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1. Navigating Remote Early Childhood Education in Hard-to-Access Settings: A Qualitative Study of Caregivers' and Teachers' Experiences in Lebanon

Author

Somaia Abdulrazzak, Duja Michael, Jamile Youssef, Lina Torossian, Ola Kheir, Diala Hajal, and Kate Schwartz

Subjects
Special aspects of education, LC8-6691
Abstract

In this qualitative research article, we examine the feasibility and perceptions of a remote early learning program and the Ahlan Simsim Families parenting program in hard-to-access areas of Lebanon. Our research targets Syrian refugee families dealing with the economic aftermath of the COVID-19 pandemic, including the resulting social tensions and a recovering education system. We explore the experiences of teachers, facilitators, and caregivers in order to identify the key factors that contributed to the two programs' success. Data from 71 postintervention interviews and 9 focus groups conducted in July 2022 and January 2023 reveal that remote programs are viable in contexts with limited in-person access. Despite some challenges, both teachers and caregivers demonstrated their adaptability and commitment. Flexible programming that accommodated family schedules proved essential. The caregivers' engagement was driven by their recognition of the programs' value and embracing of play-based learning. Using Weisner's (2002) ecocultural framework, the study challenges the notion that education programs must align with family routines. It presents evidence from the Ahlan Simsim intervention that this program can have a positive effect, even in the absence of established daily routines. The study highlights the importance of program design, teacher training, and collaboration in meeting families' diverse needs, which has implications for creating flexible, engaging, remote early childhood education programs.

Published
2025
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3. Assessing Child Development in Challenging Circumstances: A Multi-Sample Assessment of the Performance of a Remote Adaptation of the IDELA

Author

Society for Research on Educational Effectiveness (SREE), Kate Schwartz, Lina Torossian, Duja Michael, Jamile Youssef, Hiro Yoshikawa, Somaia Razzak, and Katie Murphy

Abstract

Background/Context: The COVID-19 pandemic challenged the way we conduct research. For some modes of data collection, such as interviews, there was a ready (if not perfect) analog: face-to-face became phone-based; paper and pen surveys moved online. Others, such as direct assessments of child development, proved more challenging. Despite the challenges, there is a benefit to being able to conduct child assessments entirely remotely. Even in the absence of a pandemic, some areas are difficult to access due to conflict, natural disasters, or other crises. Others are prohibitively expensive to access due to their remoteness. Given reliable tools, monitoring and evaluating programs in such circumstances may best be done remotely. Study objective: This paper presents a case study of how we adapted, piloted, used, and then further assessed a remote/videocall based version of the International Development and Early Learning Assessment (IDELA) and offers a psychometric assessment of how the remote IDELA performed and what changes might increase its reliability and validity. Findings are critical for future early childhood development programming and research in contexts where in-person assessments are not feasible and remote assessments present their own (often daunting) challenges. Intervention and Setting: The IDELA is a tool for assessing 3- to 6-year old numeracy, literacy, motor, and social-emotional development that has been used in over 75 countries and undergone multiple cross-country validations (e.g. Halpin et al. 2019; Pisani, Borisova, & Dowd, 2018). It has traditionally been conducted one-on-one and in person. During the COVID-19 pandemic, when in-person programming and data collection was no longer possible, we adapted the IDELA to be collected using caregiver-enabled, video-call data collection. Items needing resources families might not have on hand were modified (e.g. substituting an e-book for a hard copy book) or dropped (e.g. dropping the jigsaw puzzle item). The resulting tool was piloted with 3- to 6-year-olds in the Akkar, Bekaa, and Tripoli regions of Lebanon using WhatsApp video calls in Fall 2021. It was then used in an impact evaluation of a remote early learning program in Jan-Mar 2022 (baseline) and June-July 2022 (endline). We also, once in-person services and assessment were back in place, tested the remote IDELA directly against the in-person IDELA (with children randomized into one or the other) in Jan-Feb 2023. Population/Participants/Subjects: Our pilot sample (Fall 2021) included 495 3-6 year olds currently in their first (35%), second (47%), or third (18%) year of early childhood education (ECE: what Lebanon calls KG1, KG2, KG3, but would in some other contexts be called early preschool, preschool, and kindergarten). Our impact evaluation sample (Jan-July 2022) included 1,606 five (or just turned six) year old children (96% Syrian refugees) from hard-to-access areas of Lebanon with little to no prior access to ECE. Our follow-up study (Jan-Feb 2023) included 647 3-6 year olds currently in KG1 (32%), K2 (34%), and KG3 (34%). For this sample, half were randomly assigned to receive the remote IDELA and half received the in-person IDELA. All three samples were from Akkar, Baalbek, Bekaa, and Tripoli. Research Design: Our pilot samples were all in remote ECE programming and all assessed, one time, using the remote IDELA. Our randomized controlled trial impact evaluation included wait list control children as well as treatment children. They were all assessed prior to the beginning of ECE services and again after the treatment received the 11-week program (and just before it was offered to the control group). Our follow-up sample was randomly assigned to either remote or in-person IDELA and assessed once. Data Collection and Analysis: We conduct factor analyses and item response theory on all three samples to assess the structure and reliability of the remote tool and compare it to past work with the in-person IDELA both in Lebanon and in other contexts. For the follow-up study we also compare performance on the remote IDELA directly to performance when assessed in-person And assess whether either modality works better for younger vs. older children, children with different temperaments, or children with different levels of past experience with video calls. We also, for the follow-up sample, examine enumerator reports of caregiver behavior and attempted helping during the remote tool as well as; enumerator report of child attention and focus during remote assessment versus in-person. Findings/Results: Analyses are currently ongoing. We have thus far found that the remote tool performs similarly to the in-person tool in terms of factor loadings and reliability, but does introduce a new dimension of caregiver attempted helping, encouragement, and commentary. This helping does not appear to correlate with child ability, current ECE status, or expected in-person performance though we are currently collecting (and will present) qualitative data from enumerators who administered both versions of the tool in the follow-up study in order to further understand it. Conclusions: Even in the absence of a pandemic, some areas - especially those facing multiple crises such as Lebanon is currently - are difficult (or too costly) to access for in-person data collection. And yet, direct assessments still present the best way to monitor and support child development and improve early childhood programming. As such, it is critical that we better understand how to conduct direct assessments under a wide array of conditions, including fully remote programming, and that we examine what new variation or noise such changes in assessment modality introduce into our data collection tools. We already know that even the best in-person tools, while reliable on average, perform better or worse for different types of children (e.g., children who do not warm up quickly to strangers likely under perform in in-person assessments). We need to understand what new noise, and possible biases, remote versions introduce and how to think about these in further adapting and using these tools and in comparing them to in-person assessments. In this presentation, we will focus on what we have learned through these three samples on which we have used the remote IDELA as well as recommendations for future use and research around this tool.

Published
2023

4. Parenting and Child Development Impacts from a Remote, 10-Week, Early Learning Program in Lebanon Targeting Hard to Reach Families with Nearly School-Age Children

Author

Society for Research on Educational Effectiveness (SREE), Kate Schwartz, Duja Michael, Lina Torossian, Diala Hajal, Somaia Razzak, and Hiro Yoshikawa

Abstract

Background/Context: Even before the COVID-19 pandemic, the realities of many under-resourced and conflict-affected settings posed numerous challenges for in-person early childhood education (ECE) programming. Families migrate. Classroom spaces are scarce. Transportation to and from schools can be challenging to impossible. Schooling going remote during the pandemic only highlighted an already urgent need within humanitarian settings to understand how ECE can best be incorporated, implemented/adapted, and scaled given the myriad of challenges such settings pose (see Murphy, Yoshikawa, & Wuermli, 2018). Toward this end, there is a particular need to understand the efficacy of: 1) short-term, remote programming, which could be deployed when (or for families for whom) in person classes are not a viable option and in situations in which families are only present for a short period of time or only have a short window before the a\start of formal schooling; and, 2) two-generation programming, which seeks to support both children and primary caregivers simultaneously and may be particularly important for remote services when the caregiver is also the primary program implementer. Purpose/Objective/Research Question: This three-armed impact evaluation assesses the impact of a ten-week remote early learning program and early learning program plus remote caregiver support program as compared to a wait list control group who is not yet receiving any programming. Key outcomes include caregiver wellbeing, parenting self-efficacy, reported caregiver-child interactions, caregiver beliefs about play/learning through play, and child development (as assessed through a remotely implemented adaptation of the IDELA, piloted in Lebanon in 2021, see Schwartz et al., 2022). Setting and Population: Services are being implemented over WhatsApp largely in rural areas of Bekaa, Baalbek, Tripoli, and Akkar with both host (5%) and Syrian refugee (95%) community families and target 5-year-old children (600 each per treatment arm and control condition) with little to no history (93% report none and another 3% each report 0-2 and 2-4 months prior experience, respectively) of ECE who will be starting primary school next year. Participating caregivers are approximately two third mothers and one third fathers. Intervention/Program/Practice: The first treatment arm is receiving a 10-week child-facing early learning intervention based on Preschool Healing Classrooms (PSHC) in which children and caregivers have group calls in remote 'classrooms' of 5-6 child/caregiver dyads 3 times a week. Each 'classroom' is led by an ECE trained teacher. Calls are 20-30 minutes each. Teachers run 10-12 classrooms at a time. They also hold regular individual follow-up video calls with caregiver/child dyads as needed, if caregiver/child dyads miss a group session or have specific questions or if the teacher notices anything that feels worth following up on. Teachers send links to caregivers via WhatsApp for resources, such as storybooks, games, worksheets, and information on the importance of early childhood development (ECD), and ask caregivers to photograph or videotape various activities as they complete them. The second treatment arm will receive this programming as well as eight weekly caregiver support meetings (also over WhatsApp and with the same group of caregivers) with an ECD Facilitator. These meetings will focus on caregiver coping and wellbeing, their own and children's stress, behavior management and parenting, and the importance of ECD. Research Design: Caregivers/children are individually, randomly assigned to treatment arm and then grouped into classrooms and assigned teachers and (as relevant) ECD facilitators. The control is a wait list control group that will begin programming midsummer after endline data collection is complete and in time to still be certified as having received ECE services prior to the start of primary school. Data Collection and Analysis: Caregiver interviews -- including questions related to wellbeing, efficacy, child interactions, and beliefs about play -- are being conducted as both baseline and endline along with a remote (phone-based) adaptation of the IDELA in order to assess child development. Depending on how nested the data is by caregiver group/teacher/ECD facilitator, analyses will either be conducted as multi-level or fixed effects models and will control for baseline measures of all outcome variables. Missing data will be analyzed for patterns/bias and -- assuming missing largely at random -- accounted for using full information maximum likelihood. Program implementation is currently underway and analyses are being conducted in July and August of 2022. Findings/Results/Conclusions: As far as we are aware this is the first study to look at the efficacy of short-term, remote ECE programming delivered to caregiver-child dyads and one of the first to causally assess short-term ECE programming at all (see Bonilla et al., 2019). If such programming is found to be effective, it could greatly change programs' ability to serve far flung, highly mobile, or otherwise difficult to reach families. It is also a model that is significantly more cost effective to both implement and scale than in person classrooms. In addition, this study assesses the added impact of caregiver-focused stress, wellbeing, ECD programming. A common phenomenon in ECE research (that policy and program makers alike struggle with) is that of caregiver pushback as teachers are trained in more developmentally appropriate play-based approaches, with caregivers seeing play as non-learning or "unstructured" time (see Kabay, Wolf, & Yoshikawa, 2017). An early learning program with intensive hands-on caregiver involvement and play-based activities has the potential to help address this concern if found to alter caregivers' beliefs surrounding the value of play. Furthermore, there is potential benefit to first introducing children to ECE type activities in their own homes and with trusted adults and siblings/friends/cousins so that when beginning in-person learning (where so much is new) the activities are familiar and already beloved. This could have consequences for teacher-child and child-child interactions as well as classroom wide engagement.

Published
2022

5. The Effect of an Accelerated Renal Replacement Therapy Initiation Is Not Modified by Baseline Risk

Author

Federico Angriman, Bruno L. Ferreyro, Natalia Angeloni, Bruno R. da Costa, Ron Wald, Sean M. Bagshaw, Neill K.J. Adhikari, Rinaldo Bellomo, Didier Dreyfuss, Bin Du, Martin P. Gallagher, Stéphane Gaudry, François Lamontagne, Michael Joannidis, Kathleen D. Liu, Daniel F. McAuley, Shay P. McGuinness, Alistair D. Nichol, Marlies Ostermann, Paul M. Palevsky, Haibo Qiu, Ville Pettilä, Antoine G. Schneider, Orla M. Smith, Suvi T. Vaara, Matthew Weir, Glenn M. Eastwood, Leah Peck, Helen Young, Peter Kruger, Gordon Laurie, Emma Saylor, Jason Meyer, Ellen Venz, Krista Wetzig, Craig French, Forbes McGain, John Mulder, Gerard Fennessy, Sathyajith Koottayi, Samantha Bates, Miriam Towns, Rebecca Morgan, Anna Tippett, Andrew Udy, Chris Mason, Elisa Licari, Dashiell Gantner, Jason McClure, Alistair Nichol, Phoebe McCracken, Jasmin Board, Emma Martin, Shirley Vallance, Meredith Young, Chelsey Vladic, Steve McGloughlin, David Gattas, Heidi Buhr, Jennifer Coles, Debra Hutch, James Wun, Louise Cole, Christina Whitehead, Julie Lowrey, Kristy Masters, Rebecca Gresham, Victoria Campbell, David Gutierrez, Jane Brailsford, Loretta Forbes, Lauren Murray, Teena Maguire, Martina NiChonghaile, Neil Orford, Allison Bone, Tania Elderkin, Tania Salerno, Tim Chimunda, Jason Fletcher, Emma Broadfield, Sanjay Porwal, Cameron Knott, Catherine Boschert, Julie Smith, Angus Richardson, Dianne Hill, Graeme Duke, Peter Oziemski, Santiago Cegarra, Peter Chan, Deborah Welsh, Stephanie Hunter, Owen Roodenburg, John Dyett, Nicos Kokotsis, Max Moser, Yang Yang, Laven Padayachee, Joseph Vetro, Himangsu Gangopadhyay, Melissa Kaufman, Angaj Ghosh, Simone Said, Alpesh Patel, Shailesh Bihari, Elisha Matheson, Xia Jin, Tapaswi Shrestha, Kate Schwartz, Rosalba Cross, Winston Cheung, Helen Wong, Mark Kol, Asim Shah, Amanda Y. Wang, Zoltan Endre, Celia Bradford, Pierre Janin, Simon Finfer, Naomi Diel, Jonathan Gatward, Naomi Hammond, Anthony Delaney, Frances Bass, Elizabeth Yarad, Hergen Buscher, Claire Reynolds, Nerilee Baker, Romuald Bellmann, Andreas Peer, Julia Hasslacher, Paul Koglberger, Sebastian Klein, Klemens Zotter, Anna Brandtner, Armin Finkenstedt, Adelheid Ditlbacher, Frank Hartig, Dietmar Fries, Mirjam Bachler, Bettina Schenk, Martin Wagner, Philipp Eller, Thomas Staudinger, Esther Tiller, Peter Schellongowski, Andja Bojic, Eric A. Hoste, Stephanie Bracke, Luc De Crop, Daisy Vermeiren, Fernando Thome, Bianca Chiella, Lucia Fendt, Veronica Antunes, Frédérick D'Aragon, Charles St-Arnaud, Michael Mayette, Élaine Carbonnaeu, Joannie Marchand, Marie-Hélène Masse, Marilène Ladouceur, Alexis F. Turgeon, François Lauzier, David Bellemare, Charles Langis Francoeur, Guillaume LeBlanc, Gabrielle Guilbault, Stéphanie Grenier, Eve Cloutier, Annick Boivin, Charles Delisle-Thibault, Panagiota Giannakouros, Olivier Costerousse, Jean-François Cailhier, François-Martin Carrier, Ali Ghamraoui, Martine Lebrasseur, Fatna Benettaib, Maya Salamé, Dounia Boumahni, Ying Tung Sia, Jean-François Naud, Isabelle Roy, Henry T. Stelfox, Stacey Ruddell, Braden J. Manns, Shelley Duggan, Dominic Carney, Jennifer Barchard, Richard P. Whitlock, Emilie Belley-Cote, Nevena Savija, Alexandra Sabev, Troy Campbell, Thais Creary, Kelson Devereaux, Shira Brodutch, Claudio Rigatto, Bojan Paunovic, Owen Mooney, Anna Glybina, Oksana Harasemiw, Michelle Di Nella, John Harmon, Navdeep Mehta, Louis Lakatos, Nicole Haslam, Francois Lellouche, Mathieu Simon, Ying Tung, Patricia Lizotte, Pierre-Alexandre Bourchard, Bram Rochwerg, Tim Karachi, Tina Millen, John Muscedere, David Maslove, J. Gordon Boyd, Stephanie Sibley, John Drover, Miranda Hunt, Ilinca Georgescu, Randy Wax, Ilan Lenga, Kavita Sridhar, Andrew Steele, Kelly Fusco, Taneera Ghate, Michael Tolibas, Holly Robinson, Matthew A. Weir, Ravi Taneja, Ian M. Ball, Amit Garg, Eileen Campbell, Athena Ovsenek, Sean van Diepen, Nadia Baig, Sheldon Magder, Han Yao, Ahsan Alam, Josie Campisi, Erika MacIntyre, Ella Rokosh, Kimberly Scherr, Stephen Lapinsky, Sangeeta Mehta, Sumesh Shah, Daniel J. Niven, Michael Russell, Kym Jim, Gillian Brown, Kerry Oxtoby, Adam Hall, Luc Benoit, Colleen Sokolowski, Bhanu Prasad, Jag Rao, Shelley Giebel, Demetrios J. Kutsogiannis, Patricia Thompson, Tayne Thompson, Robert Cirone, Kanthi Kavikondala, Mark Soth, France Clarke, Alyson Takaoka, David Mazer, Karen Burns, Jan Friedrich, David Klein, Gyan Sandhu, Marlene Santos, Imrana Khalid, Jennifer Hodder, Peter Dodek, Najib Ayas, Victoria Alcuaz, Gabriel Suen, Oleksa Rewa, Gurmeet Singh, Sean Norris, Neil Gibson, Castro Arias, Aysha Shami, Celine Pelletier, Alireza Zahirieh, Andre Amaral, Nicole Marinoff, Navjot Kaur, Adic Perez, Jane Wang, Gregory Haljan, Christopher Condin, Lauralyn McIntyre, Brigette Gomes, Rebecca Porteous, Irene Watpool, Swapnil Hiremath, Edward Clark, Margaret S. Herridge, Felicity Backhouse, M. Elizabeth Wilcox, Karolina Walczak, Vincent Ki, Asheer Sharman, Martin Romano, R.T. Noel Gibney, Adam S. Romanovsky, Lorena McCoshen, Gordon Wood, Daniel Ovakim, Fiona Auld, Gayle Carney, Meili Duan, Xiaojun Ji, Dongchen Guo, Zhili Qi, Jin Lin, Meng Zhang, Lei Dong, Jingfeng Liu, Pei Liu, Deyuan Zhi, Guoqiang Bai, Yu Qiu, Ziqi Yang, Jing Bai, Zhuang Liu, Haizhou Zhuang, Haiman Wang, Jian Li, Mengya Zhao, Xiao Zhou, Xianqing Shi, Baning Ye, Manli Liu, Jing Wu, Yongjian Fu, Dali Long, Yu Pan, Jinlong Wang, Huaxian Mei, Songsong Zhang, Mingxiang Wen, Enyu Yang, Sijie Mu, Jianquan Li, Tingting Hu, Bingyu Qin, Min Li, Cunzhen Wang, Xin Dong, Kaiwu Wang, Haibo Wang, Jianxu Yang, Chuanyao Wang, Dongxin Wang, Nan Li, Zhui Yu, Song Xu, Lan Yao, Guo Hou, Zhou Liu, Liping Lu, Yingtao Lian, Chunting Wang, Jichen Zhang, Ruiqi Ding, Guoqing Qi, Qizhi Wang, Peng Wang, Zhaoli Meng, Man Chen, Xiaobo Hu, Xiandi He, Shibing Zhao, Lele Hang, Rui Li, Suhui Qin, Kun Lu, Shijuan Dun, Cheng Liu, Qi Zhou, Zhenzhen Chen, Jing Mei, Minwei Zhang, Hao Xu, Jincan Lin, Qindong Shi, Lijuan Fu, Qinjing Zeng, Hongye Ma, Jinqi Yan, Lan Gao, Hongjuan Liu, Lei Zhang, Hao Li, Xiaona He, Jingqun Fan, Litao Guo, Yu Liu, Xue Wang, Jingjing Sun, Zhongmin Liu, Juan Yang, Lili Ding, Lulu Sheng, Xingang Liu, Jie Yan, Quihui Wang, Yifeng Wang, Dan Zhao, Shuangping Zhao, Chenghuan Hu, Jing Li, Fuxing Deng, Haibo Qui, Yi Yang, Min Mo, Chun Pan, Changde Wu, Yingzi Huang, Lili Huang, Airan Liu, Anna-Maija Korhonen, Sanna Törnblom, Sari Sutinen, Leena Pettilä, Jonna Heinonen, Eliria Lappi, Taria Suhonen, Sari Karlsson, Sanna Hoppu, Ville Jalkanen, Anne Kuitunen, Markus Levoranta, Jaakko Långsjö, Sanna Ristimäki, Kaisa Malila, Anna Wootten, Simo Varila, Mikko J Järvisalo, Outi Inkinen, Satu Kentala, Keijo Leivo, Paivi Haltia, Jean-Damien Ricard, Jonathan Messika, Abirami Tiagarajah, Malo Emery, Aline Dechanet, Coralie Gernez, Damien Roux, Laurent Martin-Lefevre, Maud Fiancette, Isabelle Vinatier, Jean Claude Lacherade, Gwenhaël Colin, Christine Lebert, Marie-Ange Azais, Aihem Yehia, Caroline Pouplet, Matthieu Henry- Lagarrigue, Amélie Seguin, Laura Crosby, Julien Maizel, Dimitri Titeca-Beauport, Alain Combes, Ania Nieszkowska, Paul Masi, Alexandre Demoule, Julien Mayaux, Martin Dres, Elise Morawiec, Maxens Decalvele, Suela Demiri, Morgane Faure, Clémence Marios, Maxime Mallet, Marie Amélie Ordon, Laura Morizot, Marie Cantien, François Pousset, Florent Poirson, Yves Cohen, Laurent Argaud, Martin Cour, Laurent Bitker, Marie Simon, Romain Hernu, Thomas Baudry, Sylvie De La Salle, Adrien Robine, Nicholas Sedillot, Xavier Tchenio, Camille Bouisse, Sylvie Roux, Fabienne Tamion, Steven Grangé, Dorothée Carpentier, Guillaume Chevrel, Luis Ensenyat-Martin, Sophie Marque, Jean-Pierre Quenot, Pascal Andreu, Auguste Dargent, Audrey Large, Nicolas Chudeau, Mickael Landais, Benoit Derrien, Jean Christophe Callahan, Christophe Guitton, Charlène Le Moal, Alain Robert, Karim Asehnoune, Raphaël Cinotti, Nicolas Grillot, Dominique Demeure, Christophe Vinsonneau, Imen Rahmani, Mehdi Marzouk, Thibault Dekeyser, Caroline Sejourne, Mélanie Verlay, Fabienne Thevenin, Lucie Delecolle, Didier Thevenin, Bertrand Souweine, Elisabeth Coupez, Mireille Adda, Jean-Pierre Eraldi, Antoine Marchalot, Nicolas De Prost, Armand Mekontso Dessap, Keyvan Razazi, Ferhat Meziani, Julie Boisrame-Helms, Raphael Clere-Jehl, Xavier Delabranche, Christine Kummerlen, Hamid Merdji, Alexandra Monnier, Yannick Rabouel, Hassene Rahmani, Hayat Allam, Samir Chenaf, Vincenta Franja, Bertrand Pons, Michel Carles, Frédéric Martino, Régine Richard, Benjamin Zuber, Guillaume Lacave, Karim Lakhal, Bertrand Rozec, Hoa Dang Van, Éric Boulet, Fouad Fadel, Cedric Cleophax, Nicolas Dufour, Caroline Grant, Marie Thuong, Jean Reignier, Emmanuel Canet, Laurent Nicolet, Thierry Boulain, Mai-Anh Nay, Dalila Benzekri, François Barbier, Anne Bretagnol, Toufik Kamel, Armelle Mathonnet, Grégoire Muller, Marie Skarzynski, Julie Rossi, Amandine Pradet, Sandra Dos Santos, Aurore Guery, Lucie Muller, Luis Felix, Julien Bohé, Guillaume Thiéry, Nadia Aissaoui, Damien Vimpere, Morgane Commeureuc, Jean-Luc Diehl, Emmanuel Guerot, Orfeas Liangos, Monika Wittig, Alexander Zarbock, Mira Küllmar, Thomas van Waegeningh, Nadine Rosenow, Kathy Brickell, Peter Doran, Patrick T. Murray, Giovanni Landoni, Rosalba Lembo, Alberto Zangrillo, Giacomo Monti, Margherita Tozzi, Matteo Marzaroli, Gaetano Lombardi, Gianluca Paternoster, Michelangelo Vitiello, Shay McGuinness, Rachael Parke, Magdalena Butler, Eileen Gilder, Keri-Anne Cowdrey, Samantha Wallace, Jane Hallion, Melissa Woolett, Philippa Neal, Karina Duffy, Stephanie Long, Colin McArthur, Catherine Simmonds, Yan Chen, Rachael McConnochie, Lynette Newby, David Knight, Seton Henderson, Jan Mehrtens, Stacey Morgan, Anna Morris, Kymbalee Vander Hayden, Tara Burke, Matthew Bailey, Ross Freebairn, Lesley Chadwick, Penelope Park, Christine Rolls, Liz Thomas, Ulrike Buehner, Erin Williams, Jonathan Albrett, Simon Kirkham, Carolyn Jackson, Troy Browne, Jennifer Goodson, David Jackson, James Houghton, Owen Callender, Vicki Higson, Owen Keet, Clive Dominy, Paul Young, Anna Hunt, Harriet Judd, Cassie Lawrence, Shaanti Olatunji, Yvonne Robertson, Charlotte Latimer-Bell, Deborah Hendry, Agnes Mckay-Vucago, Nina Beehre, Eden Lesona, Leanlove Navarra, Chelsea Robinson, Ryan Jang, Andrea Junge, Bridget Lambert, Michel Thibault, Philippe Eckert, Sébastien Kissling, Erietta Polychronopoulos, Elettra Poli, Marco Altarelli, Madeleine Schnorf, Samia Abed Mallaird, Claudia Heidegger, Aurelie Perret, Philippe Montillier, Frederic Sangla, Seigenthaller Neils, Aude De Watteville, Mandeep-Kaur Phull, Aparna George, Nauman Hussain, Tatiana Pogreban, Steve Lobaz, Alison Daniels, Mishell Cunningham, Deborah Kerr, Alice Nicholson, Pradeep Shanmugasundaram, Judith Abrams, Katarina Manso, Geraldine Hambrook, Elizabeth McKerrow, Juvy Salva, Stephen Foulkes, Matthew Wise, Matt Morgan, Jenny Brooks, Jade Cole, Tracy Michelle Davies, Helen Hill, Emma Thomas, Marcela Vizcaychipi, Behrad Baharlo, Jaime Carungcong, Patricia Costa, Laura Martins, Ritoo Kapoor, Tracy Hazelton, Angela Moon, Janine Musselwhite, Ben Shelley, Philip McCall, Gill Arbane, Aneta Bociek, Martina Marotti, Rosario Lim, Sara Campos, Neus Grau Novellas, Armando Cennamo, Andrew Slack, Duncan Wyncoll, Luigi Camporota, Simon Sparkes, Rosalinde Tilley, Austin Rattray, Gayle Moreland, Jane Duffy, Elizabeth McGonigal, Philip Hopkins, Clare Finney, John Smith, Harriet Noble, Hayley Watson, Claire-Louise Harris, Emma Clarey, Eleanor Corcoran, James Beck, Clare Howcroft, Nora Youngs, Elizabeth Wilby, Bethan Ogg, Adam Wolverson, Sandra Lee, Susie Butler, Maryanne Okubanjo, Julia Hindle, Ingeborg Welters, Karen Williams, Emily Johnson, Julie Patrick-Heselton, David Shaw, Victoria Waugh, Richard Stewart, Esther Mwaura, Lynn Wren, Louise Mew, Sara-Beth Sutherland, Jane Adderley, Jim Ruddy, Margaret Harkins, Callum Kaye, Teresa Scott, Wendy Mitchell, Felicity Anderson, Fiona Willox, Vijay Jagannathan, Michele Clark, Sarah Purv, Andrew Sharman, Megan Meredith, Lucy Ryan, Louise Conner, Cecilia Peters, Dan Harvey, Ashraf Roshdy, Amy Collins, Malcolm Sim, Steven Henderson, Nigel Chee, Sally Pitts, Katie Bowman, Maria Dilawershah, Luke Vamplew, Elizabeth Howe, Paula Rogers, Clara Hernandez, Clara Prendergast, Jane Benton, Alex Rosenberg, Lui G. Forni, Alice Grant, Paula Carvelli, Ajay Raithatha, Sarah Bird, Max Richardson, Matthew Needham, Claire Hirst, Jonathan Ball, Susannah Leaver, Luisa Howlett, Carlos Castro Delgado, Sarah Farnell-Ward, Helen Farrah, Geraldine Gray, Gipsy Joseph, Francesca Robinson, Ascanio Tridente, Clare Harrop, Karen Shuker, Derek McLaughlan, Judith Ramsey, Sharon Meehan, Bernd Oliver Rose, Rosie Reece-Anthony, Babita Gurung, Tony Whitehouse, Catherine Snelson, Tonny Veenith, Andy Johnston, Lauren Cooper, Ron Carrera, Karen Ellis, Emma Fellows, Samanth Harkett, Colin Bergin, Elaine Spruce, Liesl Despy, Stephanie Goundry, Natalie Dooley, Tracy Mason, Amy Clark, Gemma Dignam, Geraldine Ward, Ben Attwood, Penny Parsons, Sophie Mason, Michael Margarson, Jenny Lord, Philip McGlone, Luke E. Hodgson, Indra Chadbourn, Raquel Gomez, Jordi Margalef, Rinus Pretorius, Alexandra Hamshere, Joseph Carter, Hazel Cahill, Lia Grainger, Kate Howard, Greg Forshaw, Zoe Guy, Kianoush B. Kashani, Robert C. Albright, Amy Amsbaugh, Anita Stoltenberg, Alexander S. Niven, Matthew Lynch, AnnMarie O'Mara, Syed Naeem, Sairah Sharif, Joyce McKenney Goulart, Ashita Tolwani, Claretha Lyas, Laura Latta, Azra Bihorac, Haleh Hashemighouchani, Philip Efron, Matthew Ruppert, Julie Cupka, Sean Kiley, Joshua Carson, Peggy White, George Omalay, Sherry Brown, Laura Velez, Alina Marceron, Javier A. Neyra, Juan Carlos Aycinena, Madona Elias, Victor M. Ortiz-Soriano, Caroline Hauschild, and Robert Dorfman

Subjects
Renal Replacement Therapy, Pulmonary and Respiratory Medicine, Critical Illness, Medicine and Health Sciences, Humans, Acute Kidney Injury
Published
2022
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6. Teachers’ Lives in Context: A Framework for Understanding Barriers to High-Quality Teaching Within Resource Deprived Settings

Author

Elise Cappella, Kate Schwartz, and J. Lawrence Aber

Subjects
Resource (biology), Poverty, Context effect, Well-being, Pedagogy, Effective schools, Developing country, Social environment, Context (language use), Sociology, Education
Abstract

There is a profound need for more effective schools, especially within resource-poor communities in low- and middle-income countries. A wide range of literature identifies teachers as the most crit...

Published
2019
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7. A National Sample of Eighth-Grade Students: The Impact of Middle Grade Schools on Academic and Psychosocial Competence

Author

Ha Yeon Kim, Elise Cappella, Jennifer Hill, Kate Schwartz, and Edward Seidman

Subjects
Medical education, Sociology and Political Science, education, 05 social sciences, Self-concept, Academic achievement, Middle grades, Developmental and Educational Psychology, Mathematics education, Early adolescents, 0501 psychology and cognitive sciences, Academic competence, Life-span and Life-course Studies, Psychology, Competence (human resources), Socioeconomic status, Psychosocial, Social Sciences (miscellaneous), 050104 developmental & child psychology
Abstract

This study evaluates the effect of attending a U.S. public middle or junior high school as compared with a K-8 school on eighth graders’ academic and psychosocial outcomes. In a national sample, we conducted propensity score weighted regression analysis. Initial findings indicated that for eighth-grade students, attending a middle or junior high school negatively affected teacher- and self-reported reading/writing competence. After applying population weights, only reading self-concept remained negatively affected by middle school enrollment. Exploratory analysis revealed the negative effects of attending a middle grade school may be present only for the students who enter kindergarten not at risk as measured by socioeconomic status (SES) or academic performance. Taken together, results suggest that negative impacts of middle grade schooling may be limited to teacher- and self-reported reading/writing competence, more pronounced in middle versus junior high school, and more salient for less disadvantaged students. Implications for theory, policy, and practice are discussed.

Published
2017
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8. Association between augmented renal clearance and clinical outcomes in patients receiving β-lactam antibiotic therapy by continuous or intermittent infusion: a nested cohort study of the BLING-II randomised, placebo-controlled, clinical trial

Author

Andrew A. Udy, Joel M. Dulhunty, Jason A. Roberts, Joshua S. Davis, Steven A.R. Webb, Rinaldo Bellomo, Charles Gomersall, Charudatt Shirwadkar, Glenn M. Eastwood, John Myburgh, David L. Paterson, Therese Starr, Sanjoy K. Paul, Jeffrey Lipman, Glenn Eastwood, Leah Peck, Helen Young, Catherine Boschert, Jason Fletcher, Julie Smith, Kiran Nand, Treena Sara, Amy Harney, Helen Rodgers, Frank Van Haren, Sally Clarke, David Durham, Catherine Hannan, Elisha Matheson, Kate Schwartz, Karen Thomas, Allison Bone, Claire Cattigan, Tania Elderkin, Tania Salerno, Robert Cameron, Katrina Ellis, Sheridan Hatter, Joshua Davis, Milind Sanap, Natalie Soar, Josette Wood, Karen Chan, Aaron Heffernan, Nai An Lai, Catherine Moss, Kate Sheehy, Maree Duroux, Megan Ratcliffe, Samantha Shone, Timothy Warhurst, Joel Dulhunty, Rachel Dunlop, David Paterson, Jason Roberts, Janine Stuart, Andrew Udy, David Cooper, Rick McAllister, Steve Webb, Andrew Cheng, Deborah Inskip, Jennene Miller, Serena Knowles, Claire Reynolds, Sam Rudham, Stuart Baker, Kristy Hepburn, Brigit Roberts, Paul Woods, Indranil Chatterjee, Judy Smith, Martin Cullen, Jing Kong, Vineet Nayyar, Christina Whitehead, Patricia Leung, Eileen Gilder, Lianne McCarthy, Shay McGuiness, Rachael Parke, Kirsten Benefield, Yan Chen, Colin McArthur, Lynette Newby, Seton Henderson, Jan Mehrtens, Sascha Noble, Lesley Chadwick, Ross Freebain, Chantal Hogan, Alex Kazemi, Laura Rust, Rima Song, Anna Tilsley, Anthony Williams, John Durning, Robert Frengley, Mary La Pine, Geoff McCracken, Swarna Baskar Sharma, Lynn Andrews, Richard Dinsdale, Anna Hunt, Sally Hurford, Diane Mackle, Jessica Ongley, Paul Young, Marin Kollef, John Turnidge, Sanjoy Paul, Udy, Andrew A, Dulhunty, Joel M, Roberts, Jason A, Davis, Joshua S, Turnidge, John, and Paul, Sanjoy K

Subjects
Adult, Male, Microbiology (medical), augmented renal clearance, medicine.medical_specialty, Metabolic Clearance Rate, medicine.medical_treatment, Renal function, beta-Lactams, Placebo, Cohort Studies, sepsis, 03 medical and health sciences, chemistry.chemical_compound, 0302 clinical medicine, Sepsis, Internal medicine, medicine, Humans, critical illness, Pharmacology (medical), 030212 general & internal medicine, Renal replacement therapy, Infusions, Intravenous, Aged, Creatinine, business.industry, Organ dysfunction, Acute kidney injury, 030208 emergency & critical care medicine, Bacterial Infections, General Medicine, Middle Aged, medicine.disease, Anti-Bacterial Agents, Surgery, Clinical trial, Treatment Outcome, Infectious Diseases, chemistry, Female, medicine.symptom, business, ß-lactams, Cohort study
Abstract

Augmented renal clearance (ARC) is known to influence β-lactam antibiotic pharmacokinetics. This substudy of the BLING-II trial aimed to explore the association between ARC and patient outcomes in a large randomised clinical trial. BLING-II enrolled 432 participants with severe sepsis randomised to receive β-lactam therapy by continuous or intermittent infusion. An 8-h creatinine clearance (CLCr) measured on Day 1 was used to identify ARC, defined as CLCr ≥ 130 mL/min. Patients receiving any form of renal replacement therapy were excluded. Primary outcome was alive ICU-free days at Day 28. Secondary outcomes included 90-day mortality and clinical cure at 14 days following antibiotic cessation. A total of 254 patients were included, among which 45 (17.7%) manifested ARC [median (IQR) CLCr 165 (144–198) mL/min]. ARC patients were younger (P

Published
2017
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9. The Challenges, Joys, and Career Satisfaction of Women Graduates of the Robert Wood Johnson Clinical Scholars Program 1973–2011

Author

Jennifer Rockfeld, Penelope Lusk, Rebecca Deng, Kathlyn E. Fletcher, Adina Kalet, Nina A. Bickell, and Kate Schwartz

Subjects
media_common.quotation_subject, Happiness, Specialty, Face (sociological concept), Personal Satisfaction, 01 natural sciences, Job Satisfaction, 03 medical and health sciences, 0302 clinical medicine, Open text, Surveys and Questionnaires, Internal Medicine, Medicine, Humans, 030212 general & internal medicine, 0101 mathematics, Fellowships and Scholarships, Child, media_common, Original Research, Medical education, ComputingMilieux_THECOMPUTINGPROFESSION, Career Choice, business.industry, 010102 general mathematics, Flexibility (personality), Research Personnel, Negotiation, Feeling, Workforce, Female, Thematic analysis, business
Abstract

BACKGROUND: To ensure a next generation of female leaders in academia, we need to understand challenges they face and factors that enable fellowship-prepared women to thrive. We surveyed woman graduates of the Robert Wood Johnson Clinical Scholars Program (CSP) from 1976 to 2011 regarding their experiences, insights, and advice to women entering the field. METHODS: We surveyed every CSP woman graduate through 2012 (n = 360) by email and post. The survey, 12 prompts requiring open text responses, explored current work situation, personal definitions of success, job negotiations, career regrets, feelings about work, and advice for others. Four independent reviewers read overlapping subsets of the de-identified data, iteratively created coding categories, and defined and refined emergent themes. RESULTS: Of the 360 cohort, 108 (30%) responded. The mean age of respondents was 45 (range 32 to 65), 85% are partnered, and 87% have children (average number of children 2.15, range 1 to 5). We identified 11 major code categories and conducted a thematic analysis. Factors common to very satisfied respondents include personally meaningful work, schedule flexibility, spousal support, and collaborative team research. Managing professional-personal balance depended on career stage, clinical specialty, and children’s age. Unique to women who completed the CSP prior to 1995 were descriptions of “atypical” paths with career transitions motivated by discord between work and personal ambitions and the emphasis on the importance of maintaining relevance and remaining open to opportunities in later life. CONCLUSIONS: Women CSP graduates who stayed in academic medicine are proud to have pursued meaningful work despite challenges and uncertain futures. They thrived by remaining flexible and managing change while remaining true to their values. We likely captured the voices of long-term survivors in academic medicine. Although transferability of these findings is uncertain, these voices add to the national discussion about retaining clinical researchers and keeping women academics productive and engaged. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s11606-020-05715-3) contains supplementary material, which is available to authorized users.

Published
2020

10. Early Childhood Teachers' Lives in Context: Implications for Professional Development in Under-Resourced Areas

Author

Marc Scott, Jere R. Behrman, Kate Schwartz, Elise Cappella, Sharon Wolf, and J. Lawrence Aber

Subjects
Early childhood education, Adult, Male, Health (social science), Context (language use), Ghana, Job Satisfaction, 03 medical and health sciences, Professional Competence, Humans, 0501 psychology and cognitive sciences, Early childhood, Curriculum, Poverty, Applied Psychology, Bioecological model, Medical education, 030505 public health, Depression, 05 social sciences, Professional development, Public Health, Environmental and Occupational Health, Teacher Training, Disadvantaged, Attitude, Job satisfaction, Female, School Teachers, 0305 other medical science, Psychology, 050104 developmental & child psychology
Abstract

This study explores the personal, professional, and contextual conditions faced by early childhood education (ECE) teachers in under-resourced settings and how these relate to teacher responsiveness to professional development (PD): namely, teacher attrition (a sign of PD failure when occurring shortly after PD), take-up of offered PD, adherence to PD training/materials, and quality of implementation. We use data from six disadvantaged districts in the Greater Accra Region of Ghana and PD focused on implementation of a national, play-based curriculum. Descriptive statistics indicate that ECE teachers (n = 302) face a multitude of barriers to high quality teaching across the bioecological model. Multilevel mixed effects models find that teachers with low job satisfaction are more likely to leave the school within the academic year. Teachers with moderate to severe depression are less likely to attend PD trainings. Senior teachers and those with poverty risks are less likely to adhere to PD material. Teachers with many time demand barriers are more likely to adhere to material. They also implement the content at higher observed quality as do teachers with bachelor's degrees and early childhood development (ECD) training. Take-up of PD also predicts quality of implementation. Practice and research implications are discussed.

Published
2019

11. Reliability and Validity of Visual Estimation in Determining Thorax Rotation Mobility using the Quadruped Lumbar-Locked Position

Author

Katelyn S Whetstone, Kyle A Matsel, Andrew S Patton, Sarah E Gehres, and Kate Schwartzkopf-Phifer

Subjects
Sports medicine, RC1200-1245
Abstract

# Background Thoracic rotation mobility is crucial for athletes in rotational sports such as baseball, golf, and swimming to maintain the proper biomechanics associated with the sport. Accurate differentiation between normal mobility and active and passive physiological deficits in the thoracic region is critical for identifying the need for intervention to the thorax. # Purpose To establish the reliability and discriminant validity of visual estimation of thorax rotation range of motion across clinicians of differing experience levels in determining normal mobility and active or passive physiological deficits when utilizing the quadruped lumbar-locked position. # Study Design Cross-sectional # Methods Thirty-eight subjects (21 female, 17 male) with a mean age of 27 years ± 6.67 were assessed with the quadruped lumbar-locked thorax rotation test by three examiners with various clinical experience in real-time and again one week later. Bilateral active and passive lumbar-locked thorax rotation mobility was assessed by all raters and categorized as “Unrestricted” (≥50°) or “Restricted” (

Published
2024
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12. Comparison of Intervention Programs to Improve Trunk Stability for Active Females

Author

Kate Schwartzkopf-Phifer, Katie Whetstone, Mark Marchino, Kevin Brown, and Kyle Matsel

Subjects
Sports medicine, RC1200-1245
Abstract

# Background Current literature illustrates a disparity in trunk stability push up performance (TSPU), as measured by the Functional Movement Screen (FMSTM), in females throughout the lifespan when compared to their male counterparts. # Hypothesis/Purpose The purpose of this study was to evaluate the effectiveness of a novel exercise approach to a trunk stability (NEATS) program compared to a standard Pilates program on TSPU performance in active females aged 18-45 years. It was hypothesized that subjects in the NEATS program would have greater improvements on outcomes related to trunk stability than subjects in the Pilates program. # Study Design Randomized controlled trial # Methods All subjects were tested at baseline on Beighton criteria, the FMSTM, Y-Balance Test Upper Quarter and Lower Quarter, and grip strength by an evaluator blinded to group allocation. Subjects were randomized into the NEATS (n=17) or the Pilates group (n=19). The intervention period lasted eight weeks, with exercise progression at weeks two, four, and six. # Results The main outcome was between-group pass rates on the TSPU. At posttest, 41% (n=7) of the NEATS group and 42% (n=8) of the Pilates group passed the TSPU, though there was no difference between groups (p=0.97). Significant differences were noted on the TSPU (Pilates, NEATS p=0.01) and composite scores (Pilates p=0.01; NEATS p=0.03). No within-group improvements were noted on the individual scores of the FMSTM (p=0.05-0.66). Within-group differences were noted on the posterolateral reach on the Y-Balance Test Lower Quarter (p=0.03) in the Pilates group. Between-group posttest continuous measures were not significantly different (p=0.17-0.96). # Conclusion Improvements in trunk stability were comparable between the multi-planar NEATS program and a standard Pilates program suggesting that both can be used to improve trunk stability performance in active females. # Level of Evidence 2

Published
2023
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15. Extracurricular Participation and Course Performance in the Middle Grades: A Study of Low-Income, Urban Youth

Author

Elise Cappella, Edward Seidman, and Kate Schwartz

Subjects
Low income, Male, medicine.medical_specialty, Health (social science), Adolescent, Urban Population, education, Ethnic group, Child Behavior, Developmental psychology, medicine, Ethnicity, Humans, Community or, Longitudinal Studies, Child, Students, Recreation, Poverty, Applied Psychology, Likelihood Functions, Schools, Public health, Public Health, Environmental and Occupational Health, Middle grades, Black or African American, Health psychology, Educational Status, Female, New York City, Psychology
Abstract

The transition to middle/junior high school is associated with declines in students’ academic performance, especially among low-income, urban youth. Developmental psychologists posit such declines are due to a poor fit between the needs of early adolescents—industry, identity, and autonomy—and the environment of their new schools. Extracurricular participation during these years may act as a buffer for youth, providing a setting for development outside the classroom. The current study examines participation within and across activity settings among low-income, urban youth in New York City over this transition. Using the Adolescent Pathways Project data, this study explores how such participation relates to course performance. We find that a large percentage of youth are minimally or uninvolved in extracurricular activities during these years; that participation varies within youth across time; and that the association between participation and course performance varies by activity setting. Youth who participate frequently in community or athletic settings or have high participation in two or more settings are found to have higher GPAs in the year in which they participate and youth who participate frequently in the religious setting are found to have lower GPAs. High participation in more than two settings may be detrimental.

Published
2015

16. Self-Movement Screening using the Symmio Application is Reliable and Valid for Identifying Musculoskeletal Risk Factors

Author

Kyle Matsel, Jonathan Kirsch, Tessa Netelbeek, Rolando Rodriguez, Ervin Velic, and Kate Schwartzkopf-Phifer

Subjects
Sports medicine, RC1200-1245
Abstract

# Background Musculoskeletal health problems are one of the greatest healthcare expenses in the United States but patient-driven screening procedures to detect risk factors do not exist. # Hypothesis/Purpose The purpose was to establish the inter-rater reliability of the Symmio Self-Screen application in untrained individuals and to investigate its accuracy to detect MSK risk factors such as pain with movement, movement dysfunction, and decreased dynamic balance. # Study Design Cross-Sectional # Methods Eighty (42 male, 38 female) healthy individuals mean age 26.5 ± 9.4 participated in the study. The inter-rater reliability of Symmio application was established by comparing self-screen scores from untrained subjects with the results simultaneously determined by a trained healthcare provider. Each subject was evaluated for pain with movement, movement dysfunction, and deficits in dynamic balance by two trained evaluators who were blinded to the Symmio results. The validity of Symmio was determined by comparing self-screen performance dichotomized as pass or fail with the reference standard of pain with movement, failure on the Functional Movement Screen™, and asymmetry on the Y Balance Test-Lower Quarter™ using three separate 2x2 contingency tables. # Results The mean Cohen's kappa coefficient was 0.68 (95% CI, 0.47-0.87) and the absolute agreement was 89% between self-assessment of subjects and the observation of a trained healthcare provider. There were significant associations for the presence of pain with movement (*p*=0.003), movement dysfunction (*p*=0.001), and dynamic balance deficits (*p*=0.003) relative to poor Symmio performance. The accuracy of Symmio to identify pain with movement, movement dysfunction, and dynamic balance deficits were 0.74 (95% CI, 0.63-0.83), 0.73 (95% CI, 0.62-0.82), and 0.69 (95% CI, 0.57-0.79), respectively. # Conclusions The Symmio Self-Screen application is a reliable and feasible screening tool that can be used to identify MSK risk factors. # Level of Evidence Level 2

Published
2023
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17. Navigating middle grades: role of social contexts in middle grade school climate

Author

Ha Yeon Kim, Kate Schwartz, Elise Cappella, and Edward Seidman

Subjects
Male, Health (social science), Adolescent, Primary education, Education, Social Environment, Social support, Pedagogy, Humans, Early childhood, Students, Applied Psychology, Preparatory school, Medical education, Schools, Public Health, Environmental and Occupational Health, Social environment, Social Support, Faculty, Organizational Culture, Health psychology, Cross-Sectional Studies, Attitude, Female, Perception, Psychology, Positive Youth Development
Abstract

During early adolescence, most public school students undergo school transitions, and many students experience declines in academic performance and social-emotional well-being. Theories and empirical research have highlighted the importance of supportive school environments in promoting positive youth development during this period of transition. Despite this, little is known about the proximal social and developmental contexts of the range of middle grade public schools US students attend. Using a cross-sectional dataset from the eighth grade wave of the Early Childhood Longitudinal Study—Kindergarten Cohort 1998–1999, the current study examines the middle grade school social context from the perspectives of administrators and teachers in public schools with typical grade configurations (k–8 schools, middle schools, and junior high schools) and how it relates to students’ perceptions of school climate. We find that administrators and teachers in k–8 schools perceive a more positive school social context, controlling for school structural and demographic characteristics. This school social context, in turn, is associated with students’ perceptions of their schools’ social and academic climate. Implications for educational policy and practice are discussed.

Published
2014

20. Perceived exercise habits of individuals with Parkinson’s disease living in the community

Author

Jordana Lockwich, Kate Schwartzkopf-Phifer, Camille Skubik-Peplaski, Richard D. Andreatta, and Patrick Kitzman

Subjects
Parkinson’s disease, Gait, Exercise, Intensity, Neurology. Diseases of the nervous system, RC346-429
Abstract

Context: Exercise has been shown to improve gait in individuals with Parkinson’s disease (PD). Stepping practice at higher intensity levels has been suggested as a beneficial treatment option to improve gait in the neurological population. Unfortunately, this mode is poorly understood and underutilized within the PD population. Information on what individuals with PD are doing for exercise would be beneficial to help tailor exercise programs to improve gait and provide exercise options in the community for intensity-based exercise. Objective: To investigate the current exercise habits of individuals living with PD in the community aimed at improving walking and to understand the impact of perceived intensity on daily exercise practices. Design, setting, participants: One hundred thirty-eight individuals with PD living in the community were surveyed online regarding their current exercise habits. Main outcome measure: A total of 22 questions aimed to understand exercise selection, focus, and perceived intensity. Questions asked basic demographic, symptom presentation and management of disease related symptoms that were present while living with PD. Exercise questions focused understanding participants current function level, practice exercise habits and perceived levels of exercise intensity during daily routines. Results: Of the 138 individuals surveyed for this preliminary study, eighty-seven percent of individuals with PD participated in exercise with seventy-five percent choosing walking as a mode for exercise. Sixty-five percent of the respondents noted that despite exercise, their walking speed and endurance has worsened since diagnosis. Eighty-one percent perceived exercising at moderate intensity levels, however little provocation of intensity symptoms was noted. Conclusion: Our preliminary study survey results suggest that individuals with PD are exercising but not at high enough intensity levels to promote improvements in gait performance. Individuals with PD may need to be pushed at higher intensity levels, beyond their voluntary limits, to induce gait performance changes. These findings can provide a foundation for future fitness interventions within this population to target improving gait.

Published
2022
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21. The Effect of a Novel Training Program to Improve Trunk Stability Push Up Performance in Active Females: A Pilot Study

Author

Kate Schwartzkopf-Phifer, Suzanne Leach, Katie Whetstone, Kevin Brown, and Kyle Matsel

Subjects
Sports medicine, RC1200-1245
Abstract

# Background Trunk stability is a risk factor commonly associated with lower extremity injuries, particularly in females. Performance on trunk stability tasks, such as the Trunk Stability Push Up (TSPU), is less than optimal in females. Current corrective programs include few females, and clinically, improvements for females have been minimal. # Purpose/Hypothesis The purpose of this pilot study was to determine the effectiveness of a novel trunk stability intervention program in improving TSPU performance in a cohort of active female participants. It was hypothesized that ≥60% of participants would improve their TSPU scores to ≥2 via Functional Movement Screen™ (FMS™) criteria following a novel six-week intervention program. # Study Design Pilot Cohort Study # Methods Participants were screened for pain with lumbar and shoulder clearing tests and hypermobility was assessed using Beighton scores. Additional testing included a breathing screen, the FMS™, Y-Balance Test-Lower Quarter and Y-Balance Test-Upper Quarter. Participants who scored a 1 on the TSPU received a home exercise program instructed by student physical therapists. Exercises focused on improving awareness of lumbar spine position and thoracic spine mobility. Participants returned for follow-ups after two and four weeks for instruction in exercise progression, which increased postural demand on the lumbar spine and upper extremities, and utilized closed-chain, multiplanar stability strategies. # Results Nine of 20 participants (45%) scored ≥2 on the TSPU at posttest. Due to the COVID-19 pandemic, only 12 participants were able to complete all posttest outcome measures. No significant differences were noted in the remaining outcome measures. Conclusion: The results of this study indicate that a multiplanar exercise approach, combining anti-extension and anti-rotation training, was beneficial for inducing trunk stability improvements in some active females. # Level of Evidence 2b

Published
2021
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22. The Dorsiflexion Range of Motion Screen: A Validation Study

Author

Phillip J Plisky, Garrett S Bullock, Mary Beth Garner, Risa Ricard, Josh Hayden, Bethany Huebner, Kate Schwartzkopf-Phifer, and Kyle Kiesel

Subjects
Sports medicine, RC1200-1245
Abstract

# Background Limited ankle dorsiflexion (DF) is associated with ankle sprains and other lower extremity injuries. Current ankle measurements can be laborious to perform in an athletic environment. # Purpose The purpose of this study was to determine the reliability and discriminant validity of a novel closed-chain ankle DF ROM test, the standing ankle dorsiflexion screen (SADS). # Study Design Reliability and validity study # Methods Thirty-seven healthy subjects participated in the study. Two raters measured closed-chain ankle DF range of motion (ROM) using a modified lunge position with an electronic inclinometer. Four raters measured ankle DF using the SADS. Reliability was calculated using intraclass correlation coefficients (ICC) and kappa coefficients for the raters using an electronic inclinometer and the SADS scale, respectively. An independent t-test compared the SADS categories of “behind” and “beyond” to the modified lunge test ROM (*p*

Published
2021
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23. The Shrine

Author

Seamons, Kate Schwartz

Subjects
Restaurants -- Restaurant reviews, Travel, recreation and leisure
Published
2009

24. Preferred stock

Author

Seamons, Kate Schwartz

Subjects
Restaurants -- Restaurant reviews, Travel, recreation and leisure
Published
2009

25. Power conversion

Author

Seamons, Kate Schwartz

Subjects
Chicago, Illinois -- Buildings and facilities, Nightclubs -- Evaluation, Travel, recreation and leisure
Published
2009

26. Victor/victorian

Author

Seamons, Kate Schwartz

Subjects
Restaurants -- Restaurant reviews, Travel, recreation and leisure
Published
2009

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