Search

Social-emotional competence (SEC) has been demonstrated to be a crucial factor for student mental health and is malleable through the high-quality implementation of effective school-based social and emotional learning (SEL) programs. SEL is now widely practiced in the United States as a Tier 1 strategy for the entire student body, yet it remains unclear whether disparities exist in the development of SEC across socioculturally classified subgroups of students. Also, despite the field’s widespread concern about teacher bias in assessing SEC within diverse student bodies, little evidence is available on the measurement invariance of the SEC assessment tools used to explore and facilitate SEC development. Based on a sociocultural view of student SEC development, this study aimed to measure and examine the extent to which gender, racial-ethnic, and socioeconomic disparities exist in SEC developmental trajectories during elementary school years. Specifically, using 3 years of SEC assessment data collected from a districtwide SEL initiative (N = 5452; Grades K–2 at baseline; nine measurement occasions), this study (a) tested the measurement invariance of a widely-used, teacher-rated SEC assessment tool (DESSA-Mini) across student gender, race and ethnicity, and socioeconomic status (SES); and (b) examined the extent to which multiyear SEC growth trajectories differed across these subgroups under a routine SEL practice condition. The invariance testing results supported strict factorial invariance of the DESSA-Mini across all the examined subgroups, thereby providing a foundation for valid cross-group comparisons of student SEC growth. The piecewise latent growth modeling results indicated that boys (vs. girls), Black students (vs. White students), Hispanic students (vs. White students), and low-income students (vs. middle-to-high-income students) started with a lower level of SEC, with these gaps being sustained or slightly widened throughout 3 elementary school years. Based on these findings, this study calls for future research that can inform practice efforts to ensure equitable SEC assessments and produce more equitable SEL outcomes, thereby promoting equity in school mental health.

School-based, universal social and emotional learning (SEL) has been widely practiced and promoted as a promising approach to prevent youth mental, emotional, and behavioral problems. Although prior research has accumulated robust evidence of the average effects of universal SEL, it remains unclear whether it works similarly or differentially across diverse sociocultural subgroups of students. Investigating subgroup effects has implications for understanding the impact of universal SEL on possible subgroup disparities in student social-emotional competence (SEC). This study examined whether the effects of a universal SEL program on student SEC development differed across diverse student subgroups classified by gender, race, ethnicity, socioeconomic status, disability status, and English learner status. Data came from student SEC progress monitoring collected during a 1-year quasi-experimental study of a universal SEL program (N = 1592; Grades K-2). The results of multigroup latent growth modeling suggest that (a) the intervention effects were slightly larger for Black students, compared to White or other racial-ethnic subgroups, and (b) the effects were not different across other examined subgroups. This study also found that in the comparison condition, the SEC disparities between Black and White students tended to widen throughout the year, whereas in the intervention condition, Black students showed a similar rate of growth as their White peers. Findings suggest that universal SEL may be similarly beneficial across many diverse student subgroups, while it may yield larger benefits among some racially marginalized subgroups, preventing racial disparities from further widening. Yet the benefits of SEL may not be sufficient to reduce existing subgroup disparities. These findings suggest a need for more studies to examine differential effects of universal preventive programs by diverse subgroups to better inform practices that enhance equity in youth outcomes.

AbstractTOOLBOX is a school-based social and emotional learning (SEL) program to teach and reinforce 12 tools (e.g., Breathing Tool, Courage Tool) for healthy youth development. Although TOOLBOX has been broadly adopted, it remains largely untested. This quasi-experimental study aims to examine the relationship between TOOLBOX implementation and the growth of social-emotional competence (SEC) among K-2 students. First, we compare the growth trajectories of SEC between TOOLBOX and non-TOOLBOX conditions during one academic year. Then, within the TOOLBOX condition, we compare two implementation directives—TOOLBOX Standard and TOOLBOX Primer—to assess (a) the extent to which TOOLBOX was implemented and (b) the SEC growth trajectories among youth. Two district schools were given an implementation directive and materials to implement TOOLBOX Standard curriculum (full, structured lesson plans and strategies with higher dosage anticipated), and two district schools to implement TOOLBOX Primer (basic, introductory lesson plans and strategies with lower dosage anticipated). There were no dosage benchmarks available for either condition. Two additional district schools practiced as usual (non-TOOLBOX). The study sample consisted of 1766 K-2 students and their 80 classroom teachers. Student SEC was measured three times using the Devereux Student Strengths Assessment-Mini, a teacher-completed brief behavioral rating scale. Implementation dosage and quality were measured three times using teacher self-reports. Latent growth modeling and t tests were conducted. In Fall, SEC did not differ between TOOLBOX and non-TOOLBOX conditions. TOOLBOX students, however, showed a greater increase in SEC over the year. Within the TOOLBOX condition, Standard teachers incorporated the “tools” into academic instruction more frequently in Spring compared to Primer teachers. For most other implementation variables, no statistical difference was found between TOOLBOX implementation directives. Student SEC growth trajectories did not differ between Standard and Primer schools. Quasi-experimental evidence supports the overall benefits of TOOLBOX on K-2 students’ social and emotional growth. We discuss possible reasons for non-differential outcomes between Standard and Primer implementation directives within the TOOLBOX condition (e.g., gap between implementation directives and actual implementation behaviors). The gap between implementation directives and behaviors may provide an impetus for practicing school psychologists to contribute to more robust forms of implementation leadership (e.g., remove obstacles for implementation) and offer implementation support (e.g., coaching, feedback loops).

School-based, universal social and emotional learning (SEL) has been widely practiced and promoted as a promising approach to prevent youth mental, emotional, and behavioral problems. Although prior research has accumulated robust evidence of the average effects of universal SEL, it remains unclear whether it works similarly or differentially across diverse sociocultural subgroups of students. Investigating subgroup effects has implications for understanding the impact of universal SEL on possible subgroup disparities in student social-emotional competence (SEC). This study examined whether the effects of a universal SEL program on student SEC development differed across diverse student subgroups classified by gender, race, ethnicity, socioeconomic status, disability status, and English learner status. Data came from student SEC progress monitoring collected during a 1-year quasi-experimental study of a universal SEL program (N = 1592; Grades K-2). The results of multigroup latent growth modeling suggest that (a) the intervention effects were slightly larger for Black students, compared to White or other racial-ethnic subgroups, and (b) the effects were not different across other examined subgroups. This study also found that in the comparison condition, the SEC disparities between Black and White students tended to widen throughout the year, whereas in the intervention condition, Black students showed a similar rate of growth as their White peers. Findings suggest that universal SEL may be similarly beneficial across many diverse student subgroups, while it may yield larger benefits among some racially marginalized subgroups, preventing racial disparities from further widening. Yet the benefits of SEL may not be sufficient to reduce existing subgroup disparities. These findings suggest a need for more studies to examine differential effects of universal preventive programs by diverse subgroups to better inform practices that enhance equity in youth outcomes.

TOOLBOX is a school-based social and emotional learning (SEL) program to teach and reinforce 12 tools (e.g., Breathing Tool, Courage Tool) for healthy youth development. Although TOOLBOX has been broadly adopted, it remains largely untested. This quasi-experimental study aims to examine the relationship between TOOLBOX implementation and the growth of social-emotional competence (SEC) among K-2 students. First, we compare the growth trajectories of SEC between TOOLBOX and non-TOOLBOX conditions during one academic year. Then, within the TOOLBOX condition, we compare two implementation directives--TOOLBOX Standard and TOOLBOX Primer--to assess (a) the extent to which TOOLBOX was implemented and (b) the SEC growth trajectories among youth. Two district schools were given an implementation directive and materials to implement TOOLBOX Standard curriculum (full, structured lesson plans and strategies with higher dosage anticipated), and two district schools to implement TOOLBOX Primer (basic, introductory lesson plans and strategies with lower dosage anticipated). There were no dosage benchmarks available for either condition. Two additional district schools practiced as usual (non-TOOLBOX). The study sample consisted of 1766 K-2 students and their 80 classroom teachers. Student SEC was measured three times using the Devereux Student Strengths Assessment-Mini, a teacher-completed brief behavioral rating scale. Implementation dosage and quality were measured three times using teacher self-reports. Latent growth modeling and t tests were conducted. In Fall, SEC did not differ between TOOLBOX and non-TOOLBOX conditions. TOOLBOX students, however, showed a greater increase in SEC over the year. Within the TOOLBOX condition, Standard teachers incorporated the "tools" into academic instruction more frequently in Spring compared to Primer teachers. For most other implementation variables, no statistical difference was found between TOOLBOX implementation directives. Student SEC growth trajectories did not differ between Standard and Primer schools. Quasi-experimental evidence supports the overall benefits of TOOLBOX on K-2 students' social and emotional growth. We discuss possible reasons for non-differential outcomes between Standard and Primer implementation directives within the TOOLBOX condition (e.g., gap between implementation directives and actual implementation behaviors). The gap between implementation directives and behaviors may provide an impetus for practicing school psychologists to contribute to more robust forms of implementation leadership (e.g., remove obstacles for implementation) and offer implementation support (e.g., coaching, feedback loops).

The microwave electrothermal thruster (MET) utilizes wave-exited microdischarges to heat gas flows, enhancing the specific impulse of the thruster. Our computational study investigates a 17.5 GHz helium-propellant MET, employing a two-dimensional, axisymmetric fluid model of plasma coupled with electromagnetic wave and gas flows. The discharges operate in the glow regime, remaining weakly ionized, and in thermal non-equilibrium. The plasma densities reach approximately 10 20 m − 3 , and the gas temperature is around 2000 K. Even a slight off-resonant frequency operation results in a significantly lower plasma density and gas temperature. Gas heating, primarily driven by electromagnetic Joule heating, plays a critical role in influencing the overall discharge behavior. The measured peak thrust and specific impulse are 8.24 mN and 292 s, respectively, at a mass flow rate of 3.2 mg/s with 30 W of power. Compared to a cold gas thruster, there is a significant increase in the specific impulse by a factor of approximately 1.7. The enhanced performance trades off with propulsive efficiency, which decreases by a factor of 1.5 from the peak 65% at 10 W. This is due to higher energy losses to cavity walls from heat conduction with increased power. These findings underscore the critical balance between the input power and mass flow rate to improve the MET performance, highlighting the importance of power management to maximize thrust and efficiency. Furthermore, the predicted thrust and specific impulse agree well with experimental values for nominally similar MET thruster studies in the literature. [ABSTRACT FROM AUTHOR]

ObjectiveGenome-wide association studies (GWASs) for epithelial ovarian cancer (EOC) have focused largely on populations of European ancestry. We aimed to identify common germline variants associated with EOC risk in Asian women.MethodsGenotyping was performed as part of the OncoArray project. Samples with >60% Asian ancestry were included in the analysis. Genotyping was performed on 533,631 SNPs in 3238 Asian subjects diagnosed with invasive or borderline EOC and 4083 unaffected controls. After imputation, genotypes were available for 11,595,112 SNPs to identify associations.ResultsAt chromosome 6p25.2, SNP rs7748275 was associated with risk of serous EOC (odds ratio [OR] = 1.34, P = 8.7 × 10-9) and high-grade serous EOC (HGSOC) (OR = 1.34, P = 4.3 × 10-9). SNP rs6902488 at 6p25.2 (r2 = 0.97 with rs7748275) lies in an active enhancer and is predicted to impact binding of STAT3, P300 and ELF1. We identified additional risk loci with low Bayesian false discovery probability (BFDP) scores, indicating they are likely to be true risk associations (BFDP

Serious educational gameplay continues to gain traction in K-12 educational settings, as access to novel technologies increases. Increased access to computers and other devices has shifted the landscape of the classroom, increasing students' screen-time, as technology infused lessons replace other learning experiences. Amid this context, our research team created a serious educational game (SEG) designed for elementary science learners. Previous studies have linked serious gameplay to learning gains and changes in attitudes, yet the rigor of the studies often underwhelms, as the studies lack an adequate sample size, detailed student data, or quality comparison groups. These limitations are compounded in the study of science learning in elementary schools, due to structural difficulties and student variability that impede the implementation of this type of experimentation. This research attends to this knowledge gap, as our team conducted two quasi-experimental studies to explore the learning gains associated with Virtual Vet, a SEG designed to address the fundamental science concepts associated with the human body systems and the subsequent effect of diabetes and obesity related illnesses on the given body systems. In Study 1, students (n=232) were randomly assigned to play Virtual Vet or participate in guided inquiry lessons that addressed the same objectives. Our study found that students in the game condition outperformed the non-game condition. Based on this finding, we designed Study 2 to compare learning outcomes associated with two conditions: students play only Virtual Vet or students play Virtual Vet and they participate in the guided inquiry activities, which doubled the instructional time for this group. Students (n=166) were assigned to one of the conditions and we found no significant increase in learning gains for the students who participated in both activities. These results indicate that well-designed SEGs powerfully facilitate and support science learning in elementary settings.

Glassy carbon (GC) microelectrodes have been successfully used for the detection of electroactive neurotransmitters such as dopamine and serotonin through voltammetry. However, non-electroactive neurotransmitters such as glutamate, lactate, and gamma-aminobutyric acid (GABA) are inherently unsuitable for detection through voltammetry techniques without functionalizing the surface of the microelectrodes. To this end, we present here the immobilization of the L-glutamate oxidase (GluOx) enzyme on the surface of GC microelectrodes to enable the catalysis of a chemical reaction between L-glutamate, oxygen, and water to produce H2O2, an electroactive byproduct that is readily detectable through voltammetry. This immobilization of GluOx on the surface of bare GC microelectrodes and the subsequent catalytic reduction in H2O2 through fast-scan cyclic voltammetry (FSCV) helped demonstrate the indirect in vitro detection of glutamate, a non-electroactive molecule, at concentrations as low as 10 nM. The functionalized microelectrodes formed part of a four-channel array of microelectrodes (30 μm × 60 μm) on a 1.6 cm long neural probe that was supported on a flexible polymer, with potential for in vivo applications. The types and strengths of the bond between the GC microelectrode surface and its functional groups, on one hand, and glutamate and the immobilized functionalization matrix, on the other hand, were investigated through molecular dynamic (MD) modeling and Fourier transform infrared spectroscopy (FTIR). Both MD modeling and FTIR demonstrated the presence of several covalent bonds in the form of C-O (carbon–oxygen polar covalent bond), C=O (carbonyl), C-H (alkenyl), N-H (hydrogen bond), C-N (carbon–nitrogen single bond), and C≡N (triple carbon–nitrogen bond). Further, penetration tests on an agarose hydrogel model confirmed that the probes are mechanically robust, with their penetrating forces being much lower than the fracture force of the probe material. [ABSTRACT FROM AUTHOR]

The purpose of the present study is to investigate effective English language learning strategies (LLSs) employed by successful language learners. The participants in this study were 20 student interpreters enrolled in the graduate school of interpretation and translation in Korea. Data on LLSs were collected through unstructured essay writing, a method employed to encourage participants to freely reflect on their language learning experiences and report what strategies and study methods helped them develop a high level of English proficiency. Qualitative data analysis produced several findings related to the use of learning strategies. Specifically, metacognitive strategies, such as disciplined approach to language learning and monitoring of progress, and cognitive strategies, such as reading-aloud and text analysis, were frequently mentioned as effective strategies. In addition, a number of participants emphasized the importance of conscious attention to language input during language learning activities. Testimonies of advanced English language learners in an English as a Foreign Language (EFL) context suggest that learner autonomy manifested in self-regulated learning activities may be crucial for successful foreign language learning. These and other findings are discussed with respect to their pedagogical implications for strategy-based instruction in English education.

Based on a widely held belief that immersion provides the best language learning opportunities, a large number of Asian students go to English-speaking countries to improve their English language skills. These strongly motivated learners arrive in a new country with a bag of expectations, learner beliefs, and imaginations about the new community they are about to enter. However, learners are often faced with a set of challenges with respect to language learning opportunities and identity negotiations in the new community. Against this background, the present study examined three cases of Korean learners enrolled in an intensive English program (IEP) in the U.S. The aim of the study was to understand distinct struggles experienced by this learner population. The study found that the participants had certain motivations and imaginations about the new communities, but they experienced numerous challenges and struggles particularly with regard to opportunities for authentic communications in English and identity conflicts. The paper discusses pedagogical implications for an effective IEP curriculum to allow students more opportunities for legitimate periphery participation in the target language communities of practice.

Therapeutic electrical stimulation, such as transcranial cortical stimulation and peripheral somatosensory stimulation, is used to improve motor function in patients with stroke. We hypothesized that these stimulations exert neuroprotective effects during the subacute phase of ischemic stroke by regulating novel common signaling pathways. Male C57BL/6J mouse models of ischemic stroke were treated with high-definition (HD)-transcranial alternating current stimulation (tACS; 20 Hz, 89.1 A/mm2), HD-transcranial direct current stimulation (tDCS; intensity, 55 A/mm2; charge density, 66,000 C/m2), or electroacupuncture (EA, 2 Hz, 1 mA) in the early stages of stroke. The therapeutic effects were assessed using behavioral motor function tests. The underlying mechanisms were determined using transcriptomic and other biomedical analyses. All therapeutic electrical tools alleviated the motor dysfunction caused by ischemic stroke insults. We focused on electrically stimulating common genes involved in apoptosis and cell death using transcriptome analysis and chose 11 of the most potent targets (Trem2, S100a9, Lgals3, Tlr4, Myd88, NF-kB, STAT1, IL-6, IL-1β, TNF-α, and Iba1). Subsequent investigations revealed that electrical stimulation modulated inflammatory cytokines, including IL-1β and TNF-α, by regulating STAT1 and NF-kB activation, especially in amoeboid microglia; moreover, electrical stimulation enhanced neuronal survival by activating neurotrophic factors, including BDNF and FGF9. Therapeutic electrical stimulation applied to the transcranial cortical- or periphery-nerve level to promote functional recovery may improve neuroprotection by modulating a common neuronal death pathway and upregulating neurotrophic factors. Therefore, combining transcranial cortical and peripheral somatosensory stimulation may exert a synergistic neuroprotective effect, further enhancing the beneficial effects on motor deficits in patients with ischemic stroke. [ABSTRACT FROM AUTHOR]