OC were female (b = -.39, p < .001), identified as LGBT (b = .23, p < .05), or Asian/Pacific Islander (API) (b = .26, p < .05), and had a physical health issue (b = -.19, p < .05). For the model that only analyzed IPV survivors, the same characteristics were shown to be significantly related to openness to OC. More research is needed to explore why IPV survivors are less open to OC compared to F2F counseling. Exploring why characteristics of female, LGBT, and physical health issues lead to openness to OC could help understand what barriers need to be addressed for wider use., Author(s): Abbie Nelson [sup.1] , Jennifer Allen [sup.1] , Hyunkag Cho [sup.1] , Sung Hyun Yun [sup.2] , Yoon Joon Choi [sup.3] , Ga-Young Choi [sup.4] Author Affiliations: (1) grid.17088.36, [...]

Teacher preparation programs face the continual challenge to provide experiences that foster collaboration between teacher candidates and go beyond the boundaries of particular programs and classrooms. Collaborative learning structures improve learner achievement, attitudes, engagement, satisfaction, and retention rates when interactions between learners are facilitated and fostered. These structures have the potential to foster genuine collaboration in which groups create products and processes that change individuals' understandings and actions as well as those of the collective group. In this format, learning occurs not only from the instructor but from other classmates as well. Many agencies and professional associations are calling for increased opportunities for practice-based teaching experiences within teacher preparation programs. This manuscript explores how online tools may be utilized in teacher preparation classrooms to support collaboration among teacher candidates within a program, as well as connect students in different programs and institutions to ultimately build literacy content and pedagogical knowledge.

This manuscript offers a reasoning for and example of integrating Open Educational Resources (OER) and open pedagogy within a teacher education course. We highlight a collaborative partnership between library faculty and education faculty and the decision points and processes we used when redesigning this course to provide an example of adopting OER and our considerations for developing a renewable assignment. The benefits of using OER for K-12 teachers include increasing awareness of and providing opportunities to develop open practices. The transition to a renewable assignment creates a space for teaching candidates to meaningfully contribute to the profession and engage in collaboration across time and space. Teacher education programs provide an ideal space to develop digital literacies and open practices.

BACKGROUND: Despite being motivated to improve nutrition and physical activity behaviors, cancer survivors are still burdened by suboptimal dietary intake and low levels of physical activity. OBJECTIVE: The aim of this study was to assess changes in nutrition and physical activity behaviors after cancer diagnosis or treatment, barriers to eating a healthy diet and staying physically active, and sources for seeking nutrition advice reported by breast cancer survivors. DESIGN: This was a cross-sectional study. PARTICIPANTS/SETTING: The study included 315 survivors of breast cancer who were recruited through social media and provided completed responses to an online exploratory survey. MAIN OUTCOME MEASURES: Self-reported changes in nutrition and physical activity behaviors after cancer diagnosis or treatment, perceived barriers to healthy eating and physical activity, and sources of nutrition advice were measured. STATISTICAL ANALYSIS: Frequency distribution of nutrition and physical activity behaviors and changes, barriers to healthy eating and physical activity, and sources of nutrition advice were estimated. RESULTS: About 84.4% of the breast cancer survivors reported at least 1 positive behavior for improving nutrition and physical activity after cancer diagnosis or treatment. Fatigue was the top barrier to both making healthy food choices (72.1%) and staying physically active (65.7%), followed by stress (69.5%) and treatment-related changes in eating habits (eg, change in tastes, loss of appetite, and craving unhealthy food) (31.4% to 48.6%) as barriers to healthy eating, and pain or discomfort (53.7%) as barriers to being physically active. Internet search (74.9%) was the primary source for seeking nutrition advice. Fewer than half reported seeking nutrition advice from health care providers. CONCLUSIONS: Despite making positive changes in nutrition and physical activity behaviors after cancer diagnosis or treatment, breast cancer survivors experience treatment-related barriers to eating a healthy diet and staying physically active. Our results reinforce the need for developing tailored intervention programs and integrating nutrition into oncology care.

Little is known about underlying pathways regarding how middle school students can improve their COVID-19 knowledge. This study investigates the relationship between subjective poverty and COVID-19 knowledge by considering a dual mediation model. A total of 328 middle school students were included. We used a multiple mediator model developed by Preacher and Hayes, using bootstrapping approach to include a first and sequence mediators. We employed the PROCESS macro 3.4 for SPSS to test the dual mediating effects. Both Information and Communication Technology (ICT) resources and family satisfaction mediated the association between subjective poverty and knowledge about COVID-19. Further, an indirect effect of subjective poverty via the dual mediators of ICT resources and family satisfaction was found. Further, middle school students who more satisfied with their family dynamics and who had more ICT resources were more likely to have greater levels of knowledge about COVID-19. This study contributes to further understanding of pathways between subjective poverty and COVID-19 knowledge in the context of dual mediators. It is imperative to help households in poverty before and since COVID-19; specific financial supports that focus on ICT resources should be provided to increase middle school students' quality of online learning, which then helps to improve family satisfaction. The pathways influence COVID-19 knowledge.

Purpose: This paper is intended to contextualize the major themes of the special issue, "The Intersections of Open Education and Equity Pedagogy" in the "Journal for Multicultural Education," by providing a brief history of open educational resources (OER) and open educational practices (OEP) and highlighting the growing focus on social justice within the field. The purpose of this paper is to generate discussions around the potential of OER and OEP to increase equity within education. Design/methodology/approach: This featured paper summarizes and reviews a brief history of OER and OEP, discusses the integration of equity pedagogy within open education, elaborates on the rationale and process for developing the special issue and concludes by identifying challenges and ongoing conversations for the field as a response to the need for social justice action. Findings: Despite increasing acceptance of OER, educators are not aware of how to implement OER and OEP with equity in mind. As OER and OEP continue to expand, teachers across all educational sectors need examples of how to teach effectively with these resources and practices. There is also a rising focus on culturally relevant and sustaining teaching practices, which OEP can complement. Practical implications: The authors provide this featured piece to contextualize the special issue for those new to open education. The authors hope to further the discussion of social justice and equity pedagogy within open education. Originality/value: This paper provides background for the special issue, to orient readers to the field of open education.

Critical media literacy (CML) is vital for students to navigate the current proliferation of misinformation and disinformation. Despite what is known about the influence of teacher beliefs on classroom practice, little research to date has looked at what teachers perceive about the importance of CML. The researchers administered a survey to teachers throughout the U.S. (N = 362) on their perceptions of the importance of teaching CML as part of their instruction. Using quantitative methods, the researchers found CML as the primary factor underlying the survey data and a strong awareness of the importance of teaching CML to students. While years of teaching experience, subject areas, being a primary, elementary, or middle school teacher, geographic area, and being politically conservative or progressive were not significant predictors of CML factor scores, three covariates showed significant differences--gender, educational level, and being a high school teacher. Implications for teacher education programs and professional learning initiatives and other suggestions for improvement are included in the discussion.

To define the tolerability and outcome of allogeneic hematopoietic stem cell transplant (allo-HSCT) following CAR T-cell therapy, we retrospectively reviewed pediatric/young adult patients with relapsed/refractory B-ALL who underwent this treatment. Fifteen patients (median age 13 years; range 1-20 years) with a median potential follow-up of 39 months demonstrated 24-month cumulative incidence of relapse, cumulative incidence of TRM, and OS of 16% (95% CI: 0-37%), 20% (95% CI: 0-40%), and 80% (95% CI: 60-100%), respectively. Severe toxicity following CAR T cells did not impact OS (p = 0.27), while greater time from CAR T cells to allo-HSCT (>80 days) was associated with a decrease in OS. In comparing CD34-selected T-cell depleted (TCD; n = 9) vs unmodified (n = 6) allo-HSCT, the cumulative incidence of relapse, TRM, and OS at 24 months was 22% (95% CI: 0-49%) vs 0% (p = 0.14), 0% vs 50% [95% CI: 10-90%] (p = 0.02) and 100% vs 50% [95% CI: 10-90%] (p = 0.02). In this small cohort of patients, CAR T cells followed by a CD34-selected TCD allo-HSCT appears to result in less TRM and favorable OS when compared with unmodified allo-HSCT. There was no evidence that disease control was impacted by the type of consolidative allo-HSCT, which demonstrates the feasibility of this approach.

Background: Callous-unemotional (CU) traits are related to low achievement but not to deficits in verbal ability, commonly regarded as a major risk factor for poor academic outcomes in antisocial youth. This suggests that CU traits may have utility in explaining heterogeneous risk pathways for poor school performance in antisocial children. Reduced sensitivity to teacher discipline has been suggested as a potential explanation for the association between CU traits and low achievement, given its importance in facilitating engagement in learning. This study is the first to examine punishment insensitivity as a potential mechanism explaining the relationship between CU traits and poor achievement. Aim: The current study investigated the indirect pathway from CU traits via the predictor of punishment insensitivity to English, Maths, and Science grades. Sample: A total of 437 English secondary school students aged 11 to 14 years (49% girls). Methods: We conducted a mediation analysis within a structural equation modelling framework. CU traits and punishment insensitivity were assessed using child report questionnaires and academic grades were obtained from school records. Results: CU traits were indirectly associated with low academic grades in Maths and Science, but not English, via punishment insensitivity, controlling for child age, gender, single parent household status, free school meals eligibility, externalizing problems, and classroom effects. Conclusions: Findings indicated that reduced sensitivity to discipline forms a pathway linking CU traits to poor performance in Maths and Science. Teachers may therefore need additional support to implement discipline effectively with children high in CU traits in order to prevent poor academic outcomes.

Purpose This study examines the relationships among adverse childhood experiences (ACEs), intimate partner violence (IPV) victimization, and two types of adulthood help-seeking behaviors in adulthood-formal and informal. The effects of IPV on formal and informal help-seeking, and the effects of ACEs on IPV and formal and informal help-seeking were assessed. Method: The analytic sample of this study is 591 college students from seven universities in the U.S. and Canada who reported at least one type of ACE and IPV victimization. Results: Results from structural equation modeling show that ACEs were positively associated with IPV victimization. IPV victimization was positively associated with formal and informal help-seeking. ACEs were positively associated with formal but not informal help-seeking. Conclusions: These findings suggest that ACEs influence not only violent experiences in adulthood but also behaviors in relation to seeking help following victimization in adulthood., Author(s): Jisuk Seon [sup.1] , Hyunkag Cho [sup.2] , Jae-Bum Han [sup.3] , Jennifer Allen [sup.2] , Abbie Nelson [sup.2] , Ilan Kwon [sup.4] Author Affiliations: (1) grid.440959.5, 0000 0001 [...]