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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.

Students with complex support needs frequently experience restrictive educational placements such as self-contained and separate school classrooms. Given the need to support students with complex support needs to experience positive outcomes and make progress in the general education curriculum, there is a need to investigate the characteristics of the classroom contexts in which they are learning. The purpose of this study was to use ecobehavioral assessment observation methods to investigate how student behaviors, educator behaviors, and classroom ecology vary across general education, resource, self-contained, and separate school classrooms. We observed 116 students with complex support needs across the United States, and results indicated that contextual features of resource, self-contained, and separate school classrooms do not offer superior levels of instruction or supports for students with complex support needs as compared with general education classrooms. We were more likely to observe no one interacting with the focus student, no instruction, and the presence of distractions in self-contained and separate school classrooms compared with general education classrooms. Implications for policy, research, and practice are presented.

Students with complex support needs require individualized education programs (IEPs) to describe their present levels of academic achievement and functional performance (PLAAFP), and the annual goals and supplementary aids and services (SAS) that will be provided to enable them to make progress in the least restrictive environment. Previous research has found that IEPs do not reflect recommended practices and that IEP quality varies by educational placement in inclusive and separate class settings. The purpose of this study was to evaluate a national sample of IEPs of elementary-aged students with complex support needs to determine whether placement predicts IEP quality. We used multilevel regression to measure the extent to which placement predicts overall IEP quality as well as the quality of IEP components, including PLAAFP, goals, and SAS. We did not detect statistically significant differences in IEP quality by placement for any of these IEP components or for overall quality; instead, we found the IEPs consistently failed to meet quality indicators across all four placement types. Given these findings, we suggest implications for future research aimed at improving IEP quality for students with complex support needs.

Research literature and community narratives both emphasize the importance of self-determination in the lives of deaf youth. This paper describes the development, initial validation, and potential applications of a translated measure of self-determination for deaf youth, the SDI:SR ASL Translation (SDI:SR ASL). A sample of 3,309 young people who completed the SDI:SR, of whom 392 were deaf, was used in this validation study. Results provide preliminary support for the use of SDI:SR ASL with deaf youth. Findings also indicate that deaf youth who take the SDI:SR ASL score more similarly to youth without disabilities taking the SDI:SR than youth with disabilities. The SDI:SR ASL can be an important tool for researchers and practitioners to better understand self-determination among deaf youth and facilitate continued development of self-determination skills.

With the increasing popularity of active teaching methods, universities have become more interested in changing instruction from direct lecture to interactive engagement. The George Mason University (Mason, Virginia, USA) Biology Department is achieving this goal through: 1) faculty participation in the SIMPLE project; 2) faculty and student involvement in Discipline-Based Education Research projects; 3) participating in the Learning Assistant program for undergraduate students as scholars; and 4) the Accelerator Program. These approaches are discussed in this paper. Also, interactive teaching strategies, which the biology faculty and graduate teaching assistants use at Mason, are documented in the form of design memos; these memos are introduced in this paper

The electrophilic activation of various substrates via double or even triple protonation in superacidic media enables reactions with extremely weak nucleophiles. Despite the significant progress in this area, the utility of organophosphorus compounds as superelectrophiles still remains limited. Additionally, the most common superacids require a special care due to their high toxicity, exceptional corrosiveness and moisture sensitivity. Herein, we report the first successful application of the "Brønsted acid assisted Brønsted acid" concept for the superelectrophilic activation of 2-hydroxybenzo[e][1,2]oxaphosphinine 2-oxides (phosphacoumarins). The pivotal role is attributed to the tendency of the phosphoryl moiety to form hydrogen-bonded complexes, which enables the formation of dicationic species and increases the electrophilicity of the phosphacoumarin. This unmasks the reactivity of phosphacoumarins towards non-activated aromatics, while requiring only relatively non-benign trifluoroacetic acid as the reaction medium. [ABSTRACT FROM AUTHOR]

The transition to a society of sustainable development is possible only when the priorities and values of the active part of society are changing. From the values of individualism, the weak ties of corporatism, the extensive growth of an industrial society to the values of networked solidarity, social justice, the strong ties of the information/digital society. The transition to a new level of civilizational development not only contributed to the transformation of the economy, politics and the social sphere under the influence of digital technologies, but played a significant role in the formation of Generation Z (born in the late 20th and early 21st centuries). The article contains study material that was carried out at the Ufa State Petroleum Technological University in the summer of 2020.

[Display omitted] Reactions between 4-(propargyloxy)benzaldehyde with anthracene-9-carbaldehyde oxime or pyrene-1-carbaldehyde oxime in the presence of chloramine T in ethanol lead to new isoxazole-containing derivatives of benzaldehyde. The subsequent acid-catalyzed condensation of these compounds with 2-methylresorcinol in chloroform/trifluoroacetic acid mixtures affords novel calix[4]resorcinols with anthaceneand pyrene-ended isoxazole-containing fragments as all– cis (rccc) and cis–trans–trans (rctt) diastereoisomers, their ratios being dependent on the CF 3 CO 2 H percentage in the medium. The crystal structures of pyrene-ended isoxazole-containing benzaldehyde and corresponding calix[4]resorcinol rctt isomer have been established by single crystal X-ray diffraction. [ABSTRACT FROM AUTHOR]

In contrast to hypervalent iodine compounds, the chemistry of their sulfur analogues has been considerably less explored. Herein, we report the direct C-H bond thiolation of electron-rich heterocycles, arenes, and 1,3-dicarbonyls by dichlorosulfuranes under mild conditions. Mechanistic studies and density functional theory calculations suggest the radical chain mechanism of the disclosed transformation. The key to success is attributed to a strikingly low S-Cl bond dissociation energy, which enables the generation of radical species upon exposure to daylight.

Herein, we report a highly regioselective one-pot synthesis of pyrazolo[3,4- b ]pyridines via the reaction of 3-arylidene-1-pyrrolines with aminopyrazoles. The reaction proceeds through the sequential nucleophilic addition/electrophilic substitution/C-N bond cleavage and provides easy access to pyrazolo[3,4- b ]pyridine derivatives featuring a primary amino group. Moreover, the reaction can be terminated at the electrophilic substitution stage, thus providing convenient entry to the hardly accessible pyrazolopyrrolopyridine scaffold.